Teaching Pronunciation (13)
Always practice in a meaningful context by asking students appropriate questions. In the early part of the pronunciation drill, you may be required to give practice of individual sounds and words without much context. Even here you should explain the meaning of the word in which the sound occurs so that some contextualizing will take place.
Once words, phrases and sentences are introduced, context is more easily created. You may ask them to give the names of objects around or in the pictures presented to the students. You may ask the students to give their own names and names of people around them. You may ask questions about their family and friends, what they do, what they did that day, and so on.
Paulston and Bruder (1976) suggest three types of questions to practice materials in context: questions which demand recapitulation of beginning material, opinion-type questions, and discussion type questions.
Words introduced earlier may be used for additional practice by asking students to give the names of objects shown to them or found in the pictures presented to them. This demands recapitulation of the words already introduced. Opinion type and discussion type questions are good for advanced students.