Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi

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.