The aim of the workshop is to analyse the role
of pronunciation practice in EFL lessons. We will experience some enjoyable activities and provide feedback among the participants. Songs, games, poems, videos & more!
The purpose of this clinic is to provide a “learning space” from a person-centered learning approach.
To achieve a proper professional use of the voice, it is fundamental to know about the body, the breathing mechanism, voice projection, the resonators, and voice control in noisy environments.
Characteristics of our voices will be analyzed and tips to maximize their potential will be provided.
This document provides tips for effective public speaking, including vocal technique, eye contact, gestures, and humor. It recommends varying vocal intonation and speed without speaking too fast. Maintaining eye contact with the audience is important. Gestures should be natural, full movements that emphasize important points without being excessive or monotonous. Finally, the document advises using natural humor through pauses or modified lyrics but not trying to be a stand-up comedian.
Total Physical Response (TPR) is a language teaching method developed by James Asher that incorporates physical movement and actions. It is based on theories of first language acquisition, brain lateralization, and stress reduction. In a TPR classroom, the instructor gives commands to students, who act them out without speaking. The goal is oral proficiency through listening comprehension. Students listen and perform physical activities in response to imperative verbs. Over time, students gain speaking skills through role plays and questions.
The document discusses the principles and methodology of Suggestopedia, an educational technique developed in the 1970s. It involves creating a relaxed environment through music, free of criticism for mistakes, with the teacher maintaining confidence, solemnity and modest enthusiasm. The learning cycle includes a prelude by the teacher, concert reading of texts while playing classical music, decoding through stories and games, and a relaxation concert using opera music. The goal is to promote assimilation over analysis and maximum retention through an emotionally meaningful and positive approach.
The document discusses the importance of a teacher's voice in the classroom. It identifies three key issues to consider regarding voice use: audibility, variety, and conservation. For audibility, the teacher's voice must be loud enough for all students to hear and effective in different situations. For variety, the teacher should adjust voice tone, volume, pace, pitch, and modulation based on the lesson. For conservation, teachers need to properly breathe and avoid straining their voices to conserve their voice over the course of a day or week.
Suggestopedia is a teaching method based on how the human brain learns most effectively, utilizing elements like music, classroom environment, and teacher authority. The key aspects of Suggestopedia include an initial active presentation by the teacher, a passive review concert involving music, and structured practice time for students.
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses relaxation, music, and suggestive techniques to enhance learning. Key aspects of Suggestopedia include reading dialogues aloud to music while students sit comfortably, the teacher acting as an authority figure, and creating a stimulating classroom environment with decorations and lighting. The goal is to help students learn large amounts of vocabulary and language quickly in a relaxed state.
Suggestopedia is a teaching method developed in the 1970s by Georgi Lozanov based on how the human brain works best. It uses a rich sensory environment, including soft baroque music, colorful decorations, comfortable furniture arrangements, and a variety of active learning methods like songs, games, and dramatized texts. The goal is to help students learn in a relaxed state of reduced anxiety through trusting the teacher and maintaining a pseudo-passive mindset. Benefits include improved learning, physical and mental well-being, and increased creative thinking abilities. However, it requires specially trained teachers and may not use fully authentic materials.
The purpose of this clinic is to provide a “learning space” from a person-centered learning approach.
To achieve a proper professional use of the voice, it is fundamental to know about the body, the breathing mechanism, voice projection, the resonators, and voice control in noisy environments.
Characteristics of our voices will be analyzed and tips to maximize their potential will be provided.
This document provides tips for effective public speaking, including vocal technique, eye contact, gestures, and humor. It recommends varying vocal intonation and speed without speaking too fast. Maintaining eye contact with the audience is important. Gestures should be natural, full movements that emphasize important points without being excessive or monotonous. Finally, the document advises using natural humor through pauses or modified lyrics but not trying to be a stand-up comedian.
Total Physical Response (TPR) is a language teaching method developed by James Asher that incorporates physical movement and actions. It is based on theories of first language acquisition, brain lateralization, and stress reduction. In a TPR classroom, the instructor gives commands to students, who act them out without speaking. The goal is oral proficiency through listening comprehension. Students listen and perform physical activities in response to imperative verbs. Over time, students gain speaking skills through role plays and questions.
