Тиллар ўҚитиш методикаси ва таълим технологиялари

1. Theory
1. What is the role of phonetics in teaching pronunciation?
2. What are the tasks of teaching pronunciation at school?
3. What does content of teaching pronunciation include?
4. What types of exercises are differentiated for teaching pronunciation?
5. What difficulties occur in teaching pronunciation?
6. What visual aids are used for teaching pronunciation?
2. Practical
1. Analyze the presentation of phonetic drills in the English language course books at school
2. Analyze the terms concerning the matters of developing pronunciation skills.
Feedback
Well in today’s lesson we have learned Approaches to learning and teaching speaking and analyze
Assessment
Learner’s knowledge on speaking, types of speaking, students’ exercises on speaking -50%
Answering the questions -30%
Active participation in discussions -20%
Hometask
Teaching speaking within a communicative competence framework
Ending
That was all for today, next lesson we will discuss the given questions.
Reference
1. Jalolov J., Makhamova G., Ashurov Sh. English language teaching methodology. “Fan va texnologiya” nashriyoti, Tashkent 2015
2. Yoqubov I. Comparative Methods of teaching English at schools, lyceums and colleges. “Bayoz” nashriyoti, Tashkent 2014
3. Ahmedova L. Normuratova V. Teaching English Practicum. Printed in UWED. Tashkent 2011
4. Professional Development for Uzbekistan English Teachers Training Toolkit Module 1, 2. Тошкент – 200 speaking activities in Fly High books.


PRACTICAL LESSON 13.
TEACHING PRONUNCIATION TO B1 LEVEL LEARNERS.
Date:
Time: 80 min
Aims: to discuss the essence of teaching pronunciation and distribution typology of pronunciation material, working on the English pronunciation at lyceums and colleges:
Learning Outcomes:
By the end of the session participants will:
 have learnt useful techniques to teach pronunciation
 have experienced pronunciation activities as learners
Key Learning Points:
 teaching pronunciation increases the learner’s self confidence in speaking and listening
 teaching pronunciation increases both accuracy and fluency
Equipment: PPT, for stage 3, 5 prepare Poster 1 and 2 beforehand
1. Previous Lesson Review
Objective: to help participants to reflect on the previous lesson
Time: 5 minutes
Materials: none
Interaction: plenary
Procedure:
2. Warm-up Pronunciation Ball
Objectives: to warm up; to prepare for the session
Time: 10 minutes
Materials: a small ball
Interaction: whole groupProcedure:
 Ask participants to stand up and form a circle. Say that you will play a ball game. Explain that a first person says a one-syllable word and throws a ball to somebody in the circle.
 A person who will get a ball should reply with a word that rhymes with the first word. Then s/he throws the ball to another participant. If a participant cannot say a rhyming word s/he can start another round with a new one-syllable word.
e.g.
A: boat …
B: coat. …
C: road. ...
 Allow them to play for about 10 minutes. Ask them to go back to their places.
3. Lead in
Objective: to raise teachers’ awareness in problems learners of English face
Time: 10 minutes
Materials: Poster 1, mirror, rubber band, long and short sticks.
Interaction: plenary, pair work
Procedure:
 Ask participants to recall the warm up they did before. Ask participants to guess the topic of the session looking also at the things: mirror, rubber band, long and short sticks. (Answer Key: Pronunciation)
 Write ‘Pronunciation’ on the blackboard. Say that in the session they will explore problems in pronunciation their pupils have and practise some interesting and effective activities for practising pronunciation.
 Ask teachers to think about their pupils and answer the questions. Write them on a poster or on the board.
1. What do pupils find most difficult to pronounce and understand in English?
2. Which sounds do they find particularly difficult to pronounce?
3. How do you teach pronunciation? What do you use?
 Ask participants to work in pairs and share their ideas.
 Elicit ideas from pairs. Write their ideas in two columns.
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Poster 1
Answer the following questions.
1. What do your pupils find most difficult to pronounce and understand in English?
2. Which sounds do they find particularly difficult to pronounce?
3. How do you teach pronunciation? What do you use? Problem Possible solution
e.g. thief
Say two similar sounds one after the other to practise the difference [Ө] [f]
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 Say that you will come back to the poster at the end of the session.
4. Useful language
Objectives: to raise awareness in other aspects of teaching pronunciation; to practise useful language for teaching pronunciation
Time: 20 minutes
Materials: Handout 1
Interaction: pair work, plenary
Procedure:
 Ask teachers in pairs to work with Handout 1. Check they know all words in the Handout.
 Ask them to look at the classroom expressions and give an example or a situation E.g. Where’s the stress in this word? – A pupil pronounced the word with wrong stress.
 Say that they have 15 minutes. Check they know what to do.
 Monitor and help if necessary. When most pairs finish, elicit answers.
Possible Answers:
1) A pupil pronounced a word with a wrong stress
2) teaching degrees of adjectives
3) teaching interrogative sentence, e.g. teaching Yes/No questions
4) teaching th, or ch
5) listening to the tape
6) presenting new words
7) teaching contractions e.g. there’s
8) e.g. bags [z], backs [s]
9) e.g. live, leave
10) teaching word stress
11) e.g. words
 Establish that teaching pronunciation includes also stress (word and sentence stress), rhythm, contractions, linking etc.
5. Activities to teach pronunciation
Objective: to give participants opportunity to experience teaching pronunciation activities
Time: 35 minutes
Materials: Posters 2 and 3
Interaction: pair work
Preparation: Prepare Poster 2 and 3 beforehand. Prepare long and short sticks enough for each pair (matches can work).
Procedure:
Word stress
 Say that you will demonstrate some fun but effective activities to teach pronunciation.
 Say that you will show how to teach word stress using very simple thinghow to do it with a word ‘software’.
 Distribute sticks. Give one long and five short sticks to each pair. Ask teachers to make a pattern with a word ‘software’: _____ _. Go round and check the answers.
 Demonstrate the answer on the blackboard: _____ _.
 Write the word ‘vacation’ on the blackboard. Ask participants in pairs make a syllables pattern. Go round and check the answer. Draw on the blackboard the answer: __ _______ __
 Do the same with the words ‘restoration and globalisation’.
Answer Key:
vacation __ _______ __
vegetation __ __ _______ __
globalisation __ __ __ _______ __
 Say that we can also use rubber bands to practise word stress. Demonstrate with the word ‘software’ and ask participants to practise some words if time permitted. To demonstrate the word city pull rubber band twice: the first pull long, the second – short.
 Ask teachers to work in pairs. Give them rubber bands. One teacher says a word, another should demonstrate a stress pattern with a rubber band. Monitor and help if necessary. After about five minutes stop participants and say that they will play a game: The Echo Game.