Hometask. Choose 3 paragraphs, record your voice and upload it on the Moodle


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Hometask.

  1. Choose 3 paragraphs, record your voice and upload it on the Moodle.

  2. Give clear instruction for each pronunciation idea so that your learners can understand what task should they do. (you don’t need to design task, you have to give just instruction to this task)

Pronunciation ideas


Pronunciation can be an overlooked area of language teachings partly because teachers themselves may feel more uncertain about it than about grammar or lexis, worried that they don’t have enough technical knowledge to help students appropriately. However, when teachers take the risk, they are often surprised to find that it makes for very enjoyable and useful classroom work.

Anyway, no excuses. Here are some ideas that don’t require that you or your students know phonemic symbols or any detailed background knowledge of phonology. Try these out and then, when you feel more confident, move on and study the other parts of this chapter.


I will pronounce some of unfamiliar words and repeat after me.Try to pronounce correctly.

1.When you teach lexical items, give students a chance to hear you saying the item naturally spoken in the context of a typical short phrase or sentence. Take care to stress naturally (rather than as a ‘perfect’ sentence). Allow students to repeat the phrase and give them honest feedback if there seem to be problems. If necessary, remodel it and let students work out what they are doing differently


Now you should create dialog with your groupmate related to the present perfect.During the process you try to use emotions,real life feelings and make it natural.
2.When you teach grammar, allow students to hear some typical examples of natural uses of the language. So, for example, when teaching present perfect progressive, don’t just teach it as dry examples, but model a typical real-life sentence or two yourself with real feeling, such as Tve been waiting here for two hours!’. A loud, angry sentence like this will be much more memorable than a written example. Get students to repeat it to each other - and don’t let them get away with flat, dull intonation. Encourage them to say it with real feeling.
I have a phrases game,divide into 2groups and look at the phrases on the left and the moods on the right of the board, then will read one of the moods given intonation and stress you should compare with your pairs and find to which phrase it can match.

3.Write up four or five short spoken phrases on the left of the board (e.g. ‘Where are you going?’ ‘Yes, please.’). Write up a number of ‘moods’ on the right (e.g. ‘angry’, ‘delighted’, ‘sarcastic’). Read out one of the phrases in one of the moods (adapting your intonation and stress to transmit a clear feeling). Ask students to compare ideas with each other and decide which was used. Later, learners can continue playing the game in small groups.

There one of pupil should read one sentenceloudly and naturally.Also share your decides with us.Moreover pupil should mark syllables are stressed.Then I will give some of my feedbacks for each of you.
4.When you work with printed dialogues, don’t just read them silently, but get students to spend time thinking about how to say them. A useful task is to ask them to go through the text deciding and marking which syllables are stressed. After that, students can practise them, read them out and eventually perform them without scripts. The aim is to speak naturally - which is hard to do when you are reading from text, so it’s important to include some textless work. Don’t worry about students learning it word-perfectly; give feedback on whether they get the feeling right or not, rather than whether they get the grammar spot-on.
I will give you audio of poem and you need to repeat after the speaker with intonation.It helps you to be told the poem by heart.Please try to use exaggerated feelings and many of repetation.

5.A ‘chant’ is a poem or dialogue particularly suitable for reciting aloud; it often involves strong rhythms., clear everyday conversation, often exaggerated feelings and a lot of repetition. Use published chants specially written for language students, or write your own. Aim to help students to learn them by heart so that they can say them confidently with suitable pronunciation. Teach them by modelling them line by line and asking students to repeat them. If you offer dull flat intonation yourself- or if students respond with dull flat intonation - there is little purpose in the activity. You might want to go for the enjoyment of exaggerating the feelings and volume!



After reader repeat the text more than once until it becomes perfect then record your voice

6.This means reading at the same time along with a competent reader. So, for example, you read a dialogue out loud, playing all parts, while the students follow the text and read aloud themselves. This is likely to be most useful if it is done more than once, so that students get a chance to improve; try short texts read a number of times rather than one long text read once. As an alternative, you could try using a recording.


Read the text and use some communication and gestures for showing your speaking ability.

7.One interesting approach to pronunciation may sound a little odd at first. It’s based on the idea that, rather than work on all the small details of pronunciation (such as phonemes, stress patterns, etc.), it might be better to start with the larger holistic picture - the general ‘settings’ of the voice. If you think about a foreign language you have heard a number of times, you are probably able to quickly recall some distinctive impressions about how the language is spoken - the sorts of things that a comedian would pick on if they wanted to mimic a speaker of that language; for example, a distinctive mouth position with the lips pushed forward, a flat intonation with machine-gun delivery, a typical hunching of shoulders, frequently heard sounds, a generally high pitch, etc.



Do your students have such an image about British speakers of English? Or Australians? Or Canadians? One useful activity would be to (a) watch one or more native speakers on video; (b) discuss any noticeable speech features; (c) try speaking nonsense words using this ‘voice setting’ (‘comedian’ style); (d) practise reading a simple short dialogue in as ‘native’ a way as they can. (This will probably seem quite funny to your students, who will initially tend to do fairly bland copies, never quite believing that a voice setting may be so different or exaggerated compared with their own language; encourage them to risk looking and sounding really like a native speaker.)
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