The document discusses the principles and methodology of Suggestopedia, an educational technique developed in the 1970s. It involves creating a relaxed environment through music, free of criticism for mistakes, with the teacher maintaining confidence, solemnity and modest enthusiasm. The learning cycle includes a prelude by the teacher, concert reading of texts while playing classical music, decoding through stories and games, and a relaxation concert using opera music. The goal is to promote assimilation over analysis and maximum retention through an emotionally meaningful and positive approach.
The document discusses the importance of a teacher's voice in the classroom. It identifies three key issues to consider regarding voice use: audibility, variety, and conservation. For audibility, the teacher's voice must be loud enough for all students to hear and effective in different situations. For variety, the teacher should adjust voice tone, volume, pace, pitch, and modulation based on the lesson. For conservation, teachers need to properly breathe and avoid straining their voices to conserve their voice over the course of a day or week.
Suggestopedia is a teaching method based on how the human brain learns most effectively, utilizing elements like music, classroom environment, and teacher authority. The key aspects of Suggestopedia include an initial active presentation by the teacher, a passive review concert involving music, and structured practice time for students.
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses relaxation, music, and suggestive techniques to enhance learning. Key aspects of Suggestopedia include reading dialogues aloud to music while students sit comfortably, the teacher acting as an authority figure, and creating a stimulating classroom environment with decorations and lighting. The goal is to help students learn large amounts of vocabulary and language quickly in a relaxed state.
Suggestopedia is a teaching method developed in the 1970s by Georgi Lozanov based on how the human brain works best. It uses a rich sensory environment, including soft baroque music, colorful decorations, comfortable furniture arrangements, and a variety of active learning methods like songs, games, and dramatized texts. The goal is to help students learn in a relaxed state of reduced anxiety through trusting the teacher and maintaining a pseudo-passive mindset. Benefits include improved learning, physical and mental well-being, and increased creative thinking abilities. However, it requires specially trained teachers and may not use fully authentic materials.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Suggestopedia is a teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It incorporates elements like relaxing music, peripheral learning through environmental cues, and role-playing to create a low-anxiety environment where students can utilize their full mental capacity. Key aspects include comfortable seating, Baroque music played during lessons, using indirect learning like posters, free errors by students, and integrating music, drama and art into lessons. The goal is to "desuggest" psychological barriers through suggestion and authority of the teacher to facilitate rapid language acquisition.
This document provides information about an English language didactic sequence for 6th grade students at Remedios de Escalada de San Martín School in Argentina. The sequence will take place on Wednesdays from 11:25-12:15am and Fridays from 10:40-11:15am, taught by Victoria García and supervised by trainee Sabina Huivan. The unit will focus on parts of speech like nouns, verbs, adjectives, and sentence structure. It aims to activate prior knowledge, promote reading, writing, speaking and listening skills, and foster cooperation through group work and games. Students will be assessed via a written practice paper to demonstrate their individual learning.
The document discusses mnephonics, a literacy intervention developed by Alisha Das that combines mnemonic devices and phonics instruction. It evaluates the effectiveness of mnemonic and phonics instruction for at-risk learners through group activities, case studies, and evidence from examples. The intervention teaches sounds, letters, sight words and spelling through multisensory techniques like actions, illustrations, and rhymes to help struggling readers associate sounds and symbols.
The document discusses the design of pronunciation syllabi. It recommends beginning with an assessment of learner variables like age, occupation, and attitude. Samples of students' speech should be collected through techniques like contrastive analysis, in-class surveys, oral reading, and spontaneous speech. Issues like consonants, vowels, stress, rhythm, and intonation are then diagnosed. This informs the syllabus design, with a focus on suprasegmentals like stress and intonation over segmentals based on the Zoom Principle. The syllabus should be tailored to each student based on their diagnostic profile.
