The task will specifically focused to teach vowel sounds to Chinese ELLs as they face major difficulty in pronouncing it. In the specific sense, this activity will be taking up a systematic approach to teach English vowel. The vowel sounds are known for having extremely subtle variations among them. First, there will be production of targeted vowel sounds by the teacher in isolation. Chinese ELLs will be simply listening to the vowels first. The students will be repeating the vowel sounds while receiving feedback immediately (Hewings, 2007). The teacher will be further explaining how there is specific making of the target sound. The key emphasis is laid upon shaping the lips, positioning the teeth, and finally enabling articulation.
The next step will involve the teacher who will be contrasting the target phoneme with a different sound. The next step will be initiated in which students will be brainstorming words that consist of target sounds (Hancock, 2012). This will be circulated by the teacher and immediate feedback will be provided. Feedback will be the crucial elements of this combination of communicative approaches. The overall teaching will be focusing upon production and recognition for the correct pronunciation of sounds. There are a variety of sounds concerning vowel when compared to Chinese language. However, this does no longer have similar identities if absolute vowels existing between European and Chinese are the same.
As per the guidelines accepted in Chinese pronunciation, comparable vowels will have distinctive sounds for special words. Chinese ELLs are dealing with difficulties in the pronunciation concerning fair complexion vowel together with maximum consistency (Baker, 2006). As reflected of the resource, the need over discernment explicit between fair complexion is no longer special of “Ship or Sheep”.Plans were set for a number of lessons of vowel sound. The teaching technique focuses on a logical framework to ensure the understanding of pronunciation for vowels from all aspects. The first approach will be concerning the sound of “I” comparing it to the sound of “eat”. There is making of word from the front portion of the mouth. This front vowel can be considered as the highest (Hewings, 2007).