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Subject: Methodology of FLT

Lesson 5

Name: Bakirova G

Groups: 201 202

Time: 90 min

The theme of the lesson: The content of teaching sound system of a foreign language. Types of exercises in teaching phonetics.

Main aim: to introduce new theme, to develop SS knowledge about teaching phonetics, pronunciation, to distinguish the selection of phonetic material taking into account age peculiarities, level of knowledge of the learners.

Subsidiary aims: To develop writing, reading skills, and habits

Teaching aids, materials, equipment:

Books, cassettes, dictionaries, cards

Stages of the lesson, tasks and activities for each stage:

The first stage:

Questions for discussion:

TFL Pronunciation at school meets a principle of approximation. According to the school program our pupils are to master pronunciation & intonation during the first years of study & constantly develop & support pronunciation habits. That is why TP at school should be developed at all stages from start to finish.

Each language has its own trouble spot so does the English. We should distinguish between errors & mistakes. Error is a slip of the tongue. Mistake is more serious & should be corrected. Constant correction is necessary because false habits are formed & difficult to break. English presents many difficulties because it has its own specific phonetic system. The sound of English is not the same as in other languages but sometimes occur in both languages. The points of difference are: 1)word stress, the difference in the power of stress. In English it is very strong, usually it is first syllable & in Kazakh – last syllable. The stressed is pronounced more distinctly. In this connection the vowels are pronounced with a tension. This is the reason why the English vowels preserve all the qualities in stress position. In unstressed potion they lose their qualities. In English we distinguish long & short vowels, in Russian & Kazakh we do not have such vowels.

Acc. to Ëóêíèöêèé phonemes may be divided into 3 groups: 1)the phonemes which are very close to those into native language; 2)the phonemes which are absolutely different in both languages; 3)the phonemes which have much in common with those in native languages but at the same time differ from them.

Ë.Â.Ùåðáà differentiates 2 types of mistakes types: 1)phonetic mist-s, they do not change the meaning of the word (palatalization & the lack of assimilation & aspiration); 2)phonematic mistake – do change the meaning of the word. Phonematic mistakes include the following: the substitution of long sounds by the short one & vice-versa e.g.sheep-ship; the substitution of a voiced consonants by the voiceless e.g. his-hiss; the substitution of one consonant phoneme by another one e.g. pang-pan; the incorrect placing of stress e.g. present-present; the incorrect division of sentence into sense groups.

Methods of TP. Now it is necessary to decide how correct pronunciation can be achieved & cultivated. There are different approaches to this problem: 1)articulation approach; 2)acoustic approach. We should train students’ ears by systematic training; 3)imitation approach – mechanic training. The teacher’s pronunciation should be standard for the class, because they unconsciously try to imitate teacher’s pronunciation that is why it should be clear & moderately paced; 4)the most rational approach is the analithical-synthetical which implies all three mentioned above.



Pronunciation habits are formed with the help of exercises. Acc. to Øàòèëîâ there are 3 stages of the formation of the habit: 1. orientation & research (understanding); 2. the formation of stereotypes (drill, constant repetition); 3.various situations (different examples)

The peculiarity of the pronunciation habits is as follows. İt doesn’t exist separately from Voc & Gr habits. Pronunciation habits are formed must be constantly supported or otherwise they may be lost. For this we need a special system of ex-s. Specialists divide all phonetic ex-s into 2 types: 1)receptive for training ear;(recognition& imitation ex) 2)reproductive ex-s. (auditory perception of the text & Auditory and visual perception)

Phonetic drills needed for overcoming mistakes. As phonetic drills we can use proverbs, sayings, poems, tongue twisters.

Techniques for teaching Pronunciation & Intonation are as follow: 1.intonation ex-s; 2.pronunciation drills; 3.listen & imitate ex-s; 4.tongue twister; 5.learning by heart.

Pronunciation should be developed through the all course of studies. Phonetic druills should be used at the lessons irrespective of the stage of the teaching. P.is an integral part of FLT, it is closely connected with teaching Voc, Gr, LRWS.

 

PRACTICAL PART:

REPRODUCTIVE EXERCISES

Activity procedure:

Task #1

Complete the titles of the pictures using these words:

Half hand home perhaps who happy happen hours helping how

Hi house holiday how history

1. A helping ______.

2. A________________.

 

 

3. _____many_____?

4. _________,__________?

5. ____a_____

6. ____did it _____?

7. ___! Who`s at _____?

 

Listen to check your answers. Check with the key. Then listen and repeat.

 

Answers:

1. A helping hand.

2. A happy holiday

3. How many hours?

4. History, perhaps?

5. Half a house

6. How did it happen?

7. Hi! Who`s at home?

 

 

Task # 2

Make five compounds from these parts.

First part: ear wine hand birthday boy

Second part: friend bar present bag rings

Now use the compounds to complete the dialogue.

A: Oh no, I can`t find my______!

B: Have you looked in your____________?

A: Of course!

B: Maybe you left them in that______ last night?

A: Oh no, maybe I did!

B: Are they important?

A: Yes- they were a_______ from my__________!

 

Now listen to check your answers. Listen again and circle the stressed part of compound. Then listen again and repeat.

 

Answers:

Earrings handbag wine bar birthday present boyfriend

 

 


Date: 2015-01-29; view: 2343


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