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The document discusses strategies for teaching pronunciation in English, including describing phonemes, consonant and vowel sounds, and strategies for practicing pronunciation like role plays, dictation, and drilling exercises. It also addresses assessing student pronunciation through partial exams, portfolios, and classroom activities. The goal is to help both native and non-native English speakers produce comprehensible English phonemes.
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First lesson blog
The document discusses strategies for teaching pronunciation in English, including producing comprehensible phonemes, formulating pedagogical criteria, and applying strategies to avoid misunderstandings. It also lists various tasks and activities that can be used to enhance students' awareness of pronunciation learning strategies, such as role-plays, minimal pairs, and transcription exercises. The assessment criteria includes partial grades for practice, portfolios, and in-class activities.
Educator improvement meeting 2012
The document summarizes an educator improvement meeting discussing four second basic classes and their diagnostic test results. It provides details on the diagnostic test administered in April, evaluating students on separate skills and integrated production/comprehension domains. Test results for each class are presented. The document also outlines curricular advantages and proposals for the four classes, including using cooperative learning strategies, projects involving family/environment, school trips, and the use of body language by preschool teachers.
Vertex School of Personality Grooming and Communication Enhancement
Our mission is to make people professionally trained and enhance their lingual skills so that they may lead a successful life...
Literacy reference
Phonemic awareness is the ability to recognize individual sounds, or phonemes, in spoken words. It involves identifying, categorizing, blending, segmenting, and substituting phonemes. Phonemic awareness is important for developing reading and decoding skills, as students must understand the connection between sounds and letters to read fluently and comprehend text. Without phonemic awareness, students will struggle to derive meaning from written words.
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This document compares the evaluation criteria for narrative and expository essays. Both are evaluated on content, accuracy/depth, process, presentation/neatness, and creativity. For narrative essays, content focuses on describing a place the student knows well from personal experience. For expository essays, content includes objective facts about the place. Narrative essays are written in first person and tell a story, while expository essays are written in third person and present information objectively. Both are evaluated on use of standard English conventions and presentation of a neat, organized final product.
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First lesson blog
The document discusses strategies for teaching pronunciation in English, including producing comprehensible phonemes, formulating pedagogical criteria, and applying strategies to avoid misunderstandings. It also lists various tasks and activities that can be used to enhance students' awareness of pronunciation learning strategies, such as role-plays, minimal pairs, and transcription exercises. The assessment criteria includes partial grades for practice, portfolios, and in-class activities.
Educator improvement meeting 2012
The document summarizes an educator improvement meeting discussing four second basic classes and their diagnostic test results. It provides details on the diagnostic test administered in April, evaluating students on separate skills and integrated production/comprehension domains. Test results for each class are presented. The document also outlines curricular advantages and proposals for the four classes, including using cooperative learning strategies, projects involving family/environment, school trips, and the use of body language by preschool teachers.
Vertex School of Personality Grooming and Communication Enhancement
Our mission is to make people professionally trained and enhance their lingual skills so that they may lead a successful life...
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Phonemic awareness is the ability to recognize individual sounds, or phonemes, in spoken words. It involves identifying, categorizing, blending, segmenting, and substituting phonemes. Phonemic awareness is important for developing reading and decoding skills, as students must understand the connection between sounds and letters to read fluently and comprehend text. Without phonemic awareness, students will struggle to derive meaning from written words.
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This document compares the evaluation criteria for narrative and expository essays. Both are evaluated on content, accuracy/depth, process, presentation/neatness, and creativity. For narrative essays, content focuses on describing a place the student knows well from personal experience. For expository essays, content includes objective facts about the place. Narrative essays are written in first person and tell a story, while expository essays are written in third person and present information objectively. Both are evaluated on use of standard English conventions and presentation of a neat, organized final product.
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The document describes a 24-hour personality and communication enhancement program. It aims to help learners improve their English skills, personality, and career prospects through immersive training that includes classroom study, group discussions, presentations, role plays, and daily video recording/analysis of activities. The intensive program covers English grammar, pronunciation, vocabulary building, and interview/communication skills through various teaching methods and facilities.
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The audiolingual method was developed in the 1950s in response to the US military's need to rapidly teach languages during WWII. It views language as a set of habits learned through repetition and reinforcement. Lessons focus heavily on drilling pronunciation and grammar patterns through repetition exercises. While it was effective for teaching basic oral skills, critics argue its theoretical foundations were weak and lessons were boring. It declined in the 1970s as newer methods prioritized meaningful communication over habit formation.
