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Magazine for Pronunciation
Citation preview
A manual for
excellence
Authors:
María José Marín Padilla
Anthony Meléndez Mora
www.magazine.com
`
1
To the reader:
Teachers are in a constant learning of new teaching
methods or new ways to teach. Pronunciation teachers
are not an exception to this. That`s why this manual
can help any pronunciation teacher to grow by
learning about different activities they can apply in
their classes, tips to teach pronunciation, and more. In
pronunciation, you have to be very creative and know
how to teach it; in this manual you can find information
to achieve those goals.
INDEX
Pronunciation Activities 3
Some pronunciation activities guides for teachers to follow and use in their classes
Articles 11 Our writers wrote a page of methods of teaching pronunciation that they think might be useful in our reader’s classes
Tips to teach pronunciation 13 Recommendations for pronunciations classes to be more effective
Procedure:
The teacher will have several words for the students, if they answer correctly
they get the point and can draw either “X” or “O” in the Tic Tac Toe game. If
they don’t answer correctly the other groups gets the first group point. Either if
the group in turn answer or miss the word after their turn is the other’s turn to
play.
Tic Tac Toe chart:
Recommended minimal pairs:
Bin/ Bean
Chip/ Cheap
Fit/ Feet
His/ He’s
It/ Eat
Sit/ Seat
Fill/ Feel Hill/ He’ll
When comes to vocabulary we all know a lot of words but how good do we know
about their sounds?
In the following square write down how many words do you know with the sound
we’ve been studying (/a/ and /ɔ/).
1) Were they more than 10? Yes No
2) Will you be willing to rise that number to 60? Yes
No
3) If your answer was yes during one week you should start remember some other
words and learning new one
This part is after the week of new learning
4) Did you remembered or learned other words? Yes
No
5) Write the words you already know and the new ones
6) Did you think reviewing and learning new vocabulary was useful? Yes
No
/I/
Exercise 2: read the dialogue to the students. The students have to listen to a dialogue and fill in the blanks. After they finish, check the answers by telling to 3 volunteers to represent someone of the dialogue and read their part aloud.
Worksheet
1. Vocabulary
Listen and repeat these words with the sound /I/. In words with more than one
syllable, the stressed syllable is in bold.
2. Dialogue: An interesting film
Two friends have plans to see a film.
Listen to the dialogue and fill in the blanks with words from exercise
Cindy (ringing her friend’s doorbell)
Mrs. Kim Hello, Cindy.
Cindy Hi, Mrs. Kim. ___Is_____ William in? Is he coming with me to the film?
I picked up a ________________ for him.
Mrs. Kim Oh, William’s sick.
Cindy Here he is! Hi, William! Are you _____________?
William What film is it? Anything ______________?
Cindy ________ King Kong. And it ________________ in fifteen minutes.
William Fifty minutes? Come in and ________ down.
Cindy Not fifty minutes, fifteen!
Mrs. Kim Listen, William, _________you’re sick, I don’t think…
Instructions for teachers. Exercise 1: give students the worksheet, read the list of words and tell the students to repeat after you.
is sick sit Mrs. (“missiz”) listen
it`s think miss ticket minutes
fifteen beginning if quick film
begins fifty interesting
William Quick! Or we’ll miss the ______________ of the film!
Instructions for teachers. Give the worksheet to the students, play the song, give them time to finish and then check the answers by asking the students to participate.
/u/
Worksheet
1. Listen to the song. Fill the spaces located behind the words in bold with
the sound that you hear. Important: fill them with a phoneme.
Who you are by Jessie J.
I stare at my reflection in the mirror
Why am I doing this to myself?
/ /
Losing my mind on a tiny error,
/ /
I nearly left the real me on the
shelf.
No, no, no, no...
Chorus
Don't lose who you are in the blur
of the
/ // // /
stars!
Seeing is deceiving, dreaming is
believing,
It's okay not to be okay.
Sometimes it's hard to follow your
heart.
Tears don't mean you're losing,
/ /
everybody's bruising,
/ /
Just be true to who you are!
/ /
(who you are [x11] )
Brushing my hair, do I look perfect?
/ /
I forgot what to do to fit the mold,
yeah!
The more I try the less is working,
yeah
Cause everything aside me
screams
No, no, no, no, no, no,no,no...
Chorus
Yes, no's, egos, fake shows, like
BOOM,
/ /
Just go and leave me alone!
Real talk, real life, good luck,
goodnight,
With a smile, that's my home!
That's my home, yeah, yeah...
No, no, no, no, no, no, no, no,
yeah...
