At the end of the module read questions for discussion on the teaching pronunciation, discuss them in groups of 4.
Questions for discussion on the teaching of pronunciation
Does pronunciation need to be deliberately taught? Won’t it just be ‘picked up’? if it does need to be deliberately taught, then should this be in the shape of specific pronunciation exercises, or casually, in the course of other oral activities?
What accent of the target language should serve as a model? (For English, for example, should you use British? American? Other? Local accent?) Is it permissible to present mixed accents (e.g. a teacher who has a ‘mid-Atlantic’ i.e. a mixed British and American accent)?
Can/ Should the non-native teacher serve as a model for target language pronunciation?
What difference does the learner’s age making learning?
How important is it to teach intonation, rhythm and stress?
* Cambridge University Press 1996
PRACTICAL LESSON # 5 Psychological and linguistic factors which determine the process of teaching words. Questions for discussion:
Activity 1. Group work What words come to your mind when you see the word ‘vocabulary’. Write down your ideas.
Activity 2. Individual work How is your vocabulary? Individually write down all the words you can think of that begin with a letter you see on the board (no slang, abbreviations or proper names) Stop when you hear ‘time’. How many words do you have?
