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UNIVERSIDAD NACIONAL DE CHIMBORAZO
FACULTAD DE CIENCIAS DE LA EDUCACION HUMANAS Y
TECNOLOGIAS
ESCUELA DE IDIOMAS
NAMES: Caba Janneth
Caizapanta Marco
Remache Alex
Siza Martha
Taday Sara
Yamasque Erika
SUBJECT: Methodology I
TOPIC :THE TEACHER`S ROLE
Date: 24-10-2014
QUOTE
A teacher is a
compass that
activates the magnets
of curiosity,
knowledge, and
wisdom in the pupils.
Helping learners hear and produce
The teachers should help their students to
pick up the sound system of the language by
listening to them. However, for speakers of a
second language to "hear" and say sounds in
the language they are learning.
Providing feedback
 Providing feedback to the student regarding his or
her work with you is the most powerful teaching
tool you have in the pronunciation. It is also the
area most commonly cited as lacking when
students can not pronunciation.
 Example : Quizzes and tests can be prepared by
using text, graphics, video and audio materials.
These quizzes are graded automatically.
BUILDING AWARENESS AND CONCERN
 The students need recognize the message
of a word, the pitch of voice can affect
this.
 The teachers should make students aware
of the available resources to send a spoken
message.
STABLISH PRIORITIES
 Some areas of pronunciation may be much more
important than others in the classroom if one
considers errors that directly affect learners’
intelligibility so we as teacher have to take as a
priority to that student that is not learning in the same
ways us others. Therefore we can focus more in that
student and ask the other student help the one is
learning less. The most important thing is that we
have to search the best technique for teaching that
student
 We can use to increase their pronunciation by listen to
music , videos, stories. etc
PLANNING VARIETY OF ACTIVITIES
 Teachers plan for different reasons;
 1) To satisfy immediate psychological needs, such as
increasing one’s sense of security, reoccurring anxiety.
 2) to prepare themselves and materials for instruction.
 3) to create a framework that will guide the interactive phase
of instruction.
 4) Some teachers plan because they are required by
administrators to submit written plans on a regular basis.
 1:- In general the best way to improve
pronunciation is to speak English daily and to
find opportunities to be exposed to the
language as much as possible.
 The sounds of the English language
can be written down using the
International Phonetic Alphabet (IPA)
which is used in all Longman
dictionaries. Use of minimal pair
perception exercises (ship/sheep, ten
/then) helps students learn the sounds
of English.
 3. -Tasks like reading aloud allow
students to concentrate on
pronunciation skills too.
 The first step in any successful
pronunciation lesson is to give your
students the opportunity to imitate.
Most often, you will be the model that
your students will copy, but you can
also use other sources.
 Another interesting technique is useful to
make contrast sounds by presenting minimal
pairs.
 Speech processing is one of the
largest growing research areas in
signal processing.
 Each year billions of pounds are
being spent on supporting research in
speech processing.
 By making comparisons with the nearest
sound in the student`s native language.
 Perhaps the greatest difference between
English and Spanish is that Spanish has
only five vowel sounds while English has
more than 14, depending on regional
dialects. This is the reason Spanish
speakers have difficulty differentiating
between vowel phonemes in words like seat
and sit.
 The students must practice the
pronunciation the same way that
another skills, pronunciation must be
integrated to communicative language
work.
 For a learner it need to practice and repeat
as many times they can by using different
techniques to increase their a fluently
pronunciation.
Give short but regular bursts of treatment but regularly for
teaching the pronunciation according the student´s necessities
something like the follow examples.
 Vowel Length
 Mouth Positions
 Practice Listening
 Write Tongue Twisters
 Feedback
 Bring students gradually from controlled cognitively
performance to automatic performance.
 Teachers of students learning English should be
aware that the goal of improving pronunciation for
many learners is mutual intelligibility, not perfection.
 When the students say something, use that student
as a model and encourage everyone to listen careful.
