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Effective presentation techniquesPossible answers:
Activity 10 -17. Group work What other techniques are there for presenting new vocabulary? Give them a title. Look through Activities 10-17, define them. 10. Show real objects or pictures of real objects to your learners. Example:
11. Use parts of words to help learners build words or guess their meaning. Example:
12. Act out, mine or demonstrate words. Example:
13. Use words learners already know to teach them similar words. Example:
14. Use well-known English song titles, books or people. Example:
15. Give examples of words you want to introduce. Example:
16. Draw the words to represent their meaning. Example: LARGE small 17. Work out the meaning of the words ‘wound, injury, lungs, buried’ from the context and write their translation. Discuss your translations with each other and change as necessary. Now check your answers with your teacher or in a dictionary. Activity 18 Now that the new vocabulary is presented you should practice it at the lesson. Put the stages of the vocabulary practice in the correct order. Practice exercises (gap-filling, matching, translation…) Communicative practice Drill on Pronunciation and Spelling Activity 19. Group work What drills on pronunciation and spelling can you think of? Ex.: 1) go around the class and find out … 2) in the word ‘THREA’ the letters are scrambled. Can you guess the word? 3) let’s play a game: I packed my bag to Alaska and put … chain (snowball). Activity 20. Match these practice techniques with their names:
(see the supplement) Activity 21. Let’s play a game“Simple and compound” Look at the list of prefixes, suffixes and simple words. You now have 5 minutes to write as many simple or compound words with these words or affixes as you can. How many words do you have?
What kind of words do you know? Write examples.
Activity 22. There are a lot of different types of vocabulary testing techniques. Study the following techniques, define what aspects are being tested and match the techniques with their titles. Titles of techniques:
(see the supplement) 2.3 Teaching Pronunciation Aims: By the end of the session the students will be able to make up a list of activities for improving learners` pronunciation, to identify major phonetics terminology. Materials: Ur P. “A Course in Language Teaching” The concept of “pronunciation” may be said to include: -the sounds of the language or phonology -stress and rhythm -intonation Sounds: It’s necessary to be able to list and define the sounds or phonemes of the language by writing them down using phonetic representations. Different books vary as to exactly which, and how many symbols are used. Do not mix the two terms: phonetic and phonemic.
Activity1 Step1. You are given ten words; try to transcribe them into phonetic script concept summary function listening language implement predict observe background syllabus Step2. Use a dictionary and Box 4.1 “The Phonemic Alphabet”, check your transcription English Speech Rhythm- is characterized by tone-units: a word or group of words which carries one central stressed syllable; other syllables; if there are any, are lightened. Stress can be indicated in writing: probably the simplest way to do so is to write the stressed syllable 1) in capital letters: for ex. Peter, come HERE, please 2) to put a short vertical line above and before the stressed syllable /'pi:tәkΛm'hiә/ Activity 2. I’m dictating you three short sentences. You write them down, making the stressed syllables capital. Be back home before nine. Could you turn it off? You can’t always have fun and do nothing. Intonation, the rises and falls in tone that make “the tune” of an utterance, is an important aspect of the pronunciation of English, often making a difference to meaning or implication. Stress is most commonly indicated not by increased volume, but by a slight rise in intonation. The different kinds of intonation are most simply shown by the symbols \ / in order to show falling and rising intonations; and the symbols ۷ ٨ to show fall-rise, and rise-fall. The rhythm of English is mainly a function of its stress patterns; these may also affect such aspects as speed of delivery, volume and pauses. Activity 3. Listen to a brief recording. Write down a sentence from the recording, using spelling and indicate the rising and falling intonation. Flow of Speech It is important to know that different sounds, stresses and intonations may affect one another within the flow of speech.