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The document discusses several language teaching methods:
- The Grammar-Translation Method focuses on reading, writing, and translating skills. It emphasizes grammar rules and accuracy.
- The Direct Method aims to teach language directly without translation. It uses the target language and focuses on oral skills.
- The Audio-Lingual Method is based on behaviorism and drills patterns through repetition. It emphasizes form over meaning.
- The Cognitive Approach sees language learning as problem-solving. It provides systematic grammar instruction and production activities.
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The document discusses five major hurdles faced by non-native speakers: 1) Pronunciation, as the pronunciation of letters can vary widely between languages, such as the letter "J"; 2) Accent, as certain accents from areas like India and China can be very distinctive; 3) Grammar, as the complex rules of grammar can be difficult to master; 4) Cultural barriers, as different regions have implicit social norms that are hard for outsiders to learn; and 5) Fluency, as achieving fluency is important for professionals but less so for tourists. The document then notes that the company hHelios has helped thousands of immigrants overcome these hurdles through their language training programs.How Non-native English Speakers Respond to English Surveys
We like to think that everyone answering our surveys is perfectly fluent in English but let's be realistic. About 10% of Americans have difficulty reading/writing in English because it is not their native language. And when we apply standard techniques to identify which survey takers provide good data and which are simply giving random answers, we are often making the mistake of applying measurements that all require high level language skills.
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How many vowel sounds in English?
There is no definitive answer to how many vowel sounds there are in English because linguists differ in their analyses. Peter Roach analyzed British English as having 20 vowel sounds, including 12 monophthongs, 5 closing diphthongs, and 3 centering diphthongs. However, Peter Ladefoged analyzed it as having 20 vowel sounds as well but with some differences - he omitted /ə/ and /υə/ since they are not used in stressed words, and included /aə/ and noted /ju/ as uncertain. The number of vowels is further complicated by differences between British and American English varieties and ongoing changes to pronunciation.
Common Errors in Publication
This document discusses common errors that frequently occur in published works. It lists eight common mistakes but does not provide any details on the specific errors. The document aims to bring awareness to errors that happen often in materials published for public consumption.
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A contrastive analysis of native and non-native speaker interviews
The structure of spoken English: A contrastive analysis of native and non-native speaker interviews
Universidad Jaime I, Castellón, Mayo 2015
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This document discusses various linguistic concepts related to improving pronunciation in English. It covers phonetics and phonology, the International Phonetic Alphabet, phonemes, the sounds of English, syllables, stress, connected speech features like assimilation and elision, and provides examples to illustrate these concepts. The goal is to help learners understand and accurately produce the sounds of English for effective oral communication.
Native speaker
The document discusses perspectives on native English speakers and their role in language teaching. It notes that traditionally, native English speakers were considered the ideal teachers. However, views have changed as more people become bilingual. Today, the definitions of native and non-native are obsolete. Non-native teachers are now better equipped to teach due to learning English in a classroom setting. Non-native speakers are divided into L2 users, who speak with accents and vary grammatically from native norms, and expert users, who demonstrate proficiency with idioms, tenses and complex language.
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The causes, effects, start, and the way its going, what are the roles, what are the agencies through which linguistics imperialism is spreading.
Pronunciation problems of non native speakers of english
This document discusses pronunciation problems faced by non-native English speakers and ways to overcome them. It defines non-native speakers as those whose first language is not English. It identifies some common pronunciation issues speakers of Arabic, Cantonese, French, Hindi, and Spanish may encounter. These include confusing similar sounds like /p/ and /b/ in Arabic or /θ/ and /d/ in Malaysian English. Factors causing problems are a lack of confidence, vocabulary, and focus on pronunciation in teaching. Ways to improve include practicing pronunciation, listening to English extensively, and using audio materials and qualified phonology teachers.
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This document lists 30 common mistakes made by English language learners and provides corrections. Some examples of mistakes include using "to my mother" instead of "my mother", saying "Spanish people is friendly" rather than "Spanish people are friendly", and using "I have nothing to do" instead of "I'm bored". The document serves as a guide for improving English grammar and usage.
Why People Face Problems While Speaking English?
