June 18th
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This document outlines an agenda for a workshop to explore effective strategies for teaching pronunciation in English as a foreign language classrooms. The workshop's objective is for participants to learn and evaluate pronunciation teaching strategies. The agenda includes discussing why pronunciation is important, demonstrating phonemic symbols, exploring strategies, and sharing approaches. Participants will then work on developing a final proposal to improve an area of English language teaching in their own workplace.
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- 2. Objective To allow participants to explore ways to use effective strategies to learn and teach pronunciation in the EFL classroom.
- 3. OUTCOMES Participants will use strategies to teach pronunciation in order to evaluate their effectiveness.
- 4. Agenda First Part ( 02:00 to 04:30 p.m.) • Why phonetics is important? https://www.youtube.com/watch?v=cJG0uErf8WY * The phonemic alphabet (page 56-57,ETK) • Using phonemic symbols in teaching. (ETK DVD4) • Exploring and sharing strategies. Break ( 04:30 to 04:45 p.m.) Second Part ( 04:45 to 6:45p.m.) • Start work on the Final Proposal • Up-dating e-blogs
- 5. Why phonetics is important? • https://www.y outube.com/w atch?v=cJG0uE rf8WY
- 6. Phonemic Symbols (ETK dvd4)
- 7. Using Phonemic Symbols in Teaching
- 8. Using Phonemic Symbols in Teaching
- 9. Exploring and sharing strategies. • https://www.youtube.com/watch?v=SyIU Jh5iC4I • 'sh' / ʃ / vs. 'ch' / tʃ / sounds - American English Pronunciation Lesson (video) • Phonics (Learning English with OZMO)A BBC method. Practice:
- 10. • Phonics (Learning English with OZMO)A BBC method. Practice:
- 11. • ant * angry * apple • antelope * alligator * avocado • Ozmo asks an angry ant and big black bear to book a band.
- 12. Sharing Strategies * Read, Read, Read! Practice each word by first carefully reading the word. Note each letter and its position in the word. Doing this makes the brain form an image of the word. * Charts with patterns to avoid spelling lists. * See It, Hear it, Say It Practice, practice, practice. Involving several senses in the learning process can really speed up word-acquisition.
- 20. Autonomous work • Have the student practice spelling words • 5 words of the day/week. • Monitor themshelves
- 21. SUMMARIZING
- 22. • Get in pairs • Have a look to some of the activities in the book. • Discuss about: (p.56) • Name three strategies you like the best. • Which one do you think is better to help students improve their pronunciation? • Why do you think is it important to teach your students pronunciation? • Share a strategy you use in your class to improve pronunciation. • Socialize with the class. (20’)
- 23. Working on your final proposal
- 24. Your Final Proposal • Work individually. • Choose an area in your working place related to EFLT that you would like to improve. • Use the format provided to elaborate your porposal. • Remember to apply concepts, theories, strategies learnt in the course. • You have to prepare a presentation of 15 mins for next lesson. 24Communicative Grammar
- 26. Bibliography Some recommended links 1.Teaching vocabularyhttp://www.edutopia.org/blog/vocabulary -instruction-teaching-tips-rebecca-alber 2.More strategies http://www.hanen.org/Helpful- Info/Articles/Shoot-for-the-SSTaRS-Strategy.aspx 3.A book to learn more: http://prel.org/wp- content/uploads/2014/06/vocabulary_lo_res.pdf 26
Editor's Notes
- https://www.teachingenglish.org.uk/article/phonemic-chart
- The questions upon which S-Ts will prepare their presentations are: What is the activity you suggest to promote literacy? What do you need to do this activity? How do you do it? What age groups do you recommend it for? What final recommendations would you give your colleagues to make sure this activity works out?