The document provides guidelines for a pronunciation project assignment. It outlines three appendices:
1) Appendix I evaluates student performance on the assignment from average to very good based on criteria like delivering materials and exercises, checking corrections, and contributing to the work.
2) Appendix II divides the class into groups that will choose a theme to work on, such as consonants or word stress, and design activities involving recording their voices.
3) Appendix III provides a sample project on consonant sounds from a specific group, including tasks having students identify words with different pronunciations, read sentences with target sounds, and underline words containing those sounds in a dialogue.
"Ear, Eye, Undivided Attention": Listening and Responding in a DiscussionETAI 2010
Liz Shapiro
Participants will listen and respond in a short meaningful discussion, acknowledging contributions and offering different points of view. The difficulties of pronunciation and expressing differing points of view for students of diverse linguistic and cultural backgrounds will be addressed through Brain Gym, voice exercises and some simple drawing.
The document provides details for a March holidays camp for the Raffles Institution Chinese Orchestra. It includes an overview of the camp schedule and activities such as team-bonding games, an oral quiz, and an Amazing Race competition between groups. The schedule outlines the timeline and locations for each activity. The document also lists the group allocations and objectives to promote bonding between members. Descriptions are provided for each of the main activities, including instructions for facilitators. The goal of the camp is to build unity and a sense of belonging within the orchestra.
1. The document is a lesson plan for a back to school unit. It includes 9 sections with multiple subsections covering vocabulary, classroom objects, school supplies, and conversational questions and answers about what students have in their school bags.
2. The lesson plan incorporates various listening, speaking, reading and writing activities. It also includes songs, games and group work. Assessment is integrated through exercises where students draw, label and match school items.
3. The document concludes with a self-evaluation rubric for students to assess their own learning and progress throughout the unit.
1) The teacher used a variety of teaching aids, including chalk and board, pictures, video clips, nursery music, and cut paper puzzles to teach a lesson on the water cycle.
2) She chose to use both traditional and electronic materials to actively engage students and sustain their interest in the topic.
3) While most materials were used effectively, some difficulties arose in operating technology and providing complete word puzzles, but the teacher overcame these challenges to deliver a high quality lesson.
The document provides a course outline and instructions for students taking NCEA Music Level 1 at Hamilton's Fraser High School in 2012. It outlines the 6 achievement standards students will work towards, providing the title, credits, and due dates for assignments or exams for each. It also provides more detailed instructions and assessment criteria for two of the achievement standards - 1.1 to perform as a soloist, and 1.2 to perform as part of an ensemble. Assessment materials like mark sheets are also included.
This document outlines activities to develop phonological awareness in children at different levels of complexity. It begins with less complex activities like rhyming songs and moves toward more advanced activities involving blending, segmenting, and manipulating individual phonemes. A variety of games and exercises are provided as examples to help children develop skills like rhyming, sentence segmentation, syllable blending and manipulation, onset-rime blending, and phoneme identification, matching, substitution, blending, segmentation, deletion and addition. The goal is to guide children along a continuum from broader to more fine-grained phonological awareness skills.
This document describes Sarah Jane Cabilino's field study experience creating teaching materials for a lesson on telling time. It provides instructions for her tasks, criteria for evaluation, and sections for her to analyze and reflect on her work. She surveyed available materials, created visual aids and a PowerPoint presentation, and organized her work into a portfolio. She encountered some difficulties deciding on design elements but overcame them through group cooperation. Her tips for teachers include considering topics, learners, availability, and developing resourcefulness when preparing materials.
This document contains a lesson plan and timetable for teaching intercultural learning and another topic. The lesson plan includes icebreakers, vocabulary activities, grammar exercises, and speaking practice. It is designed to be taught over two weeks with classes meeting daily. The timetable schedules the plan across each day, allocating time for different activities and focusing on topics like injuries, health problems, and giving advice. It aims to improve students' language skills while teaching intercultural communication.
"Ear, Eye, Undivided Attention": Listening and Responding in a DiscussionETAI 2010
Liz Shapiro
Participants will listen and respond in a short meaningful discussion, acknowledging contributions and offering different points of view. The difficulties of pronunciation and expressing differing points of view for students of diverse linguistic and cultural backgrounds will be addressed through Brain Gym, voice exercises and some simple drawing.
The document provides details for a March holidays camp for the Raffles Institution Chinese Orchestra. It includes an overview of the camp schedule and activities such as team-bonding games, an oral quiz, and an Amazing Race competition between groups. The schedule outlines the timeline and locations for each activity. The document also lists the group allocations and objectives to promote bonding between members. Descriptions are provided for each of the main activities, including instructions for facilitators. The goal of the camp is to build unity and a sense of belonging within the orchestra.
1. The document is a lesson plan for a back to school unit. It includes 9 sections with multiple subsections covering vocabulary, classroom objects, school supplies, and conversational questions and answers about what students have in their school bags.
