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Practice Activities – FP005 T&P

PRACTICE ACTIVITIES

FP005 Teaching pronunciation

Student’s name:
Ricardo Rendy Ramírez Muñoz

Group:

fp_tefl_2017-10_unini

October, 2018

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Practice Activities – FP005 T&P

1. What seems to be the general approach of the books? Segmental or


suprasegmental? Exposure-based or explanation based? Humanistic or
drill-based? Teacher-centred or student centered? Traditional or unusual?
Use what you learnt in Chapter 9 to justify your answer.
The approach of both books is principally segmental, they are focus on the
correct pronunciation of vowels, consonants or individual sounds, they do not address
stress or intonation directly. The activities in the first part of English pronunciation in
Use and in all unit of Learning and Teaching Pronunciation are based on bottom up
approach, according to Ball (n.d. p 82) beginning with segments, the basic idea is that
if you teach plenty of them, the suprasegmental features will take care of themselves,
in addition, these exercises concentrates exclusively on L1 interference and those
aspects of English which are likely to present difficulties for particular groups of
learners, given their linguistic backgrounds. (Ibid. p. 83) but it is important to notice that
in English pronunciation in Use in their second part where give exercises include
suprasegmental approach that are base on top-down strategy.

Both books show explicit explanation of the position of the lips, tongue and jaw.
The book English pronunciation in use each section is divided on three or four
subsection that explain the general knowledge about the sound, the practice of the
both segments that were explained, a spelling item and finally several exercises where
learner practice listening to differences. On the other hand, the book Learning and
Teaching Pronunciation has exercises where is more important the consciousness
movements, this book explains and proposes the develop of practice to segmental
sounds. In addition, the books have drill-based exercises where contains illustrations
and listening checking words, the most complete of both books is English pronunciation
in use because give more variety of practice for example it has rhymes, discrimination
words, classification sounds, recognition of differences sounds with things,
identification of words, comparison between sounds, cultural items (Jokes and
conversations), readings (poems) and games. These drill-based activities facilitate the
identification of pattern-sounds with the repetitive practice through small tasks.

The center role of student is evident, all activities are focus on the autonomous of
the learner through listen, repeat or self directed activities. The student must
discover, practice, develop and complete the exercises follow the instructions
themselves. Listening and repeat-compare-identify activities encourage learners to
distinguish sounds.

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Practice Activities – FP005 T&P

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.

Articulation is addressed to the explanation of tongue´s movements and the


relation with the position of lips and jaw. Phonetic chart is taking in mind in Learning
and Teaching Pronunciation through the detail explication of the exercises to produce
specific vowels (monophthongs and diphthongs) with the ubication of the different parts
of mouth. In English pronunciation in use is less specific because only use an
illustration to show the position of the tongue and lips.
Connected speech is practice in English pronunciation in use through the
dialogues, poems, readings or stories and consists on identifying words or similar
sounds, this kind of exercises permit to student discriminate sounds and notice several
phenomena where speech is practice such as assimilation, elision, linking and rhythm.
Stress and intonation are not the focus of the books because suprasegmental
is not the more relevant, but appearing in an indirect way through the practice of a
sound in several words.
The materials make emphasis on the importance of phonetics and phonology.
Therefore, the two books present these aspects in different forms; while Learning and
Teaching Pronunciation book tends to be more academic or theoric English
pronunciation in use book is more practice.

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?

The book that better integrated skills is English pronunciation in use because its
activities consider listening and writing or reading and writing exercises. These consists
in identifying the sound in a dialogue and write them in the gaps, or reading a text and
complete it writing the correct word that learner selects in a bank word.
The Learning and Teaching Pronunciation book is more oriented to identify sounds
and repeat it. (read and speaking)
According to Stahl (2005) Instruction in vocabulary involves far more than looking
up words in a dictionary and using the words in a sentence. Vocabulary is acquired
incidentally through indirect exposure to words and intentionally through explicit
instruction in specific words and word-learning strategies. The vocabulary in these

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Practice Activities – FP005 T&P

books is acquire through indirect exposure with examples of words that contain
compare list of words in boxes or lines whereby student identify the target sound.

4. Which contexts of use are they intended for? Are there significant
differences among the three of them?
Vocabulary should not be taught in isolation from its grammatical context, the
neither should it be taught in isolation from its other context, that is to say its
phonological occurrence and behaviour (Ball, p. 103). The vocabulary is intended for
three context in the English pronunciation in use book using jokes, cultural items,
poems and games which the student can understand their functions (Use), sounds
(write and oral forms) and pertinence (meaning). On the other hand, in Learning and
Teaching Pronunciation book the principal context is phonological because it is practice
in isolation and has a phonetic focus.

5. Which one would you prefer to use as a teacher? Why? Relate you answer
to Brinton’s variables.
Taking in mind the five variables proposed by Brinton (1995) quoted by Ball (n.d.
p. 86) unquestionably as a teacher I prefer English pronunciation in use book because
is more complete, integrated skills on activities and use a great variety of activities such
as poems, dialogues, readings and listening to practice the sounds target and develop
cognition abilities such as comparison, relation and memory.
The book is oriented to Intermediate level of English learners and consider in this
point of the learning the cultural background, learning style (use visual support,
auditory, logical relations such as compare and relation exercises) and the target
culture through poems and jokes.
Nowadays is more easy communicate with other people through internet that
permit that the foreign language settings it is not a constraint. This permit practice the
topics of the book in other situations.
The skills orientation of book is integrate and the material permits to the teacher
acquire experience through activities, the institutional variable include in my case the
implementation of bilingual program where this kind of activities will encourage the use
of new vocabulary to the students.
This book take in mind in the linguistic variable because in the first part focus on
production of those phonemes in the L2 that are difficult to distinguish to the students
and in the second part include prosodic features of a language that contribute more to
intelligibility.

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Practice Activities – FP005 T&P

Finally, its methodological variable is more convenient this book because I prefer
the communicative approach in class and this has activities that promote
communication in an interaction way. (The student can develop exercises in group).

References

Ball, P. (n.d.) Teaching pronunciation. Chapter 9. teaching pronunciation-some


perspectives. FUNIBER.

Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge:


Cambridge University. (pp. 10-19).

Stahl, S. (2005). Four problems with teaching word meanings Teaching and
learning vocabulary: Bringing research to practice, Mahwah, NJ: Erlbaum.

Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan.


(pp. 14-24).