THE TEACHER`S ROLE

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THE TEACHER`S ROLE

  • 1. UNIVERSIDAD NACIONAL DE CHIMBORAZO FACULTAD DE CIENCIAS DE LA EDUCACION HUMANAS Y TECNOLOGIAS ESCUELA DE IDIOMAS NAMES: Caba Janneth Caizapanta Marco Remache Alex Siza Martha Taday Sara Yamasque Erika SUBJECT: Methodology I TOPIC :THE TEACHER`S ROLE Date: 24-10-2014
  • 2. QUOTE A teacher is a compass that activates the magnets of curiosity, knowledge, and wisdom in the pupils.
  • 3.
  • 4. Helping learners hear and produce The teachers should help their students to pick up the sound system of the language by listening to them. However, for speakers of a second language to "hear" and say sounds in the language they are learning.
  • 5. Providing feedback  Providing feedback to the student regarding his or her work with you is the most powerful teaching tool you have in the pronunciation. It is also the area most commonly cited as lacking when students can not pronunciation.  Example : Quizzes and tests can be prepared by using text, graphics, video and audio materials. These quizzes are graded automatically.
  • 6. BUILDING AWARENESS AND CONCERN  The students need recognize the message of a word, the pitch of voice can affect this.  The teachers should make students aware of the available resources to send a spoken message.
  • 7. STABLISH PRIORITIES  Some areas of pronunciation may be much more important than others in the classroom if one considers errors that directly affect learners’ intelligibility so we as teacher have to take as a priority to that student that is not learning in the same ways us others. Therefore we can focus more in that student and ask the other student help the one is learning less. The most important thing is that we have to search the best technique for teaching that student  We can use to increase their pronunciation by listen to music , videos, stories. etc
  • 8. PLANNING VARIETY OF ACTIVITIES  Teachers plan for different reasons;  1) To satisfy immediate psychological needs, such as increasing one’s sense of security, reoccurring anxiety.  2) to prepare themselves and materials for instruction.  3) to create a framework that will guide the interactive phase of instruction.  4) Some teachers plan because they are required by administrators to submit written plans on a regular basis.
  • 9.
  • 10.  1:- In general the best way to improve pronunciation is to speak English daily and to find opportunities to be exposed to the language as much as possible.
  • 11.  The sounds of the English language can be written down using the International Phonetic Alphabet (IPA) which is used in all Longman dictionaries. Use of minimal pair perception exercises (ship/sheep, ten /then) helps students learn the sounds of English.
  • 12.  3. -Tasks like reading aloud allow students to concentrate on pronunciation skills too.
  • 13.  The first step in any successful pronunciation lesson is to give your students the opportunity to imitate. Most often, you will be the model that your students will copy, but you can also use other sources.
  • 14.  Another interesting technique is useful to make contrast sounds by presenting minimal pairs.
  • 15.  Speech processing is one of the largest growing research areas in signal processing.  Each year billions of pounds are being spent on supporting research in speech processing.
  • 16.  By making comparisons with the nearest sound in the student`s native language.  Perhaps the greatest difference between English and Spanish is that Spanish has only five vowel sounds while English has more than 14, depending on regional dialects. This is the reason Spanish speakers have difficulty differentiating between vowel phonemes in words like seat and sit.
  • 17.
  • 18.  The students must practice the pronunciation the same way that another skills, pronunciation must be integrated to communicative language work.
  • 19.  For a learner it need to practice and repeat as many times they can by using different techniques to increase their a fluently pronunciation.
  • 20. Give short but regular bursts of treatment but regularly for teaching the pronunciation according the student´s necessities something like the follow examples.  Vowel Length  Mouth Positions  Practice Listening  Write Tongue Twisters  Feedback
  • 21.  Bring students gradually from controlled cognitively performance to automatic performance.  Teachers of students learning English should be aware that the goal of improving pronunciation for many learners is mutual intelligibility, not perfection.  When the students say something, use that student as a model and encourage everyone to listen careful.