2. The lesson plan incorporates various listening, speaking, reading and writing activities. It also includes songs, games and group work. Assessment is integrated through exercises where students draw, label and match school items.
3. The document concludes with a self-evaluation rubric for students to assess their own learning and progress throughout the unit.
1) The teacher used a variety of teaching aids, including chalk and board, pictures, video clips, nursery music, and cut paper puzzles to teach a lesson on the water cycle.
2) She chose to use both traditional and electronic materials to actively engage students and sustain their interest in the topic.
3) While most materials were used effectively, some difficulties arose in operating technology and providing complete word puzzles, but the teacher overcame these challenges to deliver a high quality lesson.
The document provides a course outline and instructions for students taking NCEA Music Level 1 at Hamilton's Fraser High School in 2012. It outlines the 6 achievement standards students will work towards, providing the title, credits, and due dates for assignments or exams for each. It also provides more detailed instructions and assessment criteria for two of the achievement standards - 1.1 to perform as a soloist, and 1.2 to perform as part of an ensemble. Assessment materials like mark sheets are also included.
This document outlines activities to develop phonological awareness in children at different levels of complexity. It begins with less complex activities like rhyming songs and moves toward more advanced activities involving blending, segmenting, and manipulating individual phonemes. A variety of games and exercises are provided as examples to help children develop skills like rhyming, sentence segmentation, syllable blending and manipulation, onset-rime blending, and phoneme identification, matching, substitution, blending, segmentation, deletion and addition. The goal is to guide children along a continuum from broader to more fine-grained phonological awareness skills.
This document describes Sarah Jane Cabilino's field study experience creating teaching materials for a lesson on telling time. It provides instructions for her tasks, criteria for evaluation, and sections for her to analyze and reflect on her work. She surveyed available materials, created visual aids and a PowerPoint presentation, and organized her work into a portfolio. She encountered some difficulties deciding on design elements but overcame them through group cooperation. Her tips for teachers include considering topics, learners, availability, and developing resourcefulness when preparing materials.
This document contains a lesson plan and timetable for teaching intercultural learning and another topic. The lesson plan includes icebreakers, vocabulary activities, grammar exercises, and speaking practice. It is designed to be taught over two weeks with classes meeting daily. The timetable schedules the plan across each day, allocating time for different activities and focusing on topics like injuries, health problems, and giving advice. It aims to improve students' language skills while teaching intercultural communication.
This document contains a lesson plan template for a lesson on intercultural learning. The lesson plan is divided into phases of learning with associated activities, social forms, media/materials, aims of the activity, and time allocated. Some key phases and activities include an icebreaker to introduce the theme using a diagram of the human body, exercises to extend vocabulary related to injuries and providing medical advice, and a focus on grammar structures like "should" and "shouldn't" to discuss avoiding injuries in sports. The goal is to familiarize students with intercultural communication regarding injuries and asking for medical help.
1. The document appears to be a lesson plan or textbook containing various sections and exercises for teaching English.
2. It includes greetings, conversations, songs, pictures to color and write, tests and scores.
3. The document contains detailed instructions, examples and answers for learning English vocabulary, pronunciation, spelling and grammar.
The document provides an overview of a multimedia learning module on natural disasters. It includes 8 units that can be accessed by clicking on them. Each unit contains an introduction, knowledge/theory section, and exercises. The specific unit summarized focuses on natural disasters. It defines natural disasters, lists their main ingredients (earth, air, water, fire), and provides examples like earthquakes, tornadoes, hurricanes, volcanoes, thunderstorms, meteors, floods, and droughts. The exercises include vocabulary, comprehension questions, and other interactive activities.
This document outlines the tasks and requirements for Field Study 2, Episode 4 regarding the application of guiding principles in selecting and using teaching strategies. The student is evaluated on their observation of resource teachers, analysis of observations based on principles of teaching, reflection on observations, and submission of a portfolio before the deadline. The portfolio must include documentation of observations, analysis, and reflection for the student to receive a rating and grade.
This poem is about a mother and son going on a picnic in the park. As they walk through the park, the son notices litter and pollution everywhere. He sees a junk yard full of garbage and wonders why people throw trash anywhere. The mother explains that as more people pollute the environment, beautiful natural places will end up covered in garbage if nothing is done. She hopes that people will learn to properly dispose of trash and appreciate nature as the treasure that it is.
This document appears to be a field study report submitted by a student named Jushabeth G. Garcera for her Bachelor of Secondary Education program. The report documents her observations at St. Louise de Marillac College of Sorsogon related to exploring concepts of the curriculum. Over three episodes, she examines the concepts, nature, and purposes of the curriculum; identifies the components and approaches of the curriculum; and discusses new approaches to teaching and learning. She includes tools used during her observations, analyses of her findings, reflections, and documentation for her portfolio. The report provides insights into how the school translates its curriculum into practice in the classroom.