Methods Approaches Filang311 Lesson1 Oct 2008guest0c02e6
The document discusses various methods and approaches to teaching English as a foreign language. It describes the Grammar Translation Method, Audio-Lingualism, and the Presentation-Practice-Production approach. It also covers the Communicative Approach, Task-Based Learning, and humanistic methods like Community Language Learning, The Silent Way, Suggestopedia, and Total Physical Response.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
This document discusses considerations for teaching listening and speaking skills in English. For listening, it discusses how clustering, or breaking down speech into chunks, can make listening difficult for learners. It suggests ways for teachers to help students recognize clusters. For speaking, it defines authentic assessment as real-world tasks that apply skills and knowledge. Examples of authentic speaking assessments are provided, along with tips for implementing them. The document also discusses the stress-timed rhythm of English and techniques teachers can use to help students understand and practice word stress and rhythm.
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to accelerate language learning through relaxation, positive suggestion, and tapping into students' mental potential. Some key aspects of the method include a comfortable classroom environment with music, colorful posters, and role-playing exercises. The teacher acts as an authority figure who can help students overcome psychological barriers to learning through suggestion, while students are encouraged to actively participate through activities like reading dialogs. Proponents claim the method can teach languages 3 to 5 times faster than conventional methods, though it may be difficult to use traditional textbooks and relies more on communicative skills than explicit grammar instruction.
The Audio-Lingual Method focuses on repetition, drilling, and imitation of language patterns. Teachers direct chain drills and other exercises to reinforce grammar inductively. Students are expected to mimic the teacher's language model with accurate repetition. Testing evaluates mastery of individual language points through activities like minimal pair differentiation.
The Silent Way emphasizes using visual tools like rods and charts to introduce sounds first before other language elements. The teacher observes students but remains largely silent, encouraging self-correction and peer feedback instead of direct instruction. Students take responsibility for their own learning by exploring the language autonomously with the teacher providing supportive exercises and feedback on errors.
The document provides a brief history of different teaching approaches and methods for foreign languages:
1. The Grammar-Translation Method (18th century) focused on reading literature through studying grammar rules and vocabulary lists. Students translated sentences but did not learn to speak the language.
2. The Direct Method (19th century) prioritized speaking proficiency through exclusive use of the target language, demonstrations, and question/answer drills. Grammar was inductively taught through examples.
3. The Audiolingual Method (1960s) used dialogues and drills based on behaviorist psychology to teach speech habits through repetition and correction of mistakes.
4. Later humanistic methods focused more on learner needs
This document discusses the history of language teaching approaches. It begins by defining language and examining different views of language, such as the structural, functional, and interactional views. It then outlines several historical approaches to language teaching, including the Grammar Translation Method (1850s-1950s), Direct Method (Berlitz method, early 20th century), Audiolingual Method (1950s), and Communicative Language Teaching (1980s). It also discusses related methods such as the Situational Language Teaching, Total Physical Response, and humanistic approaches like Community Language Learning and Suggestopedia. The document emphasizes the importance of understanding the theoretical underpinnings of different approaches in order to effectively teach language.
The Silent Way method of language teaching was developed by Caleb Gattegno. It is based on the premise that the teacher should remain silent as much as possible, while encouraging students to produce the target language. Students discover and create language through problem-solving rather than repeating what the teacher says. Charts, rods, and other visual aids are used to elicit student responses without repetition. The teacher's role is to present items once and observe, while students take responsibility for their own learning through exploration and independent practice.
Back-Shifting - Malaysia - 7th litcon & 4th ill cl - 11-13 oct 2011 - rasRasheed Sanhoury
The document discusses backshifting, which refers to changing verb tenses when converting direct speech to indirect speech. It provides examples of how the past tense is used for indirect speech to indicate something is less immediate or real. It also discusses related concepts like register, politeness, deixis, and formality in language. The document aims to explain these linguistic concepts and their relevance for ESL teaching.
The document discusses developing listening and speaking skills for communication. It argues the main goal of an English course should be developing students' communication abilities rather than just language mastery. Effective communication focuses on ideas over precise language use. The document also outlines debates around developing listening skills, the listening process, types of listening, and implications for the classroom, including designing pre-, during, and post-listening activities.
