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Present tense s
This document discusses English phonics and pronunciation rules. It covers 15 voiced consonants and 9 voiceless consonants. It provides examples of words with silent letters and rules for pronouncing 's', 'z', 'sh', 'ch', and 'j' sounds. An exercise is included to test recognizing the pronunciation of 's' in various words by writing 's', 'z', or 'iz'.
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.
Pres 1 St Day
This document outlines the schedule and requirements for a linguistic and pedagogical program held on Fridays and Saturdays. It includes the breakdown of hours spent on linguistic and pedagogical topics, requirements for tasks and portfolio assignments, how classroom observations will be evaluated, and expectations for virtual hours. Reflection questions are provided at the end to have students consider what they learned about second language teaching.
Quoting, Paraphrasing, And Summarizing
The document discusses various types of plagiarism, including word-for-word plagiarism where a passage is directly copied without attribution, and cut-and-paste plagiarism where parts of a passage are copied and pasted together without attribution. It then provides an example of how to properly paraphrase a passage from a source in one's own words while still giving attribution to the original author.
Syllabus
This document provides an overview of the English Pronunciation I course offered at Universidad Tecnológica de Pereira. The course is designed to help students identify, describe, and reproduce the basic elements of the English phonemic system. It focuses on the physiological processes involved in speech production and the specific phonemes that make up the sounds of the English language. Students will learn to produce English phonemes in isolation and in context, using the International Phonetic Alphabet. The course also introduces basic concepts of English phonology and encourages students to apply these concepts to their own teaching approach. Evaluation will include partial exams, portfolio work, and class activities.
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.
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.
Tips for teaching_english[1]
This document provides tips for teaching English to preschool and elementary English language learners, such as varying the pace of lessons, repeating vocabulary frequently through games, songs, and movement, focusing on listening and speaking skills over reading and writing, using familiar topics like colors and animals, and creating a relaxed learning environment through encouragement and play.
Recommended
Present tense s
This document discusses English phonics and pronunciation rules. It covers 15 voiced consonants and 9 voiceless consonants. It provides examples of words with silent letters and rules for pronouncing 's', 'z', 'sh', 'ch', and 'j' sounds. An exercise is included to test recognizing the pronunciation of 's' in various words by writing 's', 'z', or 'iz'.
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.
Pres 1 St Day
This document outlines the schedule and requirements for a linguistic and pedagogical program held on Fridays and Saturdays. It includes the breakdown of hours spent on linguistic and pedagogical topics, requirements for tasks and portfolio assignments, how classroom observations will be evaluated, and expectations for virtual hours. Reflection questions are provided at the end to have students consider what they learned about second language teaching.
Quoting, Paraphrasing, And Summarizing
The document discusses various types of plagiarism, including word-for-word plagiarism where a passage is directly copied without attribution, and cut-and-paste plagiarism where parts of a passage are copied and pasted together without attribution. It then provides an example of how to properly paraphrase a passage from a source in one's own words while still giving attribution to the original author.
Syllabus
This document provides an overview of the English Pronunciation I course offered at Universidad Tecnológica de Pereira. The course is designed to help students identify, describe, and reproduce the basic elements of the English phonemic system. It focuses on the physiological processes involved in speech production and the specific phonemes that make up the sounds of the English language. Students will learn to produce English phonemes in isolation and in context, using the International Phonetic Alphabet. The course also introduces basic concepts of English phonology and encourages students to apply these concepts to their own teaching approach. Evaluation will include partial exams, portfolio work, and class activities.
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.
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.
Tips for teaching_english[1]
This document provides tips for teaching English to preschool and elementary English language learners, such as varying the pace of lessons, repeating vocabulary frequently through games, songs, and movement, focusing on listening and speaking skills over reading and writing, using familiar topics like colors and animals, and creating a relaxed learning environment through encouragement and play.
Intonation
The document discusses intonation in language, which is the raising and lowering of pitch when speaking. Intonation conveys meaning and mood through changes in pitch. Different intonation tunes match different meanings, and intonation can change or affect the meaning of sentences, potentially causing misunderstandings. How something is said, through intonation, is as important as the words that are chosen.
Accents
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.
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.
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.
CONNECTED SPEECH
This document discusses several aspects of connected speech in English, including:
- Weak forms being pronounced more quickly and at a lower volume than stressed syllables.
- Assimilation processes like alveolar consonants becoming velar before velar consonants.
- Elision of consonants like /t/ and /d/ in consonant clusters.
- Linking processes that occur between words like intrusive /r/ and linking vowels with /j/ or /w/ to smooth transitions.
PRONUNCIATION II SYLLABUS
This document provides an overview of the Pronunciation II course at the Universidad Tecnológica de Pereira. The course focuses on suprasegmental features of English pronunciation including rhythm, intonation, stress, and connected speech. Students will learn strategies for teaching pronunciation and analyze the effectiveness of collaborative learning groups. Evaluation includes exams, presentations, and reflections. Technological resources will support pronunciation practice and development of teaching skills.
More Related Content
More from Claudia Cárdenas
Intonation
The document discusses intonation in language, which is the raising and lowering of pitch when speaking. Intonation conveys meaning and mood through changes in pitch. Different intonation tunes match different meanings, and intonation can change or affect the meaning of sentences, potentially causing misunderstandings. How something is said, through intonation, is as important as the words that are chosen.
Accents
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.
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.
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.
CONNECTED SPEECH
This document discusses several aspects of connected speech in English, including:
- Weak forms being pronounced more quickly and at a lower volume than stressed syllables.
- Assimilation processes like alveolar consonants becoming velar before velar consonants.
- Elision of consonants like /t/ and /d/ in consonant clusters.
- Linking processes that occur between words like intrusive /r/ and linking vowels with /j/ or /w/ to smooth transitions.
PRONUNCIATION II SYLLABUS
This document provides an overview of the Pronunciation II course at the Universidad Tecnológica de Pereira. The course focuses on suprasegmental features of English pronunciation including rhythm, intonation, stress, and connected speech. Students will learn strategies for teaching pronunciation and analyze the effectiveness of collaborative learning groups. Evaluation includes exams, presentations, and reflections. Technological resources will support pronunciation practice and development of teaching skills.