The document outlines the scheme of work and learning objectives for dance over years 7-9. It covers developing skills in choreography, performance, and evaluation. Lessons focus on literacy, numeracy, and citizenship skills. Exercises aim to improve posture, coordination, and physical/mental capacity. Peer and self-assessment are used to promote improvement. Students learn about warm-ups, roles in dance, and incorporating stimulus into choreography. The content covers a range of dance styles, techniques, and skills.
The document contains lesson plans for music classes at different grade levels focusing on singing, playing instruments, and music appreciation. It includes assessments, learning activities, and materials for kindergarten through 6th grade covering topics like dynamics, rhythm, recorder playing, drumming, and more. Accommodations are noted for some lessons to support students with different abilities.
The Durham Middle School String Orchestra handbook provides information to students and parents about the goals, ensembles, equipment needs, grading procedures, expectations, attendance policies, and instrument care for the orchestra program. It outlines requirements for participation including daily preparation, appropriate conduct, attendance at rehearsals and concerts, and regular home practice.
The document provides instructions for 10 listening activities where students practice filling in blanks of sentences with verb predicates conjugated with -(으)세요 based on audio dialogues. The activities involve conversations between a professor and students in a Korean linguistics class. Students are asked to listen carefully and fill in the blanks with the correct verb conjugation.
This document contains a lesson on listening comprehension exercises using the Korean verb ending -(으)세요. It provides 10 listening activities where students listen to short dialogues and fill in blanks with verbs conjugated with -(으)세요. The activities involve conversations between teachers and students, and professors and students. The document checks the answers after each activity and provides hints on conjugating verbs with -(으)세요.
This lesson plan is for a Year 3 English Language class. The lesson focuses on teaching students about animal body parts through reading, writing, listening and speaking activities. Students will learn the names of different animal body parts like antlers, beaks and claws. They will discuss the differences between animal and human body parts. Students will also learn about the differences between antlers and horns. A variety of activities are included, like reading passages aloud, answering questions, labeling diagrams, completing exercises and solving puzzles in groups. The goal is for students to be able to correctly talk, read and write about different animal body parts.
The document provides details for a lesson plan on cultural awareness that introduces students to different countries and cultures. The plan aims to teach students about the verb "to be" while having them discuss cultural differences and norms in small groups. A variety of activities are outlined to engage students in learning about other places and reflecting on their own cultural experiences.
This document contains a lesson on listening to numbers and noun counters in Korean. It provides 7 examples of dictation exercises where students listen to dialogues and fill in blanks with numbers or counters. The dialogues cover topics like clothing items, phone numbers, school years, book publishing details, language research time periods, and the creation of the Korean language. The exercises are meant to help students practice recognizing and using numbers and counters in conversational Korean.
In Vietnamese, I am talking about the differences when Vietnamese students pronounce sound /s/ at the beginning, middle and end of an English word.
By: Vũ Thị Phương Thảo
Mobile: 0937 21 51 89
Email: yugihashi@hotmail.com
Của Nguyễn Hải An, sinh năm 91, tự học trong 3 tháng rồi đạt được học bổng du học Mỹ.
Bài viết chi tiết: https://www.facebook.com/notes/johannes-nguy%E1%BB%85n/note-for-learning-english/370539669634803
This document provides information and suggestions to help Spanish speakers improve their English pronunciation. It identifies the most difficult English vowel sounds for Spanish speakers, such as /ʊ/, /ɪː/, /ʌ/, and /j/. It also discusses pronouncing suffixes like "-tion" and "-ture", homophones, the "s" sound at the beginning of words, and regular past tense verbs ending in "ed". The document concludes by recommending that Spanish speakers listen to model pronunciations, learn phonetic symbols, speak English frequently, and expose themselves to different accents to enhance their pronunciation skills.
This document provides an overview and summary of a project that developed three frameworks for teaching pronunciation to adult English language learners. The project involved teachers piloting pronunciation activities with three learner groups: beginners, more advanced learners, and learners in workplace contexts. Through workshops and meetings, the teachers enhanced their expertise in effectively teaching pronunciation. They contributed to refining the frameworks, which are presented in this handbook. The handbook is intended to help other teachers integrate pronunciation teaching into their lessons in a communicative way suitable for different learner levels and contexts.
The document discusses two general approaches to teaching pronunciation: the intuitive-imitative approach which uses listening and imitation, and the analytic-linguistic approach which uses phonetic descriptions and aids. It also discusses strategies for teaching pronunciation communicatively, focusing on rhythm, stress, and intonation. Factors like learners' backgrounds and attitudes also influence pronunciation learning. Effective strategies include listening and imitating, minimal pair drills, and recording learners to improve intelligible communication rather than native-like accuracy. New directions emphasize using authentic materials and a balance of accuracy and fluency activities.
The document discusses listening and responding in discussions. It provides exercises to help participants renew their awareness of effective listening skills like giving "ear, eye, undivided attention". The exercises include breathing, relaxation, and pronunciation drills to enhance listening and appropriate responses. Bibliographies list additional resources on communication skills, pronunciation teaching, and websites with relevant materials.
