Методические рекомендации для студентов по дисциплине дпп. 06. «Теория и методика обучения иностранному языку»


НазваниеМетодические рекомендации для студентов по дисциплине дпп. 06. «Теория и методика обучения иностранному языку»
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Effective presentation techniques















Possible answers:

  1. concise definition (as in a dictionary, often a super ordinate, ex.: a cat is an animal …)

  2. detailed description

  3. examples (hyponyms)

  4. illustration (picture, object)

  5. demonstration (acting, mime)

  6. context (story or sentence in which the item occurs)

  7. synonyms

  8. opposites (antonyms)

  9. associated ideas, collocations

  10. translation


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:

The topic of a unit is cooking. The teacher brings the following kitchen tools into class and shows them to the learners:

Bowl whisk fork spoon knife wooden spoon
She then ‘cooks’ something, using the items and repeating the new words often.



11. Use parts of words to help learners build words or guess their meaning.

Example:

Vocabulary Development

Prefixes

We can change the meaning of an adjective by putting a prefix in front of it. Add the prefix un-, in- or im- to these adjectives and put them in the correct column. Check in your dictionary to see if you out un- or in- . You put im- in front of most adjectives and put them in the correct column. Check in the dictionaries to see if you put un- or in-. You put im- in front of most adjectives beginning with m or p.
Tidy happy friendly realistic dependent precise expensive possible safe adequate interesting human exciting polite competent perfect mature patient


12. Act out, mine or demonstrate words.

Example:

The class is going to listen to a song, where they have to act out these verbs:
clap shake snap stamp swing wiggle
As an introduction, the teacher acts out the words and asks the class to act, too.

As the words occur in the song, the learners act out the words.


13. Use words learners already know to teach them similar words.

Example:

Learners read a text and have to find the words in the text which mean the following:
very thin identical

short and fat tiny

very large crying



14. Use well-known English song titles, books or people.

Example:

When introducing new words, the teacher reminds learners of famous or familiar places where they might have come across the words before, for example in film titles or songs or pop groups.

Examples:

wiggle pop song with chorus ‘Wiggle, wiggle’

jungle Jungle Book

rolling The Rolling Stones



15. Give examples of words you want to introduce.

Example:

The teacher wants to introduce the word fruit. She explains that you can eat fruit and there are various kinds: apples, bananas, peaches, oranges, etc. (The class knows the words for some individual fruits already). She asks the learners for more examples of fruit.

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:

  1. Multiple choice

  2. Matching

  3. Gap-filling

  4. Word-building

  5. Choosing definitions

  6. Defining words

  7. Synonyms / antonyms

  8. Translation

(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?


Prefixes

Suffixes

Words

Un-

Dis-

Re-



-tion

-ment

-ous



self

Head

heart




What kind of words do you know? Write examples.


Roots

Derived words

Compound words









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:

  1. Translation

  2. Dictation

  3. Dictation-translation

  4. Sentence completion

  5. Matching

  6. Gap filling

  7. Odd one out

  8. Multiple choice

  9. Writing sentences

(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.


Phonetic- transcriptions of the sounds of all human languages which make distinctions between sounds that may not be distinguished in a given language system.

Phonemic- transcriptions of a particular sound system


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.

  • The way a sound is articulated is influenced by what other sounds are next to it: the –ed suffix of the Past Simple may be pronounced / d/, /t/, or /id/ depending on what came immediately before.

  • Intonation affects how we hear stress. Stress is more often a matter of a raised or lowered tone level with a slight slowing-down.

  • A change in the stress pattern of a word will change its sounds as well: the word subject has the stress on the first syllable when it is a noun, on the second one when it is a verb, and now, the difference in transcription

/ '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?


Error

Reason

1. devoicing of voiced consonants

2. mixing short and long vowels

3. ignoring diphthongs or pronouncing two sounds instead of one

4. lack of aspiration

5. mispronouncing( s instead of θ)

6. replacing some English sounds with Russian similar ones

7. palatalization

8. ignoring of phonetic phenomena: loss of plosion, nasal plosion, and lateral plosion.

1. P.Ur:

- a particular sound doesn’t exist in the mother tongue

- a sound exists in the mother tongue, but not as a separate phoneme

-the learners are using their mother tongue intonation

2. my ideas:

-lack of practice

-no similar sounds in the mother tongue


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

  • imitation of teacher or recorded model sounds

  • recording of learner speech, contrasted with native model

  • systematic explanation and instruction(including details of the structure and movement of parts of the mouth)

  • choral repetition of drills

  • varied repetition of drills(varied speed, volume, mood)

  • learning and performing dialogues(as with drills, using choral work and varied speed, volume, mood0

  • learning by heart of sentences, rhymes, jingles

  • jazz chants (see Grahah,1978)

  • tongue twisters

  • self-correction through listening to recordings of own speech


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:

  1. Historical Obstacles

  2. Personal Obstacles

  3. Sociological Obstacles

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:

  1. Oblique

  2. Pragmatic

  3. Holistic

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.


Work in groups of 3 and say which of the 3 approaches suggested by the author can be used for teaching pronunciation to our schoolchildren?

The author divides the activities given in the book into 4 groups:

  1. Tuning in to the language

  2. The beat and tune of English (stress, rhythm and intonation)

  3. Approaching speech sounds

  4. Correcting




Which principle do you think the author used for the subtitles of his coursebook for teaching pronunciation?


E. Passov thinks that there are 4 important stages for pronunciation skills:

  1. Sound perception in words, phrases in isolation to create the sound image

  2. Imitation

  3. Differentiation or perception of the peculiarity of the sound

  4. Reproduction, usage of the sound in a phrase


Ya. Kolker, E. Youstinova, T. Enalieva think that there are 3 stages for pronunciation skills:

  1. Awareness

  2. Drill

  3. Speech practice


Activity 1

How can you use these techniques and activities for Pronunciation practice?

What are the possible aims for these techniques and activities?

Complete the table
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