This document provides an overview of a presentation on teaching activities for Mandarin teachers of young learners. It discusses 1) identifying the characteristics of young learners, 2) differentiating teaching methods for young and adult learners, and 3) common activity types for different proficiency levels. A variety of activity examples are also provided, including listening and speaking activities like surveys and storytelling, as well as reading and writing activities and vocabulary games. Principles for designing effective materials for young learners are emphasized.
This document discusses various issues and approaches related to teaching pronunciation to English language learners. It addresses topics such as:
- The benefits of explicitly teaching pronunciation, such as helping students concentrate on sounds and know where sounds are made.
- Considering intelligibility over perfection as the goal of pronunciation teaching.
- Common problems students face, such as difficulties hearing pronunciation features and producing unfamiliar sounds.
- Different approaches to integrating pronunciation teaching, such as devoting full lessons to it or inserting short pronunciation exercises into regular lessons.
- Techniques for working on individual student pronunciation needs in addition to whole-class instruction.
- Methods for teaching sounds, stress, intonation, spelling-sound relationships
El documento describe un programa de tours educativos en inglés para estudiantes. El objetivo es darles a los estudiantes mayor exposición a la lengua inglesa en un contexto real fuera del aula. Los estudiantes pueden elegir entre diferentes tours de la ciudad o proponer su propia actividad. El programa busca promover el desarrollo lingüístico de los estudiantes de manera experiencial y comprometida, insertándolos en un contexto de vida real.
Las siguientes hojas de trabajo han sido diseñadas para satisfacer las necesidades de los/las alumnos/as como vos que estén cursando la carrera de profesor o traductor en inglés.
La fonología inglesa resulta una materia difícil si no se tiene conocimiento sobre la notación fonética. Es por esto que he recopilado una variedad de transcripciones así como también de dictados para darte la práctica extra que necesitás.
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- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Suggestopedia is a teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It incorporates elements like relaxing music, peripheral learning through environmental cues, and role-playing to create a low-anxiety environment where students can utilize their full mental capacity. Key aspects include comfortable seating, Baroque music played during lessons, using indirect learning like posters, free errors by students, and integrating music, drama and art into lessons. The goal is to "desuggest" psychological barriers through suggestion and authority of the teacher to facilitate rapid language acquisition.
This document provides information about an English language didactic sequence for 6th grade students at Remedios de Escalada de San Martín School in Argentina. The sequence will take place on Wednesdays from 11:25-12:15am and Fridays from 10:40-11:15am, taught by Victoria García and supervised by trainee Sabina Huivan. The unit will focus on parts of speech like nouns, verbs, adjectives, and sentence structure. It aims to activate prior knowledge, promote reading, writing, speaking and listening skills, and foster cooperation through group work and games. Students will be assessed via a written practice paper to demonstrate their individual learning.
The document discusses mnephonics, a literacy intervention developed by Alisha Das that combines mnemonic devices and phonics instruction. It evaluates the effectiveness of mnemonic and phonics instruction for at-risk learners through group activities, case studies, and evidence from examples. The intervention teaches sounds, letters, sight words and spelling through multisensory techniques like actions, illustrations, and rhymes to help struggling readers associate sounds and symbols.
The document discusses the design of pronunciation syllabi. It recommends beginning with an assessment of learner variables like age, occupation, and attitude. Samples of students' speech should be collected through techniques like contrastive analysis, in-class surveys, oral reading, and spontaneous speech. Issues like consonants, vowels, stress, rhythm, and intonation are then diagnosed. This informs the syllabus design, with a focus on suprasegmentals like stress and intonation over segmentals based on the Zoom Principle. The syllabus should be tailored to each student based on their diagnostic profile.
Methods Approaches Filang311 Lesson1 Oct 2008guest0c02e6
The document discusses various methods and approaches to teaching English as a foreign language. It describes the Grammar Translation Method, Audio-Lingualism, and the Presentation-Practice-Production approach. It also covers the Communicative Approach, Task-Based Learning, and humanistic methods like Community Language Learning, The Silent Way, Suggestopedia, and Total Physical Response.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
This document discusses considerations for teaching listening and speaking skills in English. For listening, it discusses how clustering, or breaking down speech into chunks, can make listening difficult for learners. It suggests ways for teachers to help students recognize clusters. For speaking, it defines authentic assessment as real-world tasks that apply skills and knowledge. Examples of authentic speaking assessments are provided, along with tips for implementing them. The document also discusses the stress-timed rhythm of English and techniques teachers can use to help students understand and practice word stress and rhythm.
