It is better to learn language in a spoken form before learning it in a written form.
Real meaning of words can only be determined through linguistic and cultural context and they lose their meaning in isolation.
Teacher provides good model for imitation and students should imitate the teacher’s model.
Student’s errors should be prevented as much as possible.
Students’ successful responses should be immediately praised.
Teacher should direct, control students’ language behavior
The learner should repeat language patterns again and again until s/he is able to produce them spontaneously.
Approaches to teaching and learning Audio-lingual approach Handout 2, Activity 3 Discuss these questions in groups of three: Questions for final discussion: Are there any aspects of the Audio-Lingual approach that you especially like/dislike?
Do you agree that much second language learning is a result of forming habits?
Do the habits from your first language interfere with the development of your second language?
Do you believe that dialogues are authentic?
Do you believe it is important to memorise dialogues?
What do you think is the role of a teacher in the Audio-lingual approach?
What do you think is the role of a student in the Audio-lingual approach?
What are the goals of teachers who use the Audio-lingual approach?
Do you believe you will use any part of the Audio-lingual approach in your classroom? Why/ Why not?
How is the Audio-lingual approach different from the Grammar-translation method? Which of them is used widely in Uzbekistan?
Ask students the following question and collect the answers on the board:
~ How do you understand ‘phonological level’ of language? What does it include?
Differentiate between phonetics as the study of sounds in a language and how they are made and phonology which is an umbrella term covering all the supra- segmentals including stress, intonation, rhythm etc as well as the pure pronunciation of words and phonemes.
Establish that different accents, intonation patterns, pronunciation, etc are known as ‘phonological features’. Suggest that there are different activities focused on different phonological features.
Activity 1 Comparing activities Objective: to explore different types of activities focused on phonological features in a context. Time: 25 minutes Materials: Handouts 1 and 2 Procedure:
Distribute several activities and ask students in groups of 3 analyse them and fill in the table.
Discuss the answers in plenary.
Activity 2 Good phonology lesson Objective: to let students summarise characteristics of a good activity focused on teaching phonology Time: 15 minutes Materials: Black(white) board Procedure:
Ask students to brainstorm qualities of a good activity focused on teaching phonetics and phonological features in their groups.
Ebong B. & M. J. Sabbadini (2006) Developing pronunciation through songs. http://www.teachingenglish.org.uk/article/developing-pronunciation-through-songs Gallacher L (2004) English sentence stress, http://www.teachingenglish.org.uk/article/english-sentence-stress Meldrum N. (2004) Young learners and the phonemic chart http://www.teachingenglish.org.uk/article/young-learners-phonemic-chart
Approaches to teaching language systems for communication Analysing phonology activities Handout 1, Activity 1 Activity 1. You are going to practise a few sounds. Repeat after the teacher: [b] (* = let the students repeat the sound) [b] (*) [b] (*) be [bi] (*) [bi] (*) [bi] (*), , bar [ba] (*) [ba] (*) [ba] (*) bore [bo] (*) [bo] (*) [bo] (*) [bi-ba-bo] (*)[bi-ba-bo] (*)[bi-ba-bo] (*) [bo-ba-bi] (*)[bo-ba-bi] (*)[bo-ba-bi]
Activity 2 Here is an English limerick. In groups of four, prepare to read it aloud in the following ways:
There was a young lady named Wright, Who could travel much faster than light She set out one day In her usual way, And came back the previous day.
Activity 3 You should role play the following situation in groups of 3 - today it’s one of your groupmates’ birthday. You can use only one word: Banana. No other words are allowed to use.
Activity 4 You’re going to hear five pairs of sentences. Write down each pair using the appropriate punctuation to show difference in intonation. Compare your sentences with other students. ‘Who?’ said John. (*= pause for participants to write it down)/ Who said ‘John?’(*)
‘A doctor!’ called Mike. (*)/ A doctor called Mike. (*)
Why? Don’t you like it? (*)/ Why don’t you like it? (*)
Lemon, tea and sweets. (*)/ Lemon tea and sweets. (*)
See you. Later I’ll call you. (*) / See you later. I’ll call you. (*)’