This document contains a lesson plan template for a lesson on intercultural learning. The lesson plan is divided into phases of learning with associated activities, social forms, media/materials, aims of the activity, and time allocated. Some key phases and activities include an icebreaker to introduce the theme using a diagram of the human body, exercises to extend vocabulary related to injuries and providing medical advice, and a focus on grammar structures like "should" and "shouldn't" to discuss avoiding injuries in sports. The goal is to familiarize students with intercultural communication regarding injuries and asking for medical help.
1. The document appears to be a lesson plan or textbook containing various sections and exercises for teaching English.
2. It includes greetings, conversations, songs, pictures to color and write, tests and scores.
3. The document contains detailed instructions, examples and answers for learning English vocabulary, pronunciation, spelling and grammar.
The document provides an overview of a multimedia learning module on natural disasters. It includes 8 units that can be accessed by clicking on them. Each unit contains an introduction, knowledge/theory section, and exercises. The specific unit summarized focuses on natural disasters. It defines natural disasters, lists their main ingredients (earth, air, water, fire), and provides examples like earthquakes, tornadoes, hurricanes, volcanoes, thunderstorms, meteors, floods, and droughts. The exercises include vocabulary, comprehension questions, and other interactive activities.
This document outlines the tasks and requirements for Field Study 2, Episode 4 regarding the application of guiding principles in selecting and using teaching strategies. The student is evaluated on their observation of resource teachers, analysis of observations based on principles of teaching, reflection on observations, and submission of a portfolio before the deadline. The portfolio must include documentation of observations, analysis, and reflection for the student to receive a rating and grade.
This poem is about a mother and son going on a picnic in the park. As they walk through the park, the son notices litter and pollution everywhere. He sees a junk yard full of garbage and wonders why people throw trash anywhere. The mother explains that as more people pollute the environment, beautiful natural places will end up covered in garbage if nothing is done. She hopes that people will learn to properly dispose of trash and appreciate nature as the treasure that it is.
This document appears to be a field study report submitted by a student named Jushabeth G. Garcera for her Bachelor of Secondary Education program. The report documents her observations at St. Louise de Marillac College of Sorsogon related to exploring concepts of the curriculum. Over three episodes, she examines the concepts, nature, and purposes of the curriculum; identifies the components and approaches of the curriculum; and discusses new approaches to teaching and learning. She includes tools used during her observations, analyses of her findings, reflections, and documentation for her portfolio. The report provides insights into how the school translates its curriculum into practice in the classroom.
The document outlines the scheme of work and learning objectives for dance over years 7-9. It covers developing skills in choreography, performance, and evaluation. Lessons focus on literacy, numeracy, and citizenship skills. Exercises aim to improve posture, coordination, and physical/mental capacity. Peer and self-assessment are used to promote improvement. Students learn about warm-ups, roles in dance, and incorporating stimulus into choreography. The content covers a range of dance styles, techniques, and skills.
The document contains lesson plans for music classes at different grade levels focusing on singing, playing instruments, and music appreciation. It includes assessments, learning activities, and materials for kindergarten through 6th grade covering topics like dynamics, rhythm, recorder playing, drumming, and more. Accommodations are noted for some lessons to support students with different abilities.
The Durham Middle School String Orchestra handbook provides information to students and parents about the goals, ensembles, equipment needs, grading procedures, expectations, attendance policies, and instrument care for the orchestra program. It outlines requirements for participation including daily preparation, appropriate conduct, attendance at rehearsals and concerts, and regular home practice.
The document provides instructions for 10 listening activities where students practice filling in blanks of sentences with verb predicates conjugated with -(으)세요 based on audio dialogues. The activities involve conversations between a professor and students in a Korean linguistics class. Students are asked to listen carefully and fill in the blanks with the correct verb conjugation.
This document contains a lesson on listening comprehension exercises using the Korean verb ending -(으)세요. It provides 10 listening activities where students listen to short dialogues and fill in blanks with verbs conjugated with -(으)세요. The activities involve conversations between teachers and students, and professors and students. The document checks the answers after each activity and provides hints on conjugating verbs with -(으)세요.
This lesson plan is for a Year 3 English Language class. The lesson focuses on teaching students about animal body parts through reading, writing, listening and speaking activities. Students will learn the names of different animal body parts like antlers, beaks and claws. They will discuss the differences between animal and human body parts. Students will also learn about the differences between antlers and horns. A variety of activities are included, like reading passages aloud, answering questions, labeling diagrams, completing exercises and solving puzzles in groups. The goal is for students to be able to correctly talk, read and write about different animal body parts.
The document provides details for a lesson plan on cultural awareness that introduces students to different countries and cultures. The plan aims to teach students about the verb "to be" while having them discuss cultural differences and norms in small groups. A variety of activities are outlined to engage students in learning about other places and reflecting on their own cultural experiences.