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to accelerate language learning through relaxation, positive suggestion, and tapping into students' mental potential. Some key aspects of the method include a comfortable classroom environment with music, colorful posters, and role-playing exercises. The teacher acts as an authority figure who can help students overcome psychological barriers to learning through suggestion, while students are encouraged to actively participate through activities like reading dialogs. Proponents claim the method can teach languages 3 to 5 times faster than conventional methods, though it may be difficult to use traditional textbooks and relies more on communicative skills than explicit grammar instruction.
The Audio-Lingual Method focuses on repetition, drilling, and imitation of language patterns. Teachers direct chain drills and other exercises to reinforce grammar inductively. Students are expected to mimic the teacher's language model with accurate repetition. Testing evaluates mastery of individual language points through activities like minimal pair differentiation.
The Silent Way emphasizes using visual tools like rods and charts to introduce sounds first before other language elements. The teacher observes students but remains largely silent, encouraging self-correction and peer feedback instead of direct instruction. Students take responsibility for their own learning by exploring the language autonomously with the teacher providing supportive exercises and feedback on errors.
The document provides a brief history of different teaching approaches and methods for foreign languages:
1. The Grammar-Translation Method (18th century) focused on reading literature through studying grammar rules and vocabulary lists. Students translated sentences but did not learn to speak the language.
2. The Direct Method (19th century) prioritized speaking proficiency through exclusive use of the target language, demonstrations, and question/answer drills. Grammar was inductively taught through examples.
3. The Audiolingual Method (1960s) used dialogues and drills based on behaviorist psychology to teach speech habits through repetition and correction of mistakes.
4. Later humanistic methods focused more on learner needs
This document discusses the history of language teaching approaches. It begins by defining language and examining different views of language, such as the structural, functional, and interactional views. It then outlines several historical approaches to language teaching, including the Grammar Translation Method (1850s-1950s), Direct Method (Berlitz method, early 20th century), Audiolingual Method (1950s), and Communicative Language Teaching (1980s). It also discusses related methods such as the Situational Language Teaching, Total Physical Response, and humanistic approaches like Community Language Learning and Suggestopedia. The document emphasizes the importance of understanding the theoretical underpinnings of different approaches in order to effectively teach language.
The Silent Way method of language teaching was developed by Caleb Gattegno. It is based on the premise that the teacher should remain silent as much as possible, while encouraging students to produce the target language. Students discover and create language through problem-solving rather than repeating what the teacher says. Charts, rods, and other visual aids are used to elicit student responses without repetition. The teacher's role is to present items once and observe, while students take responsibility for their own learning through exploration and independent practice.
Back-Shifting - Malaysia - 7th litcon & 4th ill cl - 11-13 oct 2011 - rasRasheed Sanhoury
The document discusses backshifting, which refers to changing verb tenses when converting direct speech to indirect speech. It provides examples of how the past tense is used for indirect speech to indicate something is less immediate or real. It also discusses related concepts like register, politeness, deixis, and formality in language. The document aims to explain these linguistic concepts and their relevance for ESL teaching.
The document discusses developing listening and speaking skills for communication. It argues the main goal of an English course should be developing students' communication abilities rather than just language mastery. Effective communication focuses on ideas over precise language use. The document also outlines debates around developing listening skills, the listening process, types of listening, and implications for the classroom, including designing pre-, during, and post-listening activities.
This document provides an overview of a presentation on teaching activities for Mandarin teachers of young learners. It discusses 1) identifying the characteristics of young learners, 2) differentiating teaching methods for young and adult learners, and 3) common activity types for different proficiency levels. A variety of activity examples are also provided, including listening and speaking activities like surveys and storytelling, as well as reading and writing activities and vocabulary games. Principles for designing effective materials for young learners are emphasized.
