Teaching Pronunciation Session (Adults): 110′

This session will focus on ‘Teaching Pronunciation to Young Adults and Adult Students’ (15 years old on) including Basic Students. I will be sharing some of the material I used. The next one will be about teaching pronunciation to Young Learners and teens.

First of all, this is the Session agenda: 

Further reading: 

the_importance_of_phonetics_and_phonology

theory-and-practice-of-teaching-discourse-intonation

agenda

[Slide 1] I will start by asking teachers: Why is pronunciation so important?

slide-1

  • Timing: 10′
  • Interaction: Pairs or trios
  • Monitoring: Session holder goes around the room, listens to ideas that are being shared and make notes on the most important points.
  • Feedback: Session holder boards teachers ideas.

[Slide 2] On the same topic: ‘Why is pronunciation so important?’ I will show 3 videos that might answer this question properly.

The video used here is a very well known one. The Italian man who went to Malta – it can be found on: https://www.youtube.com/watch?v=YjXGywPzkw0 

If most of the teachers have already seen it, only use the video from Slide 3.

slide-2

  • Timing: 5′
  • Interaction: –
  • Monitoring: Session holder stands still while teachers watch the video.
  • Feedback: Session holder boards teachers ideas on ‘why is pronunciation so important’

[Slide 3] On the same topic: ‘Why is pronunciation so important?’ This is video #2. Or #1 if most of the teachers have already seen the Italian Man who went to Malta. It can be found on: https://www.youtube.com/watch?v=SzeEq5MvNFg

slide-3

  • Timing: 5′
  • Interaction: –
  • Monitoring: Session holder stands still while teachers watch the video.
  • Feedback: Session holder boards teachers ideas on ‘why is pronunciation so important’

[Slide 4] On the same topic: This is the 3rd video and it shows how difficult it may be to teach pronunciation or intonation sometimes. It can be found on: https://www.youtube.com/watch?v=kB_GSstdsFQ

slide-4

  • Timing: 5′
  • Interaction: –
  • Monitoring: Session holder stands still while teachers watch the video.
  • Feedback: Session holder boards teachers ideas on ‘why is pronunciation so important’

[Slide 5] Having discussed why it is so important, I will show the Underhill chart next and ask them what’s the difference between both and why I have colored some sounds. (The answer is because some of them are very often used, others are similar to the letters we already know and students have most difficulty when using them).

slide-5

  • Timing: 10′
  • Interaction: Pairs or trios
  • Monitoring: Session holder goes around the room, listens to ideas that are being shared and make notes on the most important points.
  • Feedback: Session holder boards teachers ideas.

[Slides 6, 7 and 8] Here, I will share with the teachers the lessons I have taught. These are for Basic 1 level (book used: Face 2 Face Elementary – second edition). They were super excited to learn it. They felt proud of themselves. This is a presentation of numbers and/or recycling lesson in which I decided to focus on pronunciation since students normally know the numbers but pronounce them wrongly.

  • Timing: 10′
  • Interaction: Pairs or trios
  • Monitoring: Session holder goes around the room, listens to ideas that are being shared and make notes on the most important points.
  • Feedback: Session holder boards teachers ideas.

Ask teachers what they think about this lesson? What would they do differently?

slide-6

slide-7

slide-8

[Slides 9, 10 and 11] Here, I will share pre-intermediate level lessons. (book used: Face 2 Face Pre-Intermediate- second edition)

This lesson is about the different types of music and how they make students feel. Again, I decided to focus on pronunciation for the same reasons above.

  • Timing: 10′
  • Interaction: Pairs or trios
  • Monitoring: Session holder goes around the room, listens to ideas that are being shared and make notes on the most important points.
  • Feedback: Session holder boards teachers ideas.

Ask teachers what they think about this lesson? What would they do differently?

slide-9slide-10slide-11

[Slides 12, and 13] Here, I will share advanced level lessons. (book used: New Inside Out)

This is a vocabulary recycling lesson, in which I preferred to remind them of the pronunciation importance. 

