Professional Documents
Culture Documents
A/Y 2012-2013
1st Semester
Project in ENG107
(The Teaching of Speaking)
Prepared by: Quennie N. Quiobe BSED 3A
Flashcard Drills
Make a flashcard for each vowel and vowel combination. Show the students the flashcards one at a time. Have them collectively state the name of the vowel and make the sound(s) the vowel makes. For instance, a flashcard with an "a" on it would elicit the response, "'a' says /a/." Repeat these often so the students begin to associate the vowel sound with the grapheme or printed representation of the sound.
Vowel Songs
Teach the students songs that emphasize a particular vowel sound. Have the class sing the song in unison. Hold up a flashcard with the printed vowel on it and have a kinaesthetic learner point to the flashcard whenever the sound is made in the song. For example, use the song "Old Macdonald," but change the words as follows: Old Macdonald had a farm, A-E-I-O-U, and on this farm he had an cat, A-E-I-O-U. With an "a- a " here and an "a- a" there, here an "a", there an "a", everywhere an "a- a" Old MacDonald had a farm, A-E-I-O-U.
Game Activities
Create a long vowel themed scavenger hunt for students. Hide objects that have a long vowel sound such as an "open" sign, a baby doll or an apron. Let children take turns looking for and finding an object. Have the children say the name of the object and identify the long vowel sound in the word. Another way to play the game is to have the children look for objects already in the classroom that feature a long vowel sound like a teacher or a can of paint.
The Buzz Test all voiced sounds, whether vowels or consonants, require use
of your voice, which means your vocal cords vibrate inside your voice box when you make the sound. So if you put your fingers on the front of your throat (your voice box) and say mmmmm, aaaaaah, or zzzzz, you should feel it vibrate or buzz, which tickles your fingers. When you make voiceless sounds, such as sssss, ffffff, or p, you wont feel anything. (Note: since the p, t, and k are voiceless, try not to say puh, tuh, kuh when doing the tissue test, so they dont create bad habits for phonemic awareness.)
The Mirror Test Although you may often give suggestions such as watch me
or look at my mouth, the problem is that they cant see themselves, and thus are unaware of what they are doing that differs from your modeling. If you have little toy mirrors of some sort, you can fix this problem! First, let them watch you make a sound, and be sure to point out what to look for. E.g. Lets make the v sound. Watch my lips; can you see that my top teeth are touching mybottom lip? vvvvvvv. Okay, now look in your mirror, and make your top teeth touch your bottom lip too. Ready? (Note: be sure to give them 30 seconds or so, upon getting the mirrors, to look at their hair, teeth, etc theyre going to be momentarily distracted by their own appearance anyway, so let them get it out of their systems first!)
Finding Game- Ask students to find as many objects as they can with a specific
vowel or consonant sound. If the weather is nice, send them outside. Bring in books or magazines with lots of pictures to stimulate their minds. Example: Find things in the classroom that have an /r/ sound. room clock blackboard eraser
This activity does not need a huge amount of preparation and may help students to loosen up while speaking. The idea also hopes to sensitise students to the concept of tone and lessen the amount of monotonous, seemingly un-emotional exchanges that occur between learners. It could inject a bit of life and humour into the class. I used it as a warm-up. Working on the assumption that some expressions or words can have as many as 9 or more different meaning or connotations depending on how they are said, try the following activity:
Say the following in five different ways. Goodbye Hello How are you? Do we have to speak English, teacher? I never watch TV Etc. (Add more expressions liable to spark several interpretations when delivered with a different tone)
One-word conversations
Write a number of single words (e.g. yes, today, sorry, bread etc.) on scraps of paper. Make groups of three - and give each group one of the pieces of paper. Tell the class a situation - (e.g. "Two people think the third person is a thief." or "It's one person's birthday."). The learners must now have a conversation - but the only word anyone can say is the one on their paper!To express different ideas and emotions (e.g. anger, requesting, apologising etc) they will have to vary their intonation. The resulting dialogues are usually funny, but there's also a real teaching purpose. Without the resources of vocabulary and grammar, students have to find ways to express much more with intonation. Repeat it a few times - with new words and new situations.
statements. Give student B a list of replies. Student A should hum the intonation patterns of his utterances. Student B should reply with the correct response. We like to make sure that all of the sentences have the same number of syllables so that Student B really has to listen to the intonation to get the sentence. Example utterances: Student A I like pizza, pickles, and chips. (list intonation) Would you prefer coffee or tea? (choice intonation) Would you like some ice cream and cake? (double-rising intonation) Next week we are flying to Rome. (falling intonation) Is he going to the dentist? (rising intonation) Student B Not all together, I hope. Tea, please. No, thank you. I'm not hungry. Really? How long will you be there? Yes. He has a toothache.