This file gives you great idea about english speaking. Go through this for clear & authentic information.
Problems faced by Non-Native English Speakers
Non-native English speakers face several challenges with pronunciation, accent, grammar, and fluency. [1] They may incorrectly learn pronunciation by transferring rules from their native language. [2] They speak with a strong accent that influences English words. [3] The grammar of English is different from other languages and can be misunderstood. [4] Lack of confidence and fluency makes speaking difficult. To overcome these, non-native speakers should [1] learn pronunciation from native speakers, [2] speak slowly to be understood, [3] ask native speakers for grammar help, and [4] practice frequently with tapes or native speakers.
Problems and solutions in learning English
This document summarizes the minutes from an English discussion group. It identifies the main difficulties group members experienced in learning English as lack of motivation, inconsistent teaching methods, and lack of practice opportunities. It then outlines challenges and solutions for improving grammar, listening, speaking, reading, and writing skills. For each area, it lists 3 common difficulties and proposes 3 solutions, such as practicing pronunciation daily, reading various materials in English, and recording writing exercises. The conclusion states that overcoming challenges through passion, habit-formation, and effective study methods can help learn English more effectively.
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The document provides tips for a five part interview process: 1) Prepare before the interview by researching the company and dressing professionally. 2) Greet the interviewer positively. 3) Maintain good posture and provide thorough, honest answers to questions. 4) Ask relevant questions and follow up appropriately. 5) Send a thank you note after and follow up respectfully about the hiring decision. Key advice includes arriving early, making eye contact, having questions prepared, and following up to show continued interest in the position.
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generally accurate.
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detail or has some
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This document compares and contrasts American and British English pronunciation. It outlines three main accents - Received Pronunciation (RP) for British English, General American, and General Australian. The key differences are that American English is generally rhotic while British English is non-rhotic. In terms of pronunciation, Americans aspirate the 't' sound while Brits de-aspirate it or use other pronunciations like a flap or glottal stop. Americans also stress earlier syllables compared to British English for certain suffixes and loanwords.
Word and Sentence Stress
The document discusses linguistic stress patterns in English words. It provides examples of words with different stress patterns and asks the reader to identify which word has a different stress pattern in each example. It also asks questions about what stress is, how to identify stressed syllables, and the maximum number of stress levels that have been identified in English. The document notes that understanding stress patterns is important for pronunciation. It provides definitions of linguistic stress and examples of varying stress patterns within words.
Data Collection & Analysis - Grounded Theory
1) The document discusses qualitative data collection and analysis methods, including grounded theory, coding, categorization, triangulation, and interpretation.
2) Grounded theory involves constant analysis of data through four stages: comparing incidents, comparing changes, delimiting the theory, and forming a systematic substantive theory.
3) Triangulation involves using multiple data sources and methods to strengthen findings, and can occur at the data, investigator, methodology, theoretical, or time/location levels.
Improving speaking skills
The document provides tips to improve English speaking skills. It recommends learning new vocabulary and study skills, talking with classmates and native English speakers, listening to audio tapes, watching movies, and reading stories in English. It also suggests keeping a journal, designing a study plan, and practicing speaking English as often as possible to become an active English speaker.
Lesson discourse markers and backchannels
The document discusses discourse markers and interactional signals in dialogue. It provides examples of discourse markers that signal initiation of ideas, amazement, contrast, and consequences. Discourse markers serve to show how utterances are connected and can operate at the local and global level. Interactional signals help with cooperation and include attention signals, response elicitors, and backchannels. More discourse markers are presented that can introduce, conclude, or contrast ideas. The document encourages identifying and categorizing examples of vague words, fillers, discourse markers, and interactional signals used in dialogues.
Lesson cohesion and interaction in conversation
The document discusses the concept of cohesion in conversations. It defines cohesion as how elements in discourse depend on each other to create connections. There are grammatical cohesive devices like pronouns, substitution and ellipsis that refer to people or ideas. Lexical devices include repetition of words, use of synonyms, and related words in "lexical chains." The document also discusses interactional elements in conversations like adjacency pairs where utterances commonly occur together in exchanges. It provides an example conversation and identifies the use of cohesive devices and adjacency pairs.
Vague language
This document discusses vague language and provides examples of its use. It then provides a short quiz with questions about informal phrases that convey vagueness or approximation. The document concludes with a brief definition and examples of lexical phrases and fillers.
