Practice Activities – FP005 T&P

SUBJECT PRACTICE ACTIVITIES:

TEACHING PRONUNCIATION

Name and surname(s): Carmen Cristina Ramos Bustillo

Group: TPV 2018_02
Date: February 28th, 2019

PRACTICE ACTIVITIES

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 Practice Activities – FP005 T&P

Practice Activities
You can find attached excerpts of two books to teach pronunciation.
 Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation.
Oxford: MacMillan. (pp. 14-24).
 Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use.
Cambridge: Cambridge University. (pp. 10-19).

Review the two books and answer the following questions.

1. What seems to be the general approach of the books? Segmental or

suprasegmental? Exposure-based or explanation based? Humanistic or
drill-based? Teacher-centered or student centered? Traditional or
unusual? Use what you learnt in Chapter 9 to justify your answer.

Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford:

MacMillan. (pp. 14-24).
Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge:
Cambridge University. (pp. 10-19).
I consider excerpt 1 is segmental level, exposure based, humanistic, teacher centered,
and unusual or non-traditional. It is a book to any teacher to understand what the
teacher need to know about pronunciation, and be prepared to the teaching process.
Excerpt 2 is suprasegmental, explanation based, drill based, student centered,
traditional

2. Does it cover all aspects we have seen in the materials? Articulation,

vowel/consonantal system, phonemic chart, connected speech, stress,
intonation, foreign influence? Etc.? Refer back to the materials if any of
those aspects needs definition.

Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford:

MacMillan. (pp. 14-24).

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Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use.

Cambridge: Cambridge University. (pp. 10-19).

Excerpt 1 covers aspects as: articulation on page two, on page three through
six there is a distinguish consonants and vowel, we can find also a phonemic
chart on page 10.

1. Excerpt 2 covers aspects as:

Intonation” is
the pattern or melody of pitch changes in connected speech, especially the
pitch pattern of a sentence, which distinguishes kinds of sentences or
speakers of different language cultures”.

Stress “is emphasis in the form of prominent relative loudness of a syllable or

a word as a result of special effort in utterance”.

Articulation Is
the act or process of articulating speech.The adjustments and movements of speech or
gans involved inpronouncing a particular sound, taken as a whole.
Any one of these adjustments and movements.
Any speech sound, especially a consonant.

Both excerpt have involved those aspects in different way, but they have.

3. Does any of them consider integrated skills? Do they teach vocabulary, as

well? If they don’t, could you make a brief proposal for them to include
vocabulary?
In my opinion both consider integrated skills, however, on Excerpt 2 it is more
didactic, and attractive to use with our students because the structure of
exercises.
Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford:
MacMillan. (pp. 14-24).
Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use.
Cambridge: Cambridge University. (pp. 10-19).
Excerpt 2 Consider integrated skills, It teaches vocabulary. This, uses many
activities to involve many words, where students have to find rhyme.
4. Which contexts of use are they intended for? Are there significant
differences among the three of them?

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Excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford:

MacMillan. (pp. 14-24).
Excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in Use.
Cambridge: Cambridge University. (pp. 10-19).
Form:
Use:
Meaning:

5. Which one would you prefer to use as a teacher? Why? Relate you answer
to Brinton’s variables.
I prefer to use Excerpt 2:
 Learner variables those connected with the constraints imposed by the
learners themselves the age of my students is good to work with,
proficiency, linguistic and cultural background, amount and type of prior
instruction, aptitude, learning style, attitude towards the target culture all
those variables I can promote in my university students. They are adults
they have responsibility to learn the language.
 Setting those connected with constraints placed on the syllabus by the
locale and institution in which the language syllabus is being
implemented. In foreign language settings, for example, it may not be
easy to access the target language outside of the classroom. According
to this explanation I can involve this material in the syllabus our
university has.
 Institutional: because our system in the university I work is B-Learning
where they have classes in the classroom only in the weekend, students
find themselves instructions and do exercises. I am a teacher that use
my own experience to teach and to get involve my students in any
activity.The materials used in class is a base, however, as teachers
need to involve any other material to enrich the learning process without
lose the syllabus orientation.
 Linguistic those having to do with the first language of the learners. The
L1 colors the perception and production of English in many ways.
Traditional thinking suggested that on the segmental level, we should
focus on the production of those phonemes in the L2 which do not exist
in the L1. More current research, however, indicated that the prosodic

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features of a language contribute more to intelligibility - suggesting that

we should priorities them.

 - Methodological variables, relating to the specific teaching approach

adopted by the teacher or institution. For example, methods such as
grammar-translation gave little explicit (or implicit) attention to
pronunciation. Audiolingualism placed a high (maybe too high) emphasis
on it. In our country use a lot about both methods mentioned specially in
no- bilingual schools. We take advantages of songs, conversations, to
teach and increase the listening skill, and with the grammar translation
students can get more vocabulary, and more understanding.

BIBLIOGRAPHY

 Ball, P. Teaching Pronunciation. FUNIBER

 Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge:
Cambridge University. (pp. 10-19).
 Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: MacMillan.
(pp. 14-24).