  • Timing: 10′
  • Interaction: Pairs or trios
  • Monitoring: Session holder goes around the room, listens to ideas that are being shared and make notes on the most important points.
  • Feedback: Session holder boards teachers ideas.

Ask teachers what they think about this lesson? What would they do differently?

slide-12slide-13

[Slide 14] Teachers may ask how I am able to write using the codes, so I’ll share some websites with them:  

www.phonetizer.com

www.oxforddictionaries.com

  • Timing: 5′
  • Interaction: –
  • Monitoring: 
  • Feedback: Session holder boards teachers ideas: have they seen this website before? How do they write the sounds on the board?

slide-14

[Slide 15] Hands-on 1: discussion.  

  • Timing: 15′
  • Interaction: Pairs or Trios
  • Monitoring: Session holder walks around the room, making notes on the most important points shared.
  • Feedback: Session holder boards teachers ideas.

slide-15

[Slide 16] Hands-on 2: discussion.  

Provide teachers with time to plan activities.

  • Timing: 15′
  • Interaction: Pairs or Trios
  • Monitoring: Session holder walks around the room, making notes on the most important points shared.
  • Feedback: Session holder boards teachers ideas.

slide-16

[Slides 17 and 18] Show teachers websites that can be used when planning pronunciation tasks.

http://www.onestopenglish.com/skills/pronunciation/pronunciation-exercises/

https://www.englishclub.com/esl-games/pronunciation/

  • Timing: 5′
  • Interaction: –
  • Monitoring: –
  • Feedback: Session holder boards teachers ideas: Have they used these? Do they know any other websites?

slide-17

slide-18

Revisit the topic:

‘Teaching Pronunciation to Young Adults and Adult Students’ (15 years old on) including Basic Students.

And ask teachers if now they are confident enough to teach pronunciation to their students.

  • Timing: 5′
  • Feedback: Session holder boards teachers ideas: Any extra comments? 

 

Some of the ideas that were shared by the teachers: Vinicius Melo, Vladimir Silva, Luciana Mendes, Camila Ferrari, Ivania Alencar, Fernanda Gomide, Paula Bossi, Marcelo Rosa,  Roberta Serralvo, Bruce Streak

  • Working with pronunciation from listening tasks: pre-listening step – when presenting vocabulary, instead of only presenting meaning, we could also present pronunciation of the words in order to lower students’ anxiety and make sure they understand what is being said. Levels: from Basic on.
  • Working with songs: replacing words for their transcriptions. Students will work with the transcriptions first, then they will listen to the songs and write the correct word. Levels: Upper to Advanced. 
  • To divide pairs use two different slips of paper 1 with the target vocabulary and 1 with their transcriptions. If you have a trio, the third card will be the meaning. After they find their pairs or trios, they will use the words they have on their slips of paper to answer questions that are previously prepared or use those words to ask questions to their peers. Levels: from basic on.
  • Another idea is to play a bingo game. Students have letters of the alphabet on their charts and they get a symbol from an envelope. If they have the letter that relates to that sound they may cross it. Levels: Junior 1/ Teen 1.
  •  Working with irregular verbs: students will be given slips of paper with regular verbs in the past simple form. The sounds: /d/ /t/ /id/ will be displayed on the walls. As the teacher utters a word, students have to run and stick the words to the correct sound. Levels: Basic / Pre-Inter.
  • Working with words that have the same sound. The teacher shows the target vocabulary to students and elicits from them words that have the same sounds (diphthongs, the silent “th“, etc).Levels: Inter/ Upper.
  • Using “Slug in a Jug” cards, collecting cards with words with the same sounds, relying on the pictures. The cards can be found in the teacher’s room. Levels: Pre-Kids / Kids / Junior / T1. 
  • Using a song by Taylor Swift “Should’ve said no” working with the contraction sound. Level: T6.
  • Working with the meaning of the adjectives of feelings and expanding it to work with pronunciation as well. Matching exercises/drilling/using slips of paper. Level: T5.
  • Using Jimmy Fallon and Paul McCartney (they switch accents): https://www.youtube.com/watch?v=A4uW-nhO3a8  Levels: Upper / advanced.

 

 

 

 

 

 

 

 

 

 

 

 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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