Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi

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.