This document contains a lesson on listening to numbers and noun counters in Korean. It provides 7 examples of dictation exercises where students listen to dialogues and fill in blanks with numbers or counters. The dialogues cover topics like clothing items, phone numbers, school years, book publishing details, language research time periods, and the creation of the Korean language. The exercises are meant to help students practice recognizing and using numbers and counters in conversational Korean.
In Vietnamese, I am talking about the differences when Vietnamese students pronounce sound /s/ at the beginning, middle and end of an English word.
By: Vũ Thị Phương Thảo
Mobile: 0937 21 51 89
Email: yugihashi@hotmail.com
Của Nguyễn Hải An, sinh năm 91, tự học trong 3 tháng rồi đạt được học bổng du học Mỹ.
Bài viết chi tiết: https://www.facebook.com/notes/johannes-nguy%E1%BB%85n/note-for-learning-english/370539669634803
This document provides information and suggestions to help Spanish speakers improve their English pronunciation. It identifies the most difficult English vowel sounds for Spanish speakers, such as /ʊ/, /ɪː/, /ʌ/, and /j/. It also discusses pronouncing suffixes like "-tion" and "-ture", homophones, the "s" sound at the beginning of words, and regular past tense verbs ending in "ed". The document concludes by recommending that Spanish speakers listen to model pronunciations, learn phonetic symbols, speak English frequently, and expose themselves to different accents to enhance their pronunciation skills.
This document provides an overview and summary of a project that developed three frameworks for teaching pronunciation to adult English language learners. The project involved teachers piloting pronunciation activities with three learner groups: beginners, more advanced learners, and learners in workplace contexts. Through workshops and meetings, the teachers enhanced their expertise in effectively teaching pronunciation. They contributed to refining the frameworks, which are presented in this handbook. The handbook is intended to help other teachers integrate pronunciation teaching into their lessons in a communicative way suitable for different learner levels and contexts.
The document discusses two general approaches to teaching pronunciation: the intuitive-imitative approach which uses listening and imitation, and the analytic-linguistic approach which uses phonetic descriptions and aids. It also discusses strategies for teaching pronunciation communicatively, focusing on rhythm, stress, and intonation. Factors like learners' backgrounds and attitudes also influence pronunciation learning. Effective strategies include listening and imitating, minimal pair drills, and recording learners to improve intelligible communication rather than native-like accuracy. New directions emphasize using authentic materials and a balance of accuracy and fluency activities.
The document discusses listening and responding in discussions. It provides exercises to help participants renew their awareness of effective listening skills like giving "ear, eye, undivided attention". The exercises include breathing, relaxation, and pronunciation drills to enhance listening and appropriate responses. Bibliographies list additional resources on communication skills, pronunciation teaching, and websites with relevant materials.
The document discusses communicative approaches to teaching listening comprehension. It describes a lesson that introduces bottom-up and top-down listening approaches. Various classroom activities are suggested, including listening for perception at the word and sentence level through repetition and dictation exercises. Longer response activities involve answering questions, note-taking and summarizing. The dictogloss technique is also described as a four-step approach involving preparation, dictation, reconstruction and analysis. Its advantages incorporate both bottom-up and top-down listening strategies to integrate clues with background knowledge.
The document provides a lesson plan for teaching body parts to sixth grade students. The plan includes warm up activities to introduce the topic through a dialogue. Students then learn new vocabulary by identifying body parts on an image of a singer. They practice vocabulary through a puzzle activity in groups. To check pronunciation, students come to the front to write and say body parts. The lesson concludes by verifying knowledge through an activity with a singer image and worksheet, and applying learning by creating songs in pairs about body parts.
This document describes a collaborative project between a 4th grade social studies and math class in Louisiana and a 4th grade class in Kansas studying Paul Revere. The classes participated in a Skype call where they took turns reading stanzas of Longfellow's poem "Paul Revere's Ride". They then worked together on a VoiceThread incorporating their artwork and recorded voices reciting the poem. The document outlines the learning objectives, organization, standards, protections, and affiliation for the collaborative project.
The daily lesson plan covers English, Music, and Science subjects for Grade 5 students. In English, the lesson objective is for students to compose clear sentences using appropriate grammatical structures like verb aspects, modals, and conjunctions. In Music, the objective is for students to recognize the meaning and use of the F clef on the musical staff. In Science, the objective is for students to describe the parts of the human reproductive system and their functions. The procedures include introduction, development, engagement, and assimilation activities for each subject. The lesson plan also includes reflections on student mastery and the need for additional remediation activities.
This lesson plan introduces gerunds and gerund phrases to English III students. It includes learning objectives, subject matter on gerunds and their uses, and a procedure consisting of motivation, development of the lesson, generalization, and evaluation. The motivation activity involves students acting out -ing verbs and guessing each other's actions. The development uses a picture to identify family members' hobbies and construct sentences using gerund phrases. Students then practice identifying gerunds and their functions in sentences.