SYLLABLES SNAP
Students take turns turning over cards with words written on them from their packs. If the two words have the same number of syllables, the first person to say Snap and/ or slap their hands down on the cards wins all the cards that have been turned over so far. The person with most cards at the end of the game is the winner. This also works with vowel sounds in one syllable words and word stress.
Pellmanism (= pairs/ memory game) can be played with the same cards as Snap, but is a slower game. All the cards are spread face down on the table and students take turns trying to find matching pairs of cards by which syllable is stressed. This is easier if all of the words have the same number of syllables. This game can also be played with students matching by vowel sounds or number of syllables.
Students try to give as many different feelings and meanings to one word or sentence as they can by varying the stress and intonation. The other students guess what feeling they were trying to convey.
RHYMES. Apply the rhythm of nursery rhymes to the rhythm of ordinary sentences.
The reason for this is that students can easily learn nursery rhymes and catch their rhythm without too much effort. Practicing this way helps them to maintain the rhythm patterns in sentences unconsciously and naturally. HICKory DICKory DOCK The MOUSE ran UP the CLOCK Do it according to plan. Id like to cash a check. Give me a burger with cheese. Hed rather take the bus. Who is the man I should see? Ill have her call you back.
special attention to its inherent natural rhythm. It has a very clear and strong one-twothree-four beat, so it is easy for students to practice the sentence rhythm through Jazz chants. To establish the tempo, students can count out the rhythm by clapping, finger snapping, or tapping on the desk. 12341234 Chicken, chicken soup. Rice and beans, rice and beans. 1234 Id like a bowl of soup. Chicken soup. 1234 Id like a large bowl of chicken soup.
Now, students must practice. Here are four ways that to do it: 1. Repeat and Clap - Lead the students by clapping your hands with each stress point. Repeat until all students can follow along. Make it like a song! 2. Repeat with Body Movements - Move your body up with each stress point. Make it seem like a silly dance. Students always laugh at this, but they remember! 3. Mark the Stress Points - Give students five or six sentences on a sheet of paper. Students must listen and put a dot over each stress point. Give feedback and have students repeat each sentence out loud at the end. 4. Count the Stress Points - Read five sentences or play them from a CD or cassette tape. Students must write down how many stress points there are in each sentence. Do the first sentence quickly as an example, then go through the rest rather quickly. (It is better if students write the number on a piece of paper, rather than say the number out loud, because it forces all students to listen carefully!)
Activity 1
Games and competitions provide more variety in recognizing both reduced forms and stress patterns. One example is to divide the class into teams. The members of each team are allowed to discuss possible answers, but only the captain of each team is allowed to give the answer. The teacher reads out sentences containing one or more reduced forms. The team captains who correctly repeat the sentences in their full forms gain points for their teams. Examples of stress recognition activities include:
1. Students guess the word that contains the most important information in
each sentence they hear.
2. Students check whether stress is placed on words showing time or place. 3. Students check whether stress is placed on words that show action or time,
when or what happened. 4. Students check whether they hear "can" or "can't." 5. Students mark on a written text where they think the stressed or unstressed words are. This can be done first without listening to the spoken text, the checking their guesses while listening.
Activity 2
If you are teaching the future tense, this is the opportune time to give your students practice with the reduction gonna. If your students have already covered the future but have not studied this reduction, simply introduce it now. Have one student ask what a second will be doing tomorrow, next week, or when he returns to his home country. What are you gonna do tomorrow? The second will answer, Im gonna get up early. Im gonna go to the library. Im gonna study for my test. Im gonna meet my girlfriend for lunch. Im gonna take my test in the afternoon. The more practice they have with the reduction, the more comfortable their speech will be with native speakers.
