Пәннің оқу-әдістемелік кешенін құрастырушы: Абадилдаева Ш. К
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umkd shbba aya-20-3-21-1u
| Techniques :
Exercise should be simple, accessible , fun and combine reception and production. Some students (usually adults) do feel consciousi to pull ridiculuous faces when conscious vowel sounds (this may be personal or cultural or both) but I have generally found that this soon passes and students enjoy the pronunciation work. Where possible, exercises should be communicative in that they should (and do generate differences of opinion and disagreement about what was said/heard. Below are two examples. Exercise A : After having taught or exposed the students to long and short vowels through listening and oral work, the teacher can check recognition, retention and ability to discriminate in the following way. This could also be used simply for teaching. Stage 1 : The teacher writes a variety of words containing the target sounds (long and short vowels) on the board. The following is just one possible set. PORT PIT PAT PERT PET POT PUTT PUT PART PEAT 0 1 2 3 4 5 6 7 8 9 Here, the only difference in sound is that of the vowel – familiar to anyone who has done minimal pair work. As in these examples, the word should begin and end with the same consonant. 0, 3, 8, and 9, are long vowels and the rest are short. Stage 2 : The teacher then models each word and conscious repetition follows. The vowel sound can be isolated and the procedure repeated until the teacher is reasonably sure that there are no major problems. He or she then tells the students that they are going to hear one of the words and must write the number which corresponds to the word they hear. What the students have written is then checked and compared. This automatically leads into a discussion of what they heard and what sounds they are confusing. If student X heard1 when the teacher said 9, they are confusing the short vowel / I / with the long vowel / i: / . The teacher gives feedback and the sounds may then be onscio again and onscious. Stage 3: Two or three words are then presented together and the procedure repeated. The teacher then tells the class they are going to hear six words and that the numbers correspond to an important telephone number. The teacher delivers the words and asks , “What’s my number?”. Again there will be differences in what was heard. This allows a focus on which sounds are not being discriminated effectively by which students and where their problems lie. Later discussion may revolve aroud what strategies students may employ to improve their discrimination skills – songs, minimal pair games with friends, movies, radio, etc. Stage 4: Learners are then invited to model the telephone number. This stage usually generates much discussion and disagreement along the lines of – “You said ...... “, “No I did’nt “, “Say it again” and so on and is usually very lively. The teacher is, of course, the final arbiter of what was really said. The important thing is that the learners are thinking actively about their pronunciation and how to repair it if necessary. They also begin to hear themselves (often for the first time) and this is of immeasurable importance in the retention of sounds. Exercise B: This exercise was designed for a multi-lingual class, but is equally effective with monolingual groups. It is more onsciousive in nature than I A as it involves giving and carrying out instructions. Stage 1: Having identified some problem areas for the class, the teacher makes a list of instructions containing these. Below is such a list. Draw a sheep on the board. (Spanish speakers often draw a ship). Write the letter “P” above the sheep. (Arabic speakers often write “ B”). Use the “P” as the start of the word “pleasant” and write the word (Japanese speakers often write “present “). Write “light” next to pleasant. (Japanese speakers often write “right”). Draw a mouse next to the word “light”. (Spanish and Japenese speakers often draw a mouth) Draw a pear next to the mouse. (Arabic speakers often draw a bear) Other examples can be added. Stage 2: After presentation and practice of the problem areas, each student is given a piece of paper with an instruction containing such sounds. The papers are given so that a student will hear an instruction containing a sound which they have a problem hearing. The instruction is then whispered in the ear of the receiving student and they carry out what they hear. They sit down and read their instruction to the next student. This continues until all the instructions have been carried out and there is something resembling a picture on the board. No comments should be made as the work is in process. Stage 3: Feedback There will be reactions from laughter to dismay as the students see how ther instructions were carried out. The teacher needs to focus the students on what went wrong. Was the problem production or reception? What did Miko say and what did Joel hear? The onscio pushes the students to correct themselves and hear what they are saying. The discussions are often very animated and again the teacher must onscious. The learners also see the real-life consequences of not producing or not hearing appropriate English sounds as well as getting personal and class feedback on their problem areas. As in exercise A, discussion can take place on strategies for pronunciation. жүктеу/скачать 1,59 Mb. Достарыңызбен бөлісу:
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