This document contains a daily lesson log for a Grade 6 MAPEH (Music, Arts, Physical Education, and Health) class covering the week of March 11-15, 2024. It outlines the objectives, content, learning resources, teaching procedures, and evaluations for lessons on music dynamics, photography, environmental health, and Philippine folk dances. The lessons incorporate group activities, demonstrations, discussions and assessments to help students understand concepts like timbre, camera parts, noise pollution control, and dance skills and safety. Student understanding and areas for remediation are also reflected on.
1. This document discusses principles of teaching English pronunciation. It emphasizes that with increased globalization, learners are exposed to various English accents, so teachers should provide examples of different variations.
2. The document outlines three approaches to pronunciation teaching: integrated lessons that combine pronunciation with other skills; remedial lessons that contrast sounds between a learner's native language and English; and practice lessons that focus on accuracy, fluency, and communication.
3. Accuracy practice aims to correctly produce new sounds after presentation, while fluency practice uses sounds in more natural communication to take attention off the language itself. The goal is for learners to recognize, pronounce, and automatically use new phonological elements.
This document outlines the course objectives, content, materials, and assessment for an online pronunciation course at Vietnam National University.
The 15-week course aims to help students improve their pronunciation of English sounds, stress, rhythm, and intonation according to CEFR B1 level standards. Students will learn about 44 English sounds through weekly lessons, practice transcription, and complete quizzes, recordings, and a final project. Assessment includes discussions, quizzes, an e-portfolio, transcription, and a pronunciation project presentation. The goal is for students to develop understandable pronunciation and effective communication skills in English.
The document outlines the course objectives, content, and assessment for an online pronunciation course at Vietnam National University.
The course aims to help students improve their pronunciation of English sounds according to the CEFR B1 level. Over 15 weeks, students will learn about individual vowel and consonant sounds, transcription, word stress, sentence stress, rhythm, linking, and intonation. Assessment includes discussions, quizzes, an e-portfolio of audio recordings, transcription exercises, and a group pronunciation project. The project requires students to design activities focused on difficult sounds, word stress, strong/weak forms, sentence stress/rhythm/linking, or intonation.
This document provides information about a lesson plan for pronunciation training focused on two-syllable nouns. The lesson plan includes icebreaker activities to introduce the theme, extension activities to recognize stressed syllables, personalization through individual practice, transfer activities like partner practice, and consolidation through a role play activity. It also includes a sample weekly timetable for a language awareness course with classes focused on topics like pronunciation, difficult classroom situations, and teaching methodologies.
Cinderella new college manchester ways of pronunciation teaching (adrian unde...eaquals
This document discusses integrating pronunciation teaching by taking a more physical, dance-like approach rather than a solely cognitive one. It argues that pronunciation is neglected despite infusing all language skills. Two problems are identified: pronunciation is seen as mysterious without a framework, and it is either taught cognitively or through repetitive drills that reinforce first language pronunciation. The document proposes using a pronunciation chart as a visual tool and teaching pronunciation physically through muscle movements as a resolution. Integrated teaching would provide pronunciation support throughout learning rather than in isolated drills.
1. Pronunciation teaching involves working on sounds, stress, rhythm and intonation. The goal should be intelligibility rather than perfection.
2. Teachers should make students aware of pronunciation issues without using phonetic symbols. Using minimal pairs and demonstration can help students perceive sounds not in their native language.
3. Pronunciation can be taught in short discrete lessons or integrated into other lessons. Opportunistic teaching when issues come up is also effective. The focus should be on features that impact comprehensibility.
This document provides instructions for an English lesson that focuses on teaching idiomatic expressions to upper-intermediate and advanced English language learners. The lesson includes worksheets with exercises for students to practice identifying the meanings of idioms and using idioms in context. It also suggests a follow-up game for students to play in teams where they must determine the real idiom or definition among options. Additional websites with idiom resources are also listed.
The document outlines an English program for primary school students, including sessions focused on reading, writing, speaking and listening that incorporate activities like singing songs, producing dialogues, and playing games. It discusses using tools like Audacity, Pinnacle Studio, and a photo camera to record and share students' work. The goal is to strengthen English skills while fostering collaboration between students, families, and teachers.
The document outlines a lesson plan on active and passive voice for students. It includes objectives, subject matter, procedures, and activities. The teacher will lead students in identifying active and passive verbs, provide examples of sentences in both voices, and have students practice changing sentences from active to passive voice. The goal is for students to understand the difference between active and passive voice and the importance of proper sentence construction.
This document presents a lesson plan for teaching intonation to students. The lesson plan follows the four Ps format of presentation, preparation, practice, and production. It begins with an introduction to intonation and its effect on sentence meaning. Objectives are defined and literature on intonation and lesson planning is reviewed. The plan demonstrates intonation concepts using examples, activities with sentence readings, and assessments. Feedback indicates the plan was effective in teaching students to understand and use intonation.
