Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi

NB: You should familiarise yourself with the recordings and the transcript before the session.
Depending on the level of participants this activity may take more time or less. Thus, Scottish or West Country accents may be difficult to understand and you may need to play the fragment twice or choose other fragments.
Alternatively, you may give out transcripts earlier for participants to follow. Play at least one fragment without the transcript.
- ☺ (5 min) Ask participants the following question and elicit a few random answers:
∼ What else could you do with your students using such recordings?
Write the answers on the board.
Possible answers:
Ask students to notice the difference between different accents; write a dictation; fill in the gaps in the transcript while listening. Use video (films) where different accents are represented and ask students to guess where the characters come from and so on.
- Suggest that such an activity can be preceded by a pre-listening activity and followed by a post-listening activity that extends the integration of phonology with speaking or writing. Refer participants to the first session on Phonology and Meaning to illustrate this.
Activity 2 Phonology and speaking
Objective: to explore the link between phonology and speaking
Time: 20 min
Materials: none
►Procedure:
- ☺ (5 min) Tell participants that you would like them to develop a few simple speaking activities focusing on different phonological features. Say that one of the most useful starting points in working on students’ speaking and pronunciation is recording students’ speech (conversations with other students or with the teacher) on tape or video and then listening to the recordings. Ask participants the following question and elicit a few random answers:
∼ What can students learn from listening to their own speech recorded on tape?
Possible answers:
The mistakes they make; their use of intonation and stress; their accent; their manner of speech; their body language (video).
- Say that such reflection can help a teacher and students to identify the strengths and weaknesses in their pronunciation and speaking to work on.
- As an example, tell participants that if the focus is intonation, this can be worked on through practicing simple dialogues in different situational contexts. An activity may look like following:
“In pairs practise the dialogue below with an appropriate intonation:
A
- Let’s go to the cinema. (bored; if there’s nothing else we can do…)
- All right. (I don’t want to, but if you insist…)
B
- Let’s go… to the… cinema! (first uncertain, and then a bright idea pops up)
- All right! (wow, what a great idea) etc.
- ☺☺☺ (10 min) Put participants in groups of four or five and ask them to think of a speaking activity that focuses on a particular phonological feature. Group A: stress; Group B: intonation; Group C: accent; Group D: pronunciation of confusing words; Group E: difference between written and oral speech. Remind them to incorporate context in their activities: the same words and phrases are said differently depending on person and context. Monitor their work and make your suggestions if necessary.