Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi

Activity 3, Handout 2
Read the following two statements. Which do you find easier to agree with? What is your view on this? Discuss it with your partner.
- There is only one right way to speak, one correct form of good English pronunciation which should be taught to students. Any contact with bad English, mispronunciation, colloquial speech, non-native accents, and slang should be prevented. The use of these by students should be prohibited.
- It doesn’t matter at all how a person speaks. Students should just understand others and make themselves understood, so they can speak whatever way they like without thinking about how they speak. Every pronunciation is equally acceptable and teachers should never restrict or direct students’ personal way of speaking.
Activity 3, Handout 3a
GUIDELINES FOR TEACHING PHONOLOGY
• There is a strong connection between phonology, emotion and meaning.
• Even simple words and phrases can carry different meanings depending on pronunciation and context; therefore context should be explored while teaching phonetics.
• There are different phonological features that can say a lot about a speaker as a person and as a social being.
• Particular attention should be paid to the areas of possible confusion resulting from mispronunciation.
• Relations between phonology and meaning should be explored in teaching listening as well as speaking.
• Awareness of a wide range of regional and social accents makes students’ speech more flexible and increases their ability to communicate with other speakers of English.


Activity 3, Handout 3b
GUIDELINES FOR DESIGNING PHONOLOGY TEACHING TASKS
• Identify the teaching focus (e.g. pronunciation of certain words or phrases; intonation; stress; accent)
• Identify the text and context you are going to use (e.g. written text; recording; film etc.)
• You may use the pre-, while- and post-task model and work with the following or similar questions at each stage:
a) PRE-TASK QUESTIONS
e.g. - When is (e.g. a certain word, phrase, intonation, accent etc.) used?
- Does it always have the same meaning?
- Does it always express the same emotion and attitude?
- (Is it always pronounced in the same way?)
b) WHILE-TASK QUESTIONS
e.g. - Where is the situation taking place? How do you know?
- Who is / are the character(s) in the text / recording / video?
(Identify their gender, age, nationality, occupation). How do you know?
- What are the relationships between the characters?
- Comment on each use of (e.g. a certain word, phrase, intonation, accent etc.) in the text / recording / video. What attitudes do they convey?
- How is it related to the way these words / phrases are pronounced?
- What other words or phrases help to clarify their meaning?
- How is it related to the personality of the character(s) and the social context?
- What responses and reactions do they generate?
- What conclusions can be made about the use of these words/phrases?
c) POST-TASK SPEAKING ACTIVITIES
that will provoke students to render certain meanings using different intonation and other phonological features e.g.
Role play: students in pairs get cards with certain instructions and practise together (e.g. an impatient customer in a shop and a slow, indifferent shop assistant.)
Gap-filling: students receive scripts of dialogues with gaps which they have to fill in depending on the context. Then they practice these responses and discuss the phonological features appropriate in each case.