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Date Posted: 10:31:33 03/13/11 Sun
Author: Ludmila
Subject: Task 6- Our text and task written by the group (not revised)

Hey everybody, how is everything?
Well, as we have talked for the past few days, here is our Task 6. It is not revised yet. But it contains our ideas and if we somehow decide to change anything, remember that we only have until tonight.
Regards.


-In your groups, reflect about the importance of teaching English sounds to your students. Have the sites below as sources of information for your reflections.

After reading and reflecting about the importance of teaching English sounds to students, we group one came up with a wide discussion about this topic. But within this discussion, we could finally understand why it is so relevant to teach English pronunciation. Mostly teachers should help students to learn phonetics, because through that learners can pronounce words clearly, they will be able to read better and identify the sound of the words being read, and with all that acquired, consequently they will improve their communication skills.

There are many forms to learn English pronunciation, and according to following website http://antimoon.com, the best ways for students to become more proficient in recognizing the sounds are:
-by learning about the sounds of English and their IPA Symbols (the International Phonetic Alphabet in which the sound of vowels, diphthongs and consonants have their own symbol)
-Learning to pronounce all English sounds by listening, paying attention to pronunciation, and repeating.
-Learning how to use a the phonetic transcription so students will be able to recognize new words by searching them in a Phonetic Transcript Dictionary
- Learning about word stress, because through that they can identify what sound needs to be more emphasized and what sound is pronounced with less stress

English teachers’ role is to enable students to master the use of the language, for that reason phonetics explanation, understanding of its purpose and practicing has to be integrated in the teaching practice. It will be extremely helpful for students to learn the phonetic transcription and reading that too, because learners will not rely only on the teacher to learn new sounds, they will be able to search and discovery the pronunciation of new words by themselves and by doing that they will feel more in control of the language being learned.

Create a task to teach the English sounds to
your students. You can provide steps for the task.
You should mention how long the task will last
(three classes of fifty minutes each, for
example). Clearly specify how you would teach
the sounds throughout the semester.

The task we have created is divided into many steps. It was inspired in the reading that we have done from the websites recommended by our Professor Reinildes Dias. We have thought of a group of beginners level in a private course, and the focus of this task is to raise students’ interest in the language being learned, as well as help the to develop more their communicative ability.

This task involves 4 steps and it will take the whole semester to put into practice:

1- teaching students the International Phonetic Alphabet (two classes of 30 minutes)
2- Creating a phonetic dictionary that students will use it for the rest of the semester to identify the new vocabulary being learned. (the whole semester, right after step 1)
3- Identifying the words with the IPA symbols through practicing (two classes of 30 minutes)
4- Writing poems and rhymes to be presented to the whole class (activity to be done as homework and to presented in a class of 50 minutes)

First of all, it can take up to two classes of thirty minutes to present the learners the IPA symbols, its importance and how it is used. To achieve this step, we would first introduce them the IPA symbols, how it is divided (diphthongs, vowels and consonant sounds), then we would exemplify with words which are homophones. Second class of step 1, we would take our beginners’ students to the computer lab to show them the Phonemic Chart presented by http://www.teachingenglish.org.uk/try/activities/phonemic-chart. For practicing, we would dictate words so they could identify the phonetic transcription in each one.

If possible, and if time allowed we would show them the video made by Teacher Joe on
http://www.youtube.com/. Because by watching Teacher Joe, students can have fun, and it can also be a easy way to learn, and to distinguish the sounds of American pronunciation. While students are watching the video we would pause and ask them to repeat the words being pronounced.

Second step we would ask them to create and keep a phonetic dictionary with the words they get in touch during all semester. This dictionary should be just like a monolingual dictionary, containing the word, meaning of the word and the phonetic transcription. As teachers we have to verify and guide them through the process of creation. Every class and every new vocabulary that is being presented in each lesson of our English classes should be in the students’ personal dictionary.

In the third step of teaching English sounds, we would try to be more practical in our approach. We would go back to the computer lab (and within 2 classes of thirty minutes) students will have a chance to practice what they had learned by playing games in the following websites:

- http://cambridgeenglishonline.com/Phonetics_Focus/ where they play ‘Phonemic Maze’, where students follow the right sound being pronounced; ‘Phonemic Link’, which is an excellent game for learners to identify the right symbol that connects two words; ‘Which Phoneme?’, which is a game that gives students one word and the stress sound and they have to find the right symbol.

- At last, we would present them another website http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/fpoem.shtml. In there we would go in the section ‘Words and pictures’; there it is shown cute rhymes and it has a game where students have to identify what phonetic symbol is common in that. This activity would be an entertaining way to prepare students for the final step of our task.

After they had read some rhymes, students will have to create a similar rhyme about a subject of their interests. In step 4, they should think of a similar activity, in which the rhyme is connected with one or more phonemic symbol. The goal of this activity is not only to revise what they had learned, but it is also for students to develop and to connect with other aspect of the language, like writing, reading and speaking.

All those activities and this task were planned with the goal to help students to learn, interact, to practice and to create with the sounds of the English language.






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