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A manual for excellence Authors: María José Marín Padilla Anthony Meléndez Mora www.magazine.com


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.

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INDEX  Pronunciation Activities

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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 Recommendations for pronunciations classes to be more effective

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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? No

Yes

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? No

Yes

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. Instructions for teachers. Exercise 1: give students the worksheet, read the list of words and tell the students to repeat after you. 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. is

sick

sit

Mrs. (“missiz”)

it`s

think

miss

ticket

minutes

fifteen

beginning

quick

film

begins

fifty

2.

if

listen

interesting

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…


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 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...

I nearly left the real me on the shelf. No, no, no, no...

Chorus Yes, no's, egos, fake shows, like BOOM, / /

Chorus Don't lose who you are in the blur of the

Just go and leave me alone!

/

Real talk, real life, good luck, goodnight,

stars!

With a smile, that's my home!

Seeing is deceiving, dreaming is believing,

That's my home, yeah, yeah...

/

//

//

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? / /

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 4. How many mistakes did you make? 1

2

No

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? No 8. Do you have any questions regarding this activity? Yes If you answered yes write them in this box

No

Yes


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

drills,

repetition

guided and teach

oral role using

plays, this

dialogues,

presentations, teachers method

can 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 MarĂ­a JosĂŠ MarĂ­n


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

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A manual for excelence