Exit ticket for today's lesson (13/122023):

After watching the videos on teaching pronunciation to young English learners, I've gained
valuable insights into the significance of pronunciation in language education and discovered
practical strategies to enhance teaching methods. The first video, "The Power of Pronunciation"
by Studycat, shed light on how we often forget about this essential aspect of pronunciation in
language teaching. The stories of miscommunication in China and the flight attendant incident
highlighted how accurate grammar and vocabulary alone are insufficient for effective
communication. The two main reasons for pronunciation issues: vocabulary-based teaching
methods, and L1 (mother tongue) influence, were discussed, emphasizing the need for a more
holistic approach.

The video delved into stress-timed and syllable-timed languages, providing a quiz to identify
examples. The case study comparing Chinese and English rhythm was particularly interesting,
pointing out the challenges faced by learners from different language backgrounds. The concept
of connected speech, with its various components, offered a deeper understanding of how
pronunciation works.

The practical teaching strategies presented were innovative and engaging. The use of hand
clapping to demonstrate rhythm, pair activities incorporating body movements, building blocks
for visual representation, the integration of technology with the "Fun English" app, and also
examples of incorporation of tai chi movements and hip-hop songs at 90 beats per minute
showcased a variety of approaches to teaching stress and rhythm.

It was also emphasized the integration of stress and rhythm into regular language lessons,
focusing on sentences and lexical chunks rather than isolated words. Encouraging students to
find the beat and using various senses for better understanding. The provided queries about
integrating vocabulary, addressing L1 influence, and accommodating syllable-timed languages
demonstrate a thoughtful consideration of potential challenges in implementing these
techniques.

Moving on to the second video, "5 FUN ideas to get Young Learners thinking about Pronunciation
with Jane Ritter" from Cambridge University, the discussion on beliefs about teaching
pronunciation set the stage for a practical exploration. The focus on the 44 sounds in English and
the use of phonics programs in bilingual schools highlighted the foundational importance of
sound awareness.

The activities suggested by Jane Ritter were not only fun but also effective in teaching sounds.
The "Sound Meatballs" exercise encouraged learners to create words starting with specific
sounds, while the "Tea Party Activity" and "Dictation" provided engaging opportunities for
practicing pronunciation. The emphasis on linking and drilling, as well as the incorporation of
play and acting in activities like "Going by Playing" and the "Zoo Song," demonstrated a holistic
approach to pronunciation instruction.

It was also really interesting the mention of repetition through songs and chants, along with the
introduction of intonation through short dialogues, provided additional tools for reinforcing
pronunciation. It’s totally important to include pronunciation in lessons through short, simple
activities, advocating for consistency.

I had some doubts about back-chaining techniques, recommended resources, adaptation for
different class levels, assessment methods and implementing these ideas effectively, but all we
have work on today was really interesting for me.