This document discusses various issues and approaches related to teaching pronunciation to English language learners. It addresses topics such as:
- The benefits of explicitly teaching pronunciation, such as helping students concentrate on sounds and know where sounds are made.
- Considering intelligibility over perfection as the goal of pronunciation teaching.
- Common problems students face, such as difficulties hearing pronunciation features and producing unfamiliar sounds.
- Different approaches to integrating pronunciation teaching, such as devoting full lessons to it or inserting short pronunciation exercises into regular lessons.
- Techniques for working on individual student pronunciation needs in addition to whole-class instruction.
- Methods for teaching sounds, stress, intonation, spelling-sound relationships
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El documento describe un programa de tours educativos en inglés para estudiantes. El objetivo es darles a los estudiantes mayor exposición a la lengua inglesa en un contexto real fuera del aula. Los estudiantes pueden elegir entre diferentes tours de la ciudad o proponer su propia actividad. El programa busca promover el desarrollo lingüístico de los estudiantes de manera experiencial y comprometida, insertándolos en un contexto de vida real.
Las siguientes hojas de trabajo han sido diseñadas para satisfacer las necesidades de los/las alumnos/as como vos que estén cursando la carrera de profesor o traductor en inglés.
La fonología inglesa resulta una materia difícil si no se tiene conocimiento sobre la notación fonética. Es por esto que he recopilado una variedad de transcripciones así como también de dictados para darte la práctica extra que necesitás.
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Educational professionals have been arguing about multiple intelligences and learning styles for quite a while now. The question lies, though, if all intelligences and learning styles have been addressed in the foreign language lessons lately. It seems that some types (in the academic category) have been more predominant than the others (in the expressive one). The purpose of this workshop is to provide the teacher with some tools to activate children’s intelligences through a myriad of activities. Be yourself & be merry =)
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2. The aim of the workshop is to analyse the roleThe aim of the workshop is to analyse the role
of pronunciation practice in EFL lessons. We willof pronunciation practice in EFL lessons. We will
experience some enjoyable activities and provideexperience some enjoyable activities and provide
feedback among the participants. Songs, games,feedback among the participants. Songs, games,
poems, videos & more!poems, videos & more!
By putting ourselves into our students’ shoes, weBy putting ourselves into our students’ shoes, we
will be able to anticipate problem areas and find awill be able to anticipate problem areas and find a
way out prior to the implementation of suchway out prior to the implementation of such
activities in the classroom.activities in the classroom.
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
3. Kelly, Gerald (2004)
“... integrate pronunciation work with
the treatment of grammar and lexis in
order to help students appreciate its
relevance and importance for
successful communication”.
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
4. Real life examples of communication
breakdown or misunderstandings:
• At a Hotel:
“I need some /s u: p /” (= soap)
dehydrated. soup
• Figures: “We need 30 / 13 tonnes.”
solved: send me an e-mail to confirm.
• C. Proficiency E. Teacher:
“Prepare ex. 20-a for next class”
Proficiency Students prepared ex.28 !
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
5. Celce-Murcia, M. et al. (1996)
… “there’s a fundamental
intersection between
pronunciation and listening
comprehension, suggesting
learners inability to perform
processes in decoding native
speaker speech”
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
6. Listeners
reach our threshold level of
tolerance
become irritated, resentful of the
effort that is being required from us
directly switch off.
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
7. Teachers should highlight the
importance of:
• Discerning intonation units.
• Chunking and Segmenting at phrasal
level.
E.: nitrate vs night rate;
my turn vs might earn
• Recognizing stressed elements.
• Interpreting unstressed elements.
• Determining the full forms underlying
reduced speech.
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
8. Teachers should take into consideration:
Relevance of teaching weak and strong forms
of function words.
GRADATION
the existence of reduced forms, some of
which have no vowel but a syllabic consonant in
its stead
Some have been reduced to just a shwa
s/he will never be able to listen to something
s/he’s ignorant of.