Activity 3
The use of reductions in phrases like woulda, coulda and shoulda is also easy for your ESL students to practice by creating a situation in which they give advice. Have your students describe some past situation in which they could have used advice from another. You can have them relate an embarrassing situation to their partner, a frightening situation or a disappointing situation. The student who tells the story will have some good conversation practice. Then the second student then gives advice to the person who told the story using the reduction shoulda. When one student describes how she failed an important exam, her partner should say things like, You shoulda studied. You shoulda gotten enough sleep. You shoulda talked to your teacher about it. You coulda hired a tutor. The first student can then answer the other student with an explanation. I woulda hired a tutor, but I had no money. I know I shoulda studied, but I didnt have the time. I know I coulda done better, and now Im sorry.
Activity 4 This is a raising awareness activity in which students have to look at what makes up
connected speech. Level: Upper intermediate and above
TEACHER'S NOTES: Photocopy the questions below. (Those at the end.) Cut up the strips and give each student in the class a question. Tell all of the students to get up and mingle asking and answering the questions. Once they have finished, tell the students to take a seat and then go over what some of the replies were to the questions e.g. I went to the movies or I went out etc. Say one or two of the sentences to the students e.g. what did you do last night? Repeat it a few times. Say it slowly or in the long way i.e. enunciating every word. Ask the students to tell you what happens to the language when you say the question in a more natural way. Try to prompt them towards: the did and the you joining and becoming a /dj/ sound. Highlight how many of the words are connected i.e. there are six words in the original question and five when it said. Go over a few more questions. Say them slowly and then normally. Highlight any contractions and linking etc. Focus the students onto what exactly consists of connected speech i.e. Linking words, Junction, Elision, Assimilation, Vowel reduction Intrusion, Stress Dictate these sentences slowly: An hour and a half. Does he like her? I am going to get you. She's a nice person. Get the students to identify the various things that are going on in the sentences in terms of liaison and elision etc. Tell them that they can ask you to repeat the sentences as often as they need you to. Once they have worked in pairs. Say the sentences naturally and break down the sentences for the students. An hour and a half 'An' turns into 'un' hour (using the shwa sound), we drop the 'h' off hour, 'and' turns into the weak form 'un' and the 'a' turns into a schwa. Does he like you? The 's' on does turns into /z/ and we drop the 'h' and he. I am going to get you. 'I am' contracts to 'I'm' and 'going' and 'to' turn into 'gunner'; we end up saying four words rather than six. She is a nice person 'She is' turns into 'she's' i.e. it is contracted and 'a' turns into a schwa. The 's' in 'is' joins the 'a' and almost becomes a /z/ sound. Ask the students to repeat each of the sentences after you. Set them the homework of listening or watching something in English; tell them as they are watching or listening they should try to pick out the parts of connected speech that they can hear. Note: this activity helps to raise students' awareness of reduced speech
QUESTIONS
What are you going to do tonight? What do you usually do at the weekends? What did you do yesterday?
How is it going? What do you want to eat? What have you got there? How often do you come here?
Activity 2 Linking
Linking occurs when a word ends in a consonant and the following word starts with a vowel. The consonant sound is linked with the vowel when it is pronounced. For example in the phrase 'that's enough'- the 's' in that's is linked to the 'e' in enough. and sounds like thats enough. To teach linking have the students look at the examples below, read it and have theme identify what sounds or letters are joined to have a single sound. The first sentence will be with proper enunciation, and the second with linked enunciation. That's enough. (That's senough) Sit on an orange crate. (Sit ton nan norange crate.) Bring an apple and a book. (Bring gan napple and da book.) Now is a time for all of us to pack it in. (Now wis sa time for rall lof vus to pack kit tin) Lemons and oranges are not available in Autumn. (Lemons sand doranges are not tavailable in nautumn)
/ with no particular task in mind. / 2. Listen to these words from the paragraph. Draw a dot over the strongly stressed syllables. exploding popularity accessibility technology computers Internet vacation describe explore reserve shopping particular 3. Check your answers by using a dictionary.
Activity 4 Poetry
Let the students to do the following activity. Then have them read it taking in consideration the rule of thought groups. These poems follow the intonation of natural conversational speech. Read the instructions before you listen. 1. Listening Listen to each poem several times. Each line of the poem is read as one or two thought groups. Notice the focus words and where the speaker slows down or pauses. Become familiar with the intonation and the rhythm. Clarify any new vocabulary. 2. Speaking Practice one line at a time. Remember to make the biggest fall in pitch at the end of the sentence where you see the period. Record the whole poem. Monitor your pronunciation. Decide if there is anything you want to change. Re-record the poem and listen to it
Sources:
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