Module teaching and integrating language skills lesson 1

Suggested answers:
Ms. Collie: about 55; native speaker of English (British); educated; talking and listening to Ali; quiet.
Ali: about 45; non-native speaker of English; non-educated; listening and talking to Ms. Collie; more excited.
Ask Ss the following question. Elicit several random responses.
∼ What did Ali and Ms. Collie talk about?
Summary: Elicit from Ss the main messages of the session. Reiterate the importance of phonological features for real life communication.
Remind Ss that these features can affect meaning on the level of sounds (e.g. work-walk), phrases (e.g. ship-building vs. sheep breeding), pauses and stresses (e.g. ‘A doctor!’ called Mike. / A doctor called Mike.).
Remind Ss that teachers should pay attention not only to ‘correct’ pronunciation but also to how students say certain things.
Establish that phonological features reflect the speaker’s individuality and identity and that they are closely related to emotional meaning in speech.
Conclude by saying that some of the above activities are used with students combine phonology with other skills .
Home assignment
Students in groups of 3 should create 2 minutes conversations paying attention to phonological rules and record them.