Universidad Nacional Autónoma de Honduras
Carrera de Lenguas Extranjeras
Project 2: Didactic materials for teaching pronunciation
Phonology and Phonetics
Deni Raul Garcia Flores 20171000929
Tegucigalpa M.D.C 11 de Diciembre del 2020.
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The Role and Importance of Didactic Materials in Teaching English Pronunciation, Resúmenes de Matemáticas
The significance of didactic materials in teaching English pronunciation. It explores the views of Allwright and O'Neill on the use of textbooks and materials in language instruction. The text also covers various types of materials, their influence on learning, and the importance of technology and evaluations. examples of didactic materials for teaching pronunciation and suggests activities for primary and secondary students.
Tipo: Resúmenes
2020/2021
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Universidad Nacional Autónoma de Honduras Carrera de Lenguas Extranjeras Project 2: Didactic materials for teaching pronunciation Phonology and Phonetics Deni Raul Garcia Flores 20171000929 Tegucigalpa M.D.C 11 de Diciembre del 2020.
Didactic materials are designed to teach a specific topic or to be used in a specific way, they help actors of teaching/process to achieve their objectives. Allwright (1990) argues that materials should teach students to learn, that they should be resource books for ideas and activities for instruction/learning, and that they should give teachers rationales for what they do. From Allwright's point of view, textbooks are too inflexible to be used directly as instructional material. O'Neill (1990), in contrast, argues that materials may be suitable for students' needs, even if they are not designed specifically for them, that textbooks make it possible for students to review and prepare their lessons, that textbooks are efficient in terms of time and money, and that textbooks can and should allow for adaptation and improvization. Theoretically, experienced teachers can teach English without a textbook. However, it is not easy to do it all the time, though they may do it sometimes. Many teachers do not have enough time to make supplementary materials, so they just follow the textbook. Textbooks therefore take on a very important role in language classes, and it is important to select a good textbook. Materials include textbooks, video and audio tapes, computer software, and visual aids. They influence the content and the procedures of learning. The choice of deductive vs inductive learning, the role of memorization, the use of creativity and problem solving, production vs. reception, and the order in which materials are presented are all influenced by the materials. Technology, such as OHP, slides, video and audio tape recorders, video cameras, and computers, supports instruction/learning. Evaluations (tests, etc.) can be used to assign grades, check learning, give feedback to students, and improve instruction by giving feedback to the teacher. Though students should be the center of
can present information to their students. They are easy to handle and create; the main problem with them is that students and professors need computers and video projector for presenting. If there is no power or the electronic devices get broken the process is interrupted. For this reason, teacher have to have a plan b, and it is recommendable that if he uses a technological resource in a plan, applies a pre-technological resource in plan b, and vice versa. In this way teachers can overcome any problem during the leaning-teaching process. Here are some resources for teaching pronunciation. Sounds of English Mouth diagrams and photographs; instructions for producing selected English sounds, word stress, sentence stress, and intonation; many example sound clips to play with audio software such as RealPlayer (free). American Accent Training: Pronunciation The most common trouble sounds in English and how to pronounce them. EnglishClub.com English Pronunciation - Pronunciation for ESL learners Guides to word and sentence stress, linking, pronunciation of '-ed' and 'the,' and other topics. Some Techniques for Teaching Pronunciation Detailed instructions for two pronunciation activities. English is Soup: A Phonics Resource For ESL Adults Mouth diagrams and representative words showing various spellings for
every English sound; short introduction to rules of pronunciation based on spelling; PDF format. The Tongue Twister Database Large collection of tongue twisters to practice specific sounds. Flashcards Videos Worlsheets Posters Photo albums Big books Newspapers Magazines
- When group B reads the small cards, they will identify if the word is primary or secondary stress, the same with group A when they change the role.
- The group with the bingo chart will listen and try to put a rock on each square depending with the word they listen and if they have it, the first students who complete the full chart wins the game.
a. Didactic material: Tongue twisters b. Image c. Pronunciation Topic: Rhythm through tongue twisters d. Grade: Third grade e. Age: 8-9 years old f. Level: Beginners g. Objective : At the end of the lesson my students will be able to invent a tongue twister using rhythm. h. Activities (steps)
- Students make groups of 5.
- Students Will have a chart with topics and phrases that Will help them to invent a tongue twister.
- Teacher will give students a cardboard to write down.
- Students will invent a tongue twister using rhythm.
References English Pronunciation materials. (2010-2020). Obtenido de https://www.really- learn-englishmaterials.com/english-pronunciation-lesson. Didactic material English pronunciation context (2015) https://ngl.cengage.com/assets/downloads/grcontext_pro0000000013/in_contex t_1_su.pdf Woodward. (June de 2015). Obtenido de Khansir, A. A. (2012, May). Academy Publication. Retrieved from Academy Publication: https://www.grammar.cl/Present/Simple.htm