Chorus
/U/ and /u/
Instructions for teachers: Give worksheets 1 and 2 to the students, give them instructions, and tell them that this is an activity to do at home. This is a metacognition activity.
Worksheet 1
1. Read the text. Then, record yourself and finally evaluate yourself and
reflect on the activity using the following questionnaire.
Text to record:
Luke looked outside his house and he saw something strange. He pulled the
door and saw that his pool was full of frogs. He couldn`t move and he said
to himself: I’m dreaming, no this is true. He didn’t know what to do. Then, he
opened his eyes and realized that everything was a dream. He felt like a
fool.
Worksheet 2
Questionnaire: 1. Did you have problems pronouncing the words with the sounds /u/ and /U/ ?
Yes No
2. Could you identify which words had the /u/ sound and which words had the
/U/ sound? Yes No
3. Did you learn something new with this type of activity? Yes No
4. How many mistakes did you make? 1 2 More than 2
Write them in this box and mention why you think you made those mistakes.
5. Did you notice after the activity that you have monitoring abilities?
Yes No
6. Did you felt comfortable while doing this exercise? Yes No
7. If you answered no. Did that factor affected your pronunciation? Yes
No
8. Do you have any questions regarding this activity? Yes No
If you answered yes write them in this box
Pronunciation is very important in the process of learning the
English as second language. Not only because knowing about
the phonemes, rhythm, and intonation help us improve our
pronunciation skills, but also because it helps us to be more
confident when talking in English. Because of the importance of
pronunciation, pronunciation teachers have an important goal in
their classes: try their best to teach students effectively how to
improve their skills. To do that, there are several methods that
teachers can use.
The audiolingual method is one of those ways to teach
pronunciation. Audiolingualism is a method that focuses on the
oral part. By different activities like for
example repetition drills, dialogues,
guided oral presentations,
and role plays, teachers can
teach using this method that is
very effective.
Teachers can teach also with the metacognition method that is a
very new method but very effective. Metacognition is to be
aware of your thoughts and monitor your thinking. So how can
teachers apply this in classes? Usually, metacognition activities
are for students to do them at home, but they can also be applied
in classes. The idea is students can analyze how they perform in
an activity, so here are some ideas. Teachers can give them a text
to record at home and then, they have to use the guidelines given
by the teacher to self-evaluate their work. Also, after an activity in
class the teacher can give them some questions or guidelines and
discuss them. Journals are a very important part of metacognition
method; with this they can also analyze their pronunciation
mistakes and strengths.
You can be very creative when delivering a class of pronunciation.
You can use songs, games, transcriptions, and all I mention before.
Don`t use only one method teachers, switch from one method to
another or mix methods, be creative! And the most important
thing: enjoy your lessons.
By María José Marín
Nowadays a lot of English teachers really focus on teaching about
grammar, but what happen with the student’s pronunciation? In
this month editions me and another expert are going to talk about
this issue. First of all, how is the teaching method in schools? The
professor enters the class starts to lecture all the students about
new English topics or review the last ones. Later the class do some
activities, the professor leaves homework for them to do at home
and next class the cycle starts again. But where is the
pronunciation? If a student says “bery” instead of saying “very”
the teacher won’t say anything because they are so similar that
saying it that way won’t interfere in communication.
There are several ways for a professor to teach pronunciation, but
the first thing we need to talk about is “metacognition”. If you are
not familiar with the topic we are going to briefly explain it.
Metacognition means think about you thoughts. What does this
have to do with teaching pronunciation you may say? Is easy! If
your students realize that they are saying something wrong they
will try to correct it. There are certain activities that you can use
when teaching a class and also a lot of materials to go with them.
Teaching pronunciations is an important part of the class so first of
all you need to make time in your classes to focus on just
pronunciation.
Really colorful charts are really helpful for newbie students. They
feel really happy when the see something that isn’t like all the
structure grammar lessons, and they also feel more relax. The
emotive filter in high school students sometimes is really high so
they don’t feel comfortable speaking in English in front of their
peers so, if you do playful activities this filter may go down. If you
do a little game and if someone lose they have to face a
challenge it’ll be easier for them to speak in English without the
fear of make a mistake.
Activities, charts, songs, challenges and all this kind of games are
really useful because students (doesn’t matter what age they are)
have fun with them while playing with their partners. I hope this
few tips will help you in you classes
By Anthony Josué Meléndez Mora
Be creative
Listen to your students
Know your students
Find new ways to introduce a topic
Take your time to explain the topic
Be patient
Be careful to be as same in and out the class
Not always use the board
Do a lot of practices
Be creative María José Marín Padilla
and Anthony Josué Meléndez Mora
Sponsored by
Ulacit