This lesson plan focuses on the topic of decisions and decision making. It includes activities such as analyzing cartoon captions about difficult decisions, matching vocabulary to statements, writing hypothetical situations using the second conditional, discussing questions about personal decisions, and practicing grammar structures like "I wish" and "I hope." The plan aims to extend vocabulary, improve pronunciation, give reasons for decisions, and allow students to reflect on their own decisiveness. It incorporates individual, partner, group, and whole-class activities over four phases of learning using materials like a student book, whiteboard, and worksheet.
1. The document outlines the objectives, materials, procedures, and evaluation for an English listening course about naming stars.
2. It describes an interview where a man named a star after his fiancée and explains how stars get their names.
3. Students listen for main ideas and details, discuss vocabulary, and complete activities where they find sentences using course vocabulary from sections of the transcript.
This document discusses several potential issues to consider when implementing information and communication technology (ICT) and computer-assisted language learning (CALL) in educational settings. It outlines infrastructure concerns like internet access and computer maintenance. It also addresses issues involving access to technology, time constraints for teachers, appropriate content, software options, administrative support, licensing and copyright, and security considerations. The document provides questions to evaluate each of these areas and potential challenges.
This document lists various e-tools that can be used for language learning. It categorizes the tools into communication tools, live and virtual worlds, social networking and bookmarking, blogs and wikis, presentation tools, resource sharing tools, website creation tools, web exercise creation tools, search engines, dictionaries and concordancers, and general utilities. Some of the popular tools mentioned include Blackboard, Moodle, Skype, Facebook, Wikipedia, YouTube, Google Docs, WordPress, and Google.
This document discusses strategies for finding information and resources on the web through "information mining". It lists examples of different types of information and resources that can be mined, such as tutorials, software sources, addresses, lists, programs, and conversions. It also provides examples of tools that can be used for mining, including search engines and specific websites. Finally, it provides some mining strategies like using quotes, filters, Boolean operators, and searching from specific to general terms.
The document provides an overview of various web tools that teachers can use for different classroom purposes, such as having students create timelines, mind maps, publish writing online, participate in online discussions, search and evaluate websites, and more. For each tool, a brief description is given along with a rating for how useful and easy to use it is. Many examples and URLs are provided to illustrate the different tools.
This document discusses Google Docs/Drive and its usefulness as an educational tool for language learning. It provides examples of how the word processor, presentation, and forms features of Google Docs can be used for collaborative language activities, including: (1) having written conversations with students to practice writing, (2) doing whole-class grammar corrections, (3) keeping language journals, and (4) collaboratively writing stories. It also discusses how the presentation feature can be used to create digital materials for teaching vocabulary, grammar, culture and more through slides, images, and video. Forms created in Google Docs allow students to submit information like registration details online.
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Kh triển khai ĐANN2020 trong các cơ sở giáo dục đh
Pronunciation project
1. APPENDIX I
The pronunciation assignment is evaluated as follows:
Criteria for Average(5-6) Good (7-8) Very good (9-10)
evaluating
Performance Skip 2-3 following Follow all the steps but Follow all the steps
steps with limited with limited with limited efficiency:
effectiveness: effectiveness:
- Deliver materials - Deliver materials - Deliver materials
giving explanation giving explanation to giving explanation
to the pronunciation the pronunciation to the pronunciation
phenomenon of the phenomenon of the phenomenon of the
group without group and 2 exercises group and 2
exercises. to practice. exercises to
- Give other students - Give other students practice.
guidance to listen to guidance to listen to - Give other students
their voice recorded their voice recorded guidance to listen to
tape tape. their voice recorded
- Check the - Check the correction tape.
correction of of sounds. - Check the
sounds. - Give other students correction of
- Give other students instruction to find out sounds.
instruction to find mistakes in - Give other students
out mistakes in pronunciation (if instruction to find
pronunciation (if there is) in the tape/ out mistakes in
there is) in the tape CD pronunciation (if
CD - Require students in there is) in the tape/
- Require students in the group or in other CD
the group or in groups read aloud the - Require students in
other groups read recorded sounds try the group or in
aloud the recorded to correct the other groups read
sounds try to mistakes. aloud the recorded
correct the - All the members do sounds try to
mistakes. contribute to the correct the
- Some of the process of doing and mistakes.
members do not performing the work - All the members do
contribute to the but with limited contribute to the
process of doing effectiveness and process of doing
and performing the without equality in and performing the
work. work division. work with high
effectiveness and
equality in work
division.
Recorded Mistakes in major Major phenomenon is Major phenomenon is
voice in the pronunciation pronounced correctly by pronounced correctly
tape phenomenon are more than a half of the by most of the
repeatedly made. members in the group. members in the group.
1
2. APPENDIX II
GUIDELINES TO PRONUNCIATION PROJECT
The class will be divided into groups of five. Each group will choose one of the five themes to
work on.
Theme 1: Project on difficult sounds (consonants and vowels)
Theme 2: Project on Word Stress (simple and complex)
Theme 3: Project on Strong form and Weak form
Theme 4: Project on Sentence Stress + Rhythm + Linking
Theme 5: Project on Intonation
For each theme, students are required to design at least 3 activities. Students read the designed
activities and record their own voice (ALL members of a group must be equally assigned to
record their voice in the exercises).
