• Author / Uploaded
• Carmen Cristina Ramos Bustillo

• Categories
• Estrés (lingüística)
• Habla
• Los símbolos
• Epistemología
• Evaluación neuropsicológica

Citation preview

Practice Activities – FP005 T&P

SUBJECT PRACTICE ACTIVITIES: TEACHING PRONUNCIATION

Name and surname(s): Carmen Cristina Ramos Bustillo Group: TPV 2018_02 Date: February 28th, 2019

PRACTICE ACTIVITIES

1

Practice Activities – FP005 T&P

Practice Activities You can find attached excerpts of two books to teach pronunciation. 

Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan. (pp. 14-24).



Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge University. (pp. 10-19).

Review the two books and answer the following questions. 1. What seems to be the general approach of the books? Segmental or suprasegmental? Exposure-based or explanation based? Humanistic or drill-based?

Teacher-centered or

student

centered? Traditional

or

unusual? Use what you learnt in Chapter 9 to justify your answer. Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan. (pp. 14-24). Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge University. (pp. 10-19). I consider excerpt 1 is segmental level, exposure based, humanistic, teacher centered, and unusual or non-traditional. It is a book to any teacher to understand what the teacher need to know about pronunciation, and be prepared to the teaching process. Excerpt 2 is suprasegmental, explanation based, drill based, student centered, traditional

2. Does it cover all aspects we have seen in the materials? Articulation, vowel/consonantal system, phonemic chart, connected speech, stress, intonation, foreign influence? Etc.? Refer back to the materials if any of those aspects needs definition. Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan. (pp. 14-24).

2

Practice Activities – FP005 T&P

Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge University. (pp. 10-19). Excerpt 1 covers aspects as: articulation on page two, on page three through six there is a distinguish consonants and vowel, we can find also a phonemic chart on page 10. 1.

Excerpt 2 covers aspects as: Intonation”

is

the pattern or melody of pitch changes in connected speech, especially the pitch pattern of

a sentence, which distinguishes kinds of sentences or

speakers of different language cultures”. Stress “is emphasis in the form of prominent relative loudness of a syllable or a word as a result of special effort in utterance”. Articulation

Is

the act or process of articulating speech.The adjustments and movements of speech or gans involved inpronouncing a particular sound, taken as

a whole.

Any one of these adjustments and movements. Any speech sound, especially a consonant. Both excerpt have involved those aspects in different way, but they have. 3. Does any of them consider integrated skills? Do they teach vocabulary, as well? If they don’t, could you make a brief proposal for them to include vocabulary? In my opinion both consider integrated skills, however, on Excerpt 2 it is more didactic, and attractive to use with our students because the structure of exercises. Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan. (pp. 14-24). Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge University. (pp. 10-19). Excerpt 2 Consider integrated skills, It teaches vocabulary. This, uses many activities to involve many words, where students have to find rhyme. 4. Which contexts of use are they intended for? Are there significant differences among the three of them?

3

Practice Activities – FP005 T&P

Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan. (pp. 14-24). Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge University. (pp. 10-19). Form: Use: Meaning:

5. Which one would you prefer to use as a teacher? Why? Relate you answer to Brinton’s variables. I prefer to use Excerpt 2:  Learner variables those connected with the constraints imposed by the learners themselves the age of my students is good to work with, proficiency, linguistic and cultural background, amount and type of prior instruction, aptitude, learning style, attitude towards the target culture all those variables I can promote in my university students. They are adults 

they have responsibility to learn the language. Setting those connected with constraints placed on the syllabus by the locale and institution in which the language syllabus is being implemented. In foreign language settings, for example, it may not be easy to access the target language outside of the classroom. According to this explanation I can involve this material in the syllabus our



university has. Institutional: because our system in the university I work is B-Learning where they have classes in the classroom only in the weekend, students find themselves instructions and do exercises. I am a teacher that use my own experience to teach and to get involve my students in any activity.The materials used in class is a base, however, as teachers need to involve any other material to enrich the learning process without



lose the syllabus orientation. Linguistic those having to do with the first language of the learners. The L1 colors the perception and production of English in many ways. Traditional thinking suggested that on the segmental level, we should focus on the production of those phonemes in the L2 which do not exist in the L1. More current research, however, indicated that the prosodic 4

Practice Activities – FP005 T&P

features of a language contribute more to intelligibility - suggesting that we should priorities them. 

- Methodological variables, relating to the specific teaching approach adopted by the teacher or institution. For example, methods such as grammar-translation gave little explicit (or implicit) attention to pronunciation. Audiolingualism placed a high (maybe too high) emphasis on it. In our country use a lot about both methods mentioned specially in no- bilingual schools. We take advantages of songs, conversations, to teach and increase the listening skill, and with the grammar translation students can get more vocabulary, and more understanding.

BIBLIOGRAPHY



Ball, P. Teaching Pronunciation. FUNIBER



Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge University. (pp. 10-19).



Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan. (pp. 14-24).

5