Edition sop
This document provides guidance on writing a strong proposal. It emphasizes including the scope of work, research questions, methodology, significance of the topic, and timeline. The reviewer will focus on both the form and content of the proposal. Regarding form, they will examine academic writing style, interference from other languages, clarity, and ambiguity. Regarding content, they will assess the arguments for the project, relationship between questions and scope, inclusion of relevant studies, and limitation of scope. The goal is to produce a well-structured academic proposal that clearly presents the problem, approach, and importance of the work.
Data collection methods (2)
The document discusses various methods for collecting data in research studies, including surveys, interviews, observation, and unobtrusive methods. It notes that each method has pros and cons and must be selected based on the specific research context. The document provides details on how to design and conduct surveys, interviews, observation, and analyses using unobtrusive methods. It emphasizes that rigorous planning and implementation is important for any data collection method to generate credible results.
Grounded theory new
Grounded theory is a systematic qualitative research methodology that focuses on generating theory from data. It involves iterative collection and analysis of data to develop conceptual categories. The researcher codes data to identify concepts and looks for relationships between concepts to develop a theoretical understanding grounded in the views of participants. Key aspects of grounded theory include constant comparison of data, memo writing to develop ideas about codes and relationships, and allowing theory to emerge from the data rather than testing a pre-existing hypothesis. The goal is to develop a theory that explains processes, actions or interactions for a particular topic.
Teaching young children
A reflective practitioner considers the consequences of educational decisions and constantly refines their teaching to improve student learning. Reflection involves considering what worked and didn't during and after lessons to inform future planning. Key areas for reflection include the learning environment, educational dilemmas that have no single answer, and the decision-making process used. The goal is to foster reflection, not determine answers, and tools like conceptual frameworks can help move between practice, reflection, and improved practice. Students learn best through hands-on activities, visuals, stories and contexts familiar to them. Themes and short attention spans should be considered when planning lessons.
Methodology
This document outlines the methodology section of a classroom project report, including descriptions of the context, participants, design, implementation, and reflection stages. The context section provides details about the English curriculum at a public school. The participants section describes the second grade students involved in the project. The design section explains the steps taken to focus on paralinguistic features, supported by references. Materials like pictures and a video beam were used in the implementation stage. The reflection stage involves considering what aspects went well and what could be improved for next time.
Edition justifcication
The document discusses several aspects of classroom management and teaching methods:
1) Classroom management involves several aspects that impact lesson development, such as how the teacher moves and responds to the class.
2) Teaching a foreign language should focus not only on academic instruction but also on students' human and social growth through cooperative learning and awareness of moral values.
3) This classroom project proposal aims to implement creative writing strategies in a primary school classroom using cooperative learning to help students develop their listening skills.
Reflective paper guidelines
This document provides guidance on structuring an essay for reflecting on an experience. It recommends examining the question, identifying the experience, and noting details like what happened, who was involved, and how you felt. The writer should identify issues, relate them to literature, and discuss how their insights connect theory and practice. The essay should have an introduction summarizing the experience. The body section compares the experience to prior knowledge, analyzes it, and discusses implications. A conclusion restates the main points and suggests an appropriate course of action.
Selecting the topic
This document provides guidance on selecting a research topic or classroom project topic. It suggests considering personal interests and strengths related to different aspects of language teaching. Some tips for finding a topic include starting with an idea and ensuring it is researchable by exploring different perspectives and finding enough information on the topic. The document also recommends tying together smaller topics from conference papers to create a larger work. Overall, the key steps are to select an interesting topic, conduct background research, identify keywords, write a statement describing the topic and main concepts, and generate a list of descriptive words.
Theoretical framework introduction presentation
This document provides guidance on developing a theoretical framework. It defines a theoretical framework as a critical discussion that shows insight into differing arguments and theories while linking them to the researcher's purpose. The framework should synthesize and analyze relevant literature, not just list authors or concepts. It identifies variables and clarifies the scope of a project. The framework compares views, notes disagreements, and highlights exemplary studies. The conclusion should summarize what the literature indicates collectively. Common problems to avoid include citing authors without explaining relevance, inserting own definitions, plagiarism, and only including supportive perspectives. The framework demonstrates understanding of theories, not just explanations.
