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Integrating pronunciation into classroom activities

In my work as a teacher trainer I have been surprised at how often experienced teachers are reluctant to tackle pronunciation issues in class. I can think of at least two reasons why pronunciation tends to be neglected: firstly, the lack of clear guidelines and rules available in course books, and secondly the fact that isolated exercises once a month do not seem to have much of an effect. This is not surprising, however; like all other areas of language teaching, pronunciation needs constant attention for it to have a lasting effect on students, which means integrating it into daily classroom procedures. I find that addressing issues regularly during the language feedback or group correction stage of a lesson helps to focus learners' attention on its importance and leads to more positive experiences. Using student talk to teach pronunciationWord stressVowel soundsDiphthongsWeak formsSentence stressConclusion After the activity, on the board I draw a column with the heading /e/.

https://www.teachingenglish.org.uk/article/integrating-pronunciation-classroom-activities

Related:  English teaching resourcesPronunciation

Future - Why does your voice sound different on a recording? What makes a recording of our voice sound so different... and awful? It’s because when you speak you hear your own voice in two different ways. Greg Foot explains all. The first is through vibrating sound waves hitting your ear drum, the way other people hear your voice. Drilling 1 Based on the Behaviourist view that learning to speak a foreign language - like other skills - was simply a question of correct habit formation, it was thought that repeating phrases correctly lots of times would lead to mastery of the language.Nowadays we know that language learning is not like this - it is a far more complex and creative process - and language is a lot more than just a list of structures to be memorised. An approach based mainly or only on language drills is unlikely to find many adherents today. However, drilling remains a useful technique in the classroom if it is used appropriately. What drilling isWhat drills can be useful forWhat we should drillWhen we should drill

English teachers, are you asking the right questions? Declan Cooley, CELTA Opens in a new tab or window. trainer at the British Council in Poland, explains why some questions are not as effective as they first appear, and offers some alternatives. Questions of all kinds are a teacher's most basic tools for generating interest, provoking thoughts, encouraging students to speak, developing text comprehension skills and checking understanding. New teachers on courses like the CELTA spend a lot of time honing their skills at using effective questions in the classroom. As well as discovering what questions work, teachers learn that some questions are not as effective as they first appear. Magic E Words - Sight Words, Reading, Writing, Spelling & Worksheets Magic E Rule: The magic E rule states when the letter “e” sits at the end of the word, it is usually silent and the “magical” E tells the first vowel or the preceding vowel to say its name or long sound. The magic e vowels are as follows: a_e, i_e, o_e and u_e. The magic e is commonly referred to as the final or silent e. Magic E Words: Long A The table below was compiled using the following word families: -ace, -ade, -age, -ake, -ale, -ame, -ane, -ape, -ase, -aste, -ate, -ave and -aze. It contains 138 long A words with a magic e.

it's NOT about what the teacher does with technology Bruce Springsteen: "When we kiss…" Not just going through the motions! You could probably say I've had four different though overlapping careers — in language teaching, language teacher training, technology and ELT management. The first of those I retired from (after 35+ years) a few months ago, though the number of contact hours I was doing was limited; teacher training I'm retiring from at the end of this month; management I got fired from (to the relief of all involved!)

Drilling 2 In the first part of this article, Drilling 1, I focused on: What drilling isWhat drills can be useful forWhat we should drillWhen we should drill This second part will focus on how we drill. Here are some ideas for using drilling effectively in the classroom. Repetition drillsGuessing gamesDisappearing textDialogue buildingMingle activitiesInformation gapsSongs, rhymes and chantsConclusion

Links for translators The resources on this page are all available free (or in free versions) on the Internet. General Dictionaries Cambridge The suite of Cambridge dictionaries are possibly the best online English-English dictionaries available (and with nearly 2m searches a month, among the most popular). Catalan Catalan dictionary from the Enciclopèdia Catalana. Pronunciation of past simple verbs The activity allows students to find the solutions themselves, making the language more memorable. My students particularly enjoy it as everybody has a chance to try out the sounds, whilst I can step away from the board and observe the class at work. Preparation

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