ENGLISH LANGUAGE

TEACHING METHODOLOGY

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 ABOUT US
We are Group 1 – Class ENGL143202

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 Member
Pham Le Nhat Vy
Nguyen Huynh Thai My
Vo Minh Luan
Nguyen Thi Thuy Linh
Huynh Anh Du

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 ‘I never teach my pupils; I only
attempt to provide the conditions
in which they can learn.’

ALBERT EINSTEIN

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 TABLE OF CONTENTS

01 INTRODUCTION

02 TEACHING
INDIVIDUAL SOUNDS

03 TEACHING STRESS

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 04 TEACHING INTONATION

05 NOTE
What to bear in mind when
teaching speech work?

TABLE OF CONTENTS
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 01

the importance of
PRONUNCIATION

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 01

Not only learn to speak comfortably, but

also improve their Listening
Comprehension.
Ex:

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 THE ASPECT

Accurate reproduction of phonemes Natural/ Attitudinal

Pronunciation = sound + stress + intonation

Correct stress
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 GENERAL ISSUES
on teaching pronunciation

▪ The ability to identify & produce English sounds.

▪ NOT the ability to focus on reading & writing phonetic transcription of words
(abstract & less meaningful).
▪ Stress & intonation should be taught from the beginning.

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 TEACHER’S
• WHAT TO TEACH
understanding phonetics theoretically

RESPONSIBILITY • HOW TO TEACH

understanding phonetics pedagogically

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 COMMON
NOT EXISTING IN L1
in Vietnamese language

PROBLEMS
there is no /ð/, /θ/, /æ/

SIMILAR SOUND DIPHTHONGS

Vietnamese is a
/iː/ - /ɪ/
monosyllabic language
/b/ - /p/ /ɔɪ/, /əʊ/

CONSONANT CLUSTER
st- in stay
fr- in friend -sk in task
-nd in sound
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 02
TEACHING
INDIVIDUAL
a) Focusing on a difficult sound SOUNDS
• Normally no need to teach the sounds of
English individually.
• Particular sounds or sound combinations
which students find difficult or make
mistakes in pronunciation.
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 02
TEACHING
INDIVIDUAL
b) When is pronunciation taught? SOUNDS
• Whole lesson
• Discrete slots
• Integrated phases
• Opportunistic teaching

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03
TEACHING
A SOUND (PPP)

Presentation Practice Production

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 <I> Presentation

Demonstration Imitation Explanation

D_____________ I _____________ E _____________

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 <I> Presentation (TTT > STT)

LEAD-IN PRESENTING

• Use L1 & L2 • Say the sound clearly in isolation.

• Use realia/ pictures with questions to
elicit answers from Ss/ Game.
⚠️ Note:
• No correction at this stage.
• Don’t write any words on the board at
this stage.
• Say the sound in one or two words.
• Get Ss to repeat the sound in chorus.
• Get individual students to repeat the sound.
• Describe how the sound is pronounced.
• Contrast it with another sound/ other sounds
❌ Write words on the board.

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 Demonstration

/g/ /k/

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 Demonstration

/g/ /k/

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 <II> Practice

❖ Minimal pairs: pairs of words that differ in only one phoneme and
differ in meaning. E.g.: park-bark; sheep-ship; etc.

1. Aural Practice (Sound recognition)

Aim: to develop the ability to identify and distinguish
between different sounds

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 TECHNIQUES
/ɪ/ - /iː/ (English Book 10 - Unit 1)

ONE/ TWO DRILL SAME/ DIFFERENT DRILL

ONE/ TWO/ THREE DRILL ODD ONE OUT DRILL

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 TECHNIQUES
ONE/ TWO DRILL

✓ Say 2 words containing 2 contrast

sounds in random order.
✓ Students tell the number (1 or 2) of the

LEAVE
word each time.

LIVE

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 TECHNIQUES
SAME/ DIFFERENT DRILL

✓ Say 2 words at a time

✓ Students say “Same” if 2 words are the
same or “Different” if they are different.

FEEL
FILL

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 TECHNIQUES

EAT
IT
ONE/ TWO/ THREE DRILL

✓ Say 3 words, 2 of them are the same.

✓ Students tell the number of 2 same words.
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 TECHNIQUES

SEAT

SIT
ODD ONE OUT DRILL

✓ Say 4 words, 1 of them has a different sound.

Group 1 ✓ Students tell the number of that word.
 <II> Practice
2. Oral Practice (Sound production)
Aim: Ss practice pronouncing (chorally & individually)
Techniques: Repetition drill (repeating after teacher/ CD)
✓ Say the sound alone /iː/
✓ Say the sound alone in words (of different position)
sheep, leave, machine, tea
✓ Say the sound in phrases
an old sheep; going to leave; a new machine, a cup of tea
✓ Say the sound in sentences
It’s an old sheep.
She’s going to leave with her mother.
He’s bought a new machine.
Group 1 I’d like to have a cup of tea.
 <II> Practice
Techniques: Performing dialogues
✓ Let students listen and read the dialog.

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 <II> Practice
Techniques: Missing words
✓ Say short sentences or phrases which have one missing word.
✓ Students guess the word containing the sound.

eat
I like to ________ bread.
seat
Please take a ________.

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 <II> Practice
Techniques: Making sentences
✓ Teacher writes words one the board.
✓ Students say sentences using them.

hit – interest
meat – repeat

E.g: I like meat. I repeat so many times, but you don’t remember.

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 <II> Practice
Techniques: Tongue twisters
Peter Piper picked a peck of pickled peppers.

Techniques: Games

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 <III> Production
(optional now but may be compulsory in the future)

Aim: to develop the ability to communicate in real life.

Techniques: Free practice in communicative utterances and dialogues/conversations

DEMO: /i:/ - /I/ (English Book 10 - Unit 1)

CLASS SURVEY

1. Ask three classmates this question:

How much do you enjoy the things below?
reading books, listening to music, feeding animals, eating cakes

2.Tell the rest of the class what you found.

Group 1 E.g: Vy doesn’t like feeding animals much, Linh and Du like reading books.
 Remember

Each activity should not take too long.

Instruction should be clear.

Procedure in modelling the drills:

• stand facing the class and walk around
• speak at normal speed
• use a tape recording of native speakers.

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