Overtly telling the students which forms s/he
may come across, allows him/her to be on the
alert as to what certain stretch of discourse
could mean
“Phonology: teacher&student-friendly” part A - Prof. Silvia A. Schnitzler
9. The teachers’ role
To help learners:
perceive differences from their
mother tongue between:
vowel sounds ( i:/ i), consonant sounds
( b/v), consonantal clusters (tl, tn,
sp, ...), features of linkage
(assimilation, coalescence, sequences
v+v; c+v, etc)
open their ears, re-tune them to the
new sounds by perceptual learning.
Note: learning to perceive and
produce may be an act of will.
10. be aware of word and sentence
stress (rhythm) and of intonation
recognize homophones and features
of connected speech.
establish strategies and methods of
working which can, little by little,
later be consolidated and extended.
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
11. PRONUNCIATION GOALSPRONUNCIATION GOALS:
COMFORTABLE INTELLIGIBILITYCOMFORTABLE INTELLIGIBILITY
= understandabilityunderstandability:
being understood by a listener at a given
time in a given situation
≠ native-like pronunciation
EFFECTIVE COMMUNICATION
EFFICIENT COMMUNICATION
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
12. The teacher should
Promote a positive attitude
Provide students with activities to
make them open their ears and
establish strategies and methods of
working which can later be
consolidated and extended.
Work on pronunciation little and
often, integrating it with the other
areas of language
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
13. Teachers’ ROLE:
Help learners:
• perceive sounds • process them
• establish categories • make new
sounds
Build up awareness
Provide feedback
Point out what’s going on
Establish priorities
Devise or select activities
Assess progress
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
14. The learners’ ROLE
to respond
• They should take responsibility
for their own learning, and realize
that success in language learning
involves setting oneself goals and
working hard to achieve them.
• They should be sensitive about
pronunciation and develop a
concern for good diction.
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
15. • They should be aware about certain
features and know what to pay
attention to, so as to build upon this
basic awareness, which provides
another level of reinforcement
(analytical activities)
metacognitive level
• They must recognize that poor,
unintelligible speech will make their
attempts at conversing frustrating
and unpleasant both for themselves
and their listeners.
“Phonology: teacher&student-friendly” part A - Prof. Silvia A. Schnitzler
21. ThankThank
you !!!you !!!
Contact @:Contact @:
silviasteach@yahoo.comsilviasteach@yahoo.com
www.facebook.com/PhonoPracticewww.facebook.com/PhonoPractice
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https://twitter.com/PhonoPracticehttps://twitter.com/PhonoPractice
““Phonology: teacher&student-friendly” -Phonology: teacher&student-friendly” - Prof. Silvia A. SchnitzlerProf. Silvia A. Schnitzler
22. ReferenceReference
Baker, Ann (1992; 3rd ed 2006) Ship or Sheep?,
CUP.
Bowler, B. & Cunningham, S. (1992) Headway
upper-interm. Pronunciation, O.U.P.
Bowler, B. & Parminter, S. (1994) Headway pre-
interm. Pronunciation, O.U.P.
Carr, Philip (1993) Phonology, Macmillan.
Celce-Murcia, Marianne et al. (1996)Teaching
Pronunciation, C. U. P.
Dalton, C. & Seidlhofer, B. (1994) Pronunciation,
OUP.
Finch, D. & Ortiz Lira, H: A Course in English
Phonetics for Spanish Speakers, Heinemann
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler
23. Gimson, A.C., revised by Cruttenden, A. (1997 5th
Ed; 2001 6th Ed) Gimson’s Pronunciation of
English, Edward Arnold
Hancock, M. (1995/ 2008) Pronunciation Games -
CUP.
Hewings, Martin (1993) Pronunciation Tasks,
CUP.
Katamba, Francis (1989) An Introduction to
Phonology, Longman.
Kelly, Gerald (2004) How to Teach Pronunciation,
Longman.
Roach, Peter (1995 2nd Ed; 2009 4th Ed) English
Phonetics and Phonology, CUP.
Underhill, Adrian (2005) Sound Foundations new
ed., Macmillan Books for Teachers.
“Phonology: teacher&student-friendly” - Prof. Silvia A. Schnitzler