2
3. APPENDIX III
SAMPLE OF PRONUNCIATION PROJECT
Group :………
Group members : …………………………………
Theme 1 : Consonants /ʃ/, /ʒ
/ʒ/, /ʧ/, /ʤ/
Task 1: (One-syllable words) Circle the word in which the underlined part is
pronounced differently.
1. A. chef B. cheer C. chest D. which
2. A. watch B. chair C. chaos D. rich
3. A. chief B. chime C. choice D. Christ
4. A. shoe B. chew C. chute D. sure
5. A. fish B. cash C. shore D. chore
6. A. jeep B. June C. George D. beige
7. A. germ B. gear C. age D. genre
8. A. rouge B. giant C. job D. badge
Task 2: (Multi-syllable words) Circle the word in which the underlined part is
pronounced differently
1. A. chubby B. chemist C. chimney D. cheetah
2. A. chorus B. cheerful C. reaching D. chapter
3. A. mature B. section C. social D. chauffer
4. A. vision B. unusual C. gentle D. measure
5. A. massage B. pleasure C. casual D. college
6. A. soldier B. shoulder C. education D. region
7. A. decision B. possession C. mustache D. electrician
8. A. occasion B. leisure C. explosion D. addition
Task 3: Read these sentences aloud. In the brackets provided below each italic
word, write the phonetic symbols /ʃ/, /ʒ/, /ʧ/, or/ʤ/ representing the consonant
sound in that word. After that, write the number of each consonant sound in the
space provided.
3
4. 1. Our children, John and Joe like making furniture such as chairs or ships.
/…./ /…/ /…/ /…/ /…/ /…/ /…/ /…/
2. We will spend our January vacation in Asia, that’s the last decision.
/…./ /…/ /…/ /…./
3. The culture and education in Germany is different from those in China.
/…/ /……./ /…/ /…/
4. Jane enjoys washing the dishes in the kitchen.
/…/ /…/ /…/ /…/ /…/
5. Division, subtraction, addition and multiplication are basic calculations.
/…/ /…/ /…/ /…/ /…/
Sentence 1 / ʃ/ /ʒ/ /ʧ/ /ʤ/
Sentence 2
Sentence 3
Sentence 4
Sentence 5
Task 4: Read the following dialogue aloud and underline words which have the
sounds /ʃ/, /ʒ/, /ʧ/, and /ʤ/.
Tom: Joe, I’m going on a vacation to Egypt. What should I prepare for it?
Joe: I suggest you should buy some clothes first because the weather there is very
changeable during this time of the year.
Tom: Really? Well, so, I’ll buy a jacket, a shirt, a T-shirt, a pair of trousers, and a pair
of running shoes.
Joe: So many kinds!
Tom: Yes, so that I will feel at ease at any kind of weather.
Joe: You should bring some food as well. I suggest cheese sandwich, chocolate chip
cookies, and canned fish.
Tom: That’s a good idea. Thanks a lot.
4
5. KEY TO PRONUNCIATION ASSIGNMENT
I.
1. A 2. C 3. D 4. B 5. D
6. D 7. B 8. A
II.
1. B 2. A 3. A 4. C 5. D
6. B 7. A 8. D
III.
1. Our children, John and Joe like making furniture such as chairs or ships.
/ʧ/ /ʤ/ /ʤ/ /ʧ/ /ʧ/ /ʧ/ / ʃ/
2. We will spend our January vacation in Asia, that’s the last decision.
/ʤ/ / ʃ/ /ʒ/ /ʒ/
3. The culture and education in Germany is different from those in China.
/ʧ/ /ʤ, ʃ/ /ʤ/ /ʧ/
4. Jane enjoys washing the dishes in the kitchen.
/ʤ/ /ʤ/ / ʃ/ / ʃ/ /ʧ/
5. Division, subtraction, addition and multiplication are basic calculations.
/ʒ/ / ʃ/ / ʃ/ / ʃ/ / ʃ/
/ ʃ/ /ʧ/ /ʒ/ /ʤ/
Sentence 1 1 4 0 2
Sentence 2 1 0 2 1
Sentence 3 1 2 0 2
Sentence 4 2 1 0 2
Sentence 5 4 0 1 0
IV. Tom: Joe, I’m going on a vacation to Egypt. What should I prepare for it?
Joe: I suggest you should buy some clothes first because the weather there is
very changeable during this time of the year.
Tom: Really? Well, so, I’ll buy a jacket, a shirt, a T-shirt, a pair of trousers,
and a pair of running shoes.
Joe: So many kinds!
Tom: Yes, so that I will feel at ease at any kind of weather.
Joe: You should bring some food as well. I suggest cheese sandwich,
chocolate chip cookies, and canned fish.
Tom : That’s a good idea. Thanks a lot.
5