Braining
El documento describe varias maneras de mantener un cerebro saludable y activo para reducir el riesgo de enfermedades como el Alzheimer. Recomienda mantenerse mental y físicamente activo haciendo actividades que requieran concentración como crucigramas, aprender un nuevo idioma o instrumento musical, o leer regularmente. También sugiere evitar el uso de calculadoras para mantener el cerebro desafiado.
Vague language
This document discusses vague language and provides examples of its use. It then provides a short quiz with questions about informal phrases that use vague language like "kind of", "sort of", and "roughly". The document concludes with a brief definition and examples of lexical phrases and fillers.
Ponencia Bucaramanga
(1) The document discusses the implementation of collaborative study groups to enhance metacognitive processes in pronunciation courses.
(2) In the study groups, students recorded each other's speech, transcribed it, and provided feedback by annotating errors on the transcripts.
(3) Students reported that the study groups helped improve their pronunciation awareness, listening skills, patience and ability to teach others. They felt comfortable correcting each other in the small groups.
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First lesson blog
- 2. Produce the English phonemes in a way that is comprehensible and acceptable to native and non- native speakers. Formulate pedagogical criteria for the teaching of pronunciation in communicative contexts. Apply strategies for learning and teaching pronunciation
- 3. Avoid misunderstandings (Wong, 1993). First aspect of the language you notice when you listen to someone (Bygate, 1987, Gutiérrez, 2005). One of the most difficult aspects of English to acquire, that needs constant assistance and monitoring from the teacher (Morley 1994; Fraser 2000). More than teaching a set of patterns in the classroom, it implies the design of tasks that enhance students’ awareness on the use of learning strategies (Cárdenas, 2012).
- 4. Voiced Consonants Voiceless /prə'nʌnsi'eɪʃən/ Phonemes Single Vowels Diphthongs
- 5. Description of the speech ◦ The physiology of pronunciation ◦ The articulation of phonemes ◦ Phonemic transcription Consonant sounds ◦ The characteristics of consonant sounds ◦ Manners and places of articulation ◦ Voiced and voiceless consonants ◦ Strategies for teaching consonant sounds Vowel sounds ◦ The characteristics of the pure vowel sounds ◦ The characteristics of diphthongs ◦ Strategies for teaching vowel sounds Pronunciation of past tenses with regular verbs (ed- d) Pronunciation of plural forms or third person simple present tense (es- s)
- 6. Input Practice Noticing Feedback Production
- 7. identification of • rehearsed scenes content and function words • minimal pairs use of limericks • dialogues role-plays • mirrors dictation reading aloud • tongue twisters phonemes • crossing out silent letters karaoke • drilling exercises grouping • listening exercises
- 8. ITEM PERCENTAGE FIRST PARTIAL 20% SECOND PARTIAL 20% THIRD PARTIAL 30% PORTFOLIO 20% ACTIVITIES 10%
- 9. Students • Be on time • Hand in assignments on time • Be prepared with your information • Participate in class • Do not use cellphones in class • Do not eat in class Teacher • Be on time • Be prepared with lessons • Provide feedback on time • Provide advising sessions
- 10. IPA
- 13. cathedral police jeans been
- 14. stUdent sUgar spOOn Uniform
- 15. cArpet glAss sUnday drAnk
- 16. CHarisma CHarity CHaracter CHemical
- 17. Get Gear Giant Gift
- 18. THough THousand THis THen
- 19. THought THeft THeater THough
- 20. oCean uSually confuSion measure
- 21. enGineer SHoe reviSion aGe
- 22. machiNe aNswer thiNk siNce
- 23. http://www.photransedit.com/Online/Text2P honetics.aspx http://yt-subs.appspot.com/ http://www.uiowa.edu/~acadtech/phonetics/ english/frameset.html http://www.eyespeakenglish.com/en/product s/demo_us/index.php
- 24. Kelly, Gerald. How to Teach Pronunciation. Longman, 2000. 154 pp. New Headway Pronunciation Intermediate IPA(International Phonetic Alphabet) Monolingual English dictionary http://www1.voanews.com/english/news/ http://www.wordreference.com http://plataforma.utp.edu.co/course/view.php?id=36 6 http://dictionary.cambridge.org/ http://www.pronuncian.com/assess.aspx http://davidbrett.uniss.it/phonology/aspects_of_con nected_speech_inde.htm http://www.uiowa.edu/~acadtech/phonetics/