/ 'sΛbdgikt/ /sәb'dgekt/ Activity 4. Think of examples when sounds affect one another in the stream of speech, or stress and intonation changing the way the sounds are articulated. Teaching pronunciation involves three features: 1). Segmental (divided into parts, separated into) 2). Suprasegmental (over, beyond, above separated) 3). Paralinguistic Activity 5. Work in groups, distribute the following phonetic terms into three groups according to the feature. Miming intonation gestures Sentence stress body language word stress Sounds syllables timbre Activity 6. What is easier to teach? Can a non-native teacher serve as a model for target language pronunciation? What factors affect pronunciation? Make a list of them. Possible answers: level of education; social status; place of origin; male or female; individual peculiarities; motivation and concern for good pronunciation. The Objective of Teaching of Pronunciation Activity 7. 1).The aim of teaching and improving pronunciation is to achieve a perfect imitation of a native accent. 2).The aim of teaching and improving pronunciation is to get the learner to pronounce accurately enough to be easily and comfortably comprehensible to other complement speakers. ? Which of the two ideas seems more correct to you? Discuss it in groups and present your opinion. Explain WHY. Possible explanation: “Perfect” accents are difficult or not possible for most of us to achieve anyway and may not even be desirable. Do you want to achieve a “perfect” native accent? If yes, why? Activity 8. Learners often make pronunciation errors. Make a list of errors students often make. What are some possible reasons for these errors?
Teaching Pronunciation Presentation Activity 9. a). Look at the table and decide which steps are more important than the others. Put them in order of priority. Say the sound alone Say the sound in a word Contrast it with other sounds Write words on the board Explain how to make the sound Get students to repeat the sound in chorus Get individual students to repeat the sound b). Put the number of the steps into each speech bubble 1. 'th-th' 2. 'think' 'than you' 3. Listen 't'- 'th' 4. Look-tongue between your teeth let the air go through: 'th' 5. Everyone- 'th' 6. Sri- can you say it? Activity 10. Here are some ideas for improving learners` pronunciation. Read them thoroughly; discuss in groups and say which of these ideas you find most appealing for teaching pronunciation to schoolchildren. Ideas for Improving Learners` Pronunciation
Young inexperienced teachers might think that English pronunciation being exceptionally difficult can be achieved and practiced through phonetics. But phonetics and drills can often lead learners to hate or fear the study of English and inhibit their speaking. There are some obstacles which prevent a learner from acquiring good pronunciation. The author of the RBT ‘Pronunciation’ Clement Laroy is sure that there are:
Historical obstacles imply having positive and strong links with the mother tongue, and the older people get, the stronger the links become. A lot of countries and people had contacts with people speaking various brands and accents of English during wars or who were once part of the British Empire. Personal obstacles: Adolescents may try not to be good in order to integrate better with their classmates or they themselves may feel more attracted by members of their favourite pop group or by Americans, Australians, or Indians. Sociological obstacles: Immigrants may want to achieve a good pronunciation to set them above the country or they will speak English with an exaggerated accent taken from their own mother tongue. The author believes that teaching and improving pronunciation should be indirect. He uses 3 approaches to teaching pronunciation:
Oblique approach means that teachers need to know what they are teaching, but the learners need not always be aware of what they are learning. This can avoid immediate resistance. If you are going to give explicit explanation and correction, it should be when students can really benefit from it. If students ask for explanation, they are probably ready for some analysis. A pragmatic approach means that the activities do not aim to fit any particular description of the English pronunciation. By asking learners to do one thing, we actually get them to achieve another – the activities must be seen as steps in a process. A holistic approach Pronunciation cannot be separated from the people who speak the language. This means that many aspects of the learners’ personalities must be involved. Make sure your learners feel you expect them to succeed. Constant repetition and correction should be banned, for there is no reason to believe that what doesn’t work once will work better by being repeated. Creating a relaxed atmosphere where learners can approach pronunciation and the language in general in a friendly way is important. Games, group dynamics, relaxation and other activities will lower the learners’ tension.
The author divides the activities given in the book into 4 groups:
E. Passov thinks that there are 4 important stages for pronunciation skills:
Ya. Kolker, E. Youstinova, T. Enalieva think that there are 3 stages for pronunciation skills:
Activity 1
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