Practical Work 1

Having read the theoretical material on teaching pronunciation, vocabulary and

grammar followed by the examples, try to answer the following questions:

1. What are three main parts in every pronunciation lesson?

- 3 parts in every pronunciation lesson-

- Imitation -the first step in any successful pronunciation lesson is to give
your students the opportunity to imitate.

- Explanation- explain to the students the biological process of making

that sound. Reviewing the parts of the mouth can help your students
clearly understand how to make appropriate English sounds.

- Practice- practice the use of the sound or sound pattern they are learning.

2. How can you illustrate aspiration?

-To illustrate aspiration, we have our students hold up a piece of facial tissue
a few inches away from their mouths and push it with a puff of air while
pronouncing a word containing the target sound.

3. Is a mirror necessary at the English lessons? Why?

-Students have to use a mirror to see their mouth, lips, and tongue while
they imitate their teacher’s pronounce.

4. How can you demonstrate the vowel length?

- We can demonstrate varying vowel lengths within a word by stretching

rubber bands on the longer vowels and letting them contract on shorter ones.
Then let the students try it. For example, the word 'fifteen' would have the
rubber band stretched for the 'ee' vowel, but the word 'fifty' would not have
the band stretched because both of its vowels are spoken quickly.

5. What are four components of an effective vocabulary program?

- According to Michael Graves there are four components of an effective

vocabulary program:
1. wide or extensive independent reading to expand word knowledge;
 2. instruction in specific words to enhance comprehension of texts
containing those words;
3. instruction in independent word-learning strategies, and
4. word consciousness and word-play activities to motivate and enhance
learning.

6. How can you introduce new words?

- Introducing nouns, things, objects, animals, etc…

Visual elements work best with concrete nouns. Teachers have to use real
objects whenever possible, or even sounds, smells, and tastes, appeal to all
of your students’ senses!
Introducing adjectives
Opposites are usually illustrated with pictures, but here’s another case where
realia will help to teach new adjectives; the use of real life objects is
wonderful for words like “soft” and “rough”, adjectives that may take
precious minutes of class time to explain. For more advanced adjectives-
bring in photos of famous sights from around the world then use these new
adjectives to describe these places in ways that clearly illustrate their
meaning.
Introducing abstracts
Introducing abstracts we simply cannot teach with a flashcard. What works
best in these cases are synonyms, definitions, substitutions, or simply
placing students within a given context. To teach the difference between
“early” and “late”, remind students what time class begins, then state that
those who arrive before this time are “early” while those that arrive after this
time are “late”.

7. What exercises are used for recognizing new words?

- Bingo
-Matching
-Fill in the blanks (with options)

8. What exercises are used for producing vocabulary?

-Descriptions
-Fill in the blanks (no options)
-Mind maps or brainstorming
-Guess what I'm thinking
 9. What are two main approaches to teaching grammar?
• A deductive approach is when the rule is presented and the language is
produced based on the rule. (The teacher gives the rule.)
• An inductive approach is when the rule is inferred through some form
of guided discovery. (The teacher gives the students a means to discover the
rule for themselves.)
10. What is the difference between them?

A deductive approach is more teacher centred, time saving and allows more time
for practising the language items thus making it an effective approach with lower
level students.

An inductive approach is more learner centred. On the other hand, is often more
beneficial to students who already have a base in the language as it encourages
them to work things out for themselves based on their existing knowledge.

11.What is the difference between the traditional model and the communicative
competence model?
Traditional: grammar for grammar's sake
• Teach the regular -ed form with its two pronunciation variants
• Teach the doubling rule for verbs that end in d (for example, wed-
wedded)
• Hand out a list of irregular verbs that students must memorize
• Do pattern practice drills for -ed
• Do substitution drills for irregular verbs
Communicative competence: grammar for communication's sake
• Distribute two short narratives about recent experiences or events,
each one to half of the class
• Teach the regular -ed form, using verbs that occur in the texts as
examples. Teach the pronunciation and doubling rules if those forms occur
in the texts.
• Teach the irregular verbs that occur in the texts.
• Students read the narratives, ask questions about points they don't
understand.
• Students work in pairs in which one member has read Story A and the
other Story B. Students interview one another; using the information from
the interview, then they write up or orally repeat the story they have not
read.
12. What is PPP? A deductive approach often fits into a lesson structure
known as PPP (Presentation, Practice, Production). The teacher presents the
 target language and then gives students the opportunity to practise it through
very controlled activities. The final stage of the lesson gives the students the
opportunity to practise the target language in freer activities which bring in
other language elements.
Presentation -In this stage the teacher presents the new language in a
meaningful context[building up stories on the board, using realia or
flashcards and miming]
Practice -there are numerous activities which can be used for this stage
including gap fill exercises, substitution drills, sentence transformations,
split sentences, picture dictations, class questionnaires, reordering sentences
and matching sentences to pictures.It is important that the activities are fairly
controlled at this stage.
Production - activities which give students the opportunity to practise the
language more freely [information gaps, role plays, interviews, simulations,
find someone who, spot the differences between two pictures, picture cues,
problem solving, personalisation activities and board games].

After revealing the material, do the following practical tasks:

1. Give the examples how to teach pronunciation:

a) junior students;
b) senior students?

Pronunciation is the way a word or a language is spoken, or the manner in

which someone utters a word. A word can be spoken in different ways by
various individuals or groups, depending on many factors, such as: the
duration of the cultural exposure of their childhood, the location of their
current residence, speech or voice disorders, their ethnic group, their social
class, or their education.
According to our teaching experience, a great number of our students
have many difficulties in pronunciation. When speaking English, with very
little or poorly trained pronunciation skills, they have problems either
making themselves understood or understanding others. Many language
learners feel self concious and negative about their pronunciation.
Many exercises help us to be more aware of real problems learners have
in their oral production and to help to correct them. Such activities should be
an integral part of any language teaching programme as they make
 pronunciation an active element of the learning process and focus learners
on the language they are producing.
I also try to use different exercises and methods to incorporate pronunciation
into the classroom.
Teaching pronunciation to junior students. English language teaching should
mainly support the pupils’ personalities at primary education. Knowledge of
foreign languages should develop abilities of pupils to understand that there are
differences between languages and cultures. Teaching English to young learners
should evoke interest, joy, desire to explore and discover, and the teachers
should support children’s capabilities and abilities. English language teaching at
the primary school level should stimulate interest in the language, provide basis
for further English language education, develop communicative competences
in their mother tongue and English, support universal development of pupils
(social, emotional, cognitive and personal), develop intercultural competences, and
all linguistic activities should focus on listening comprehension, speaking with the
accent on pronunciation. The Common European Framework for Languages
(CEFR) recommends teaching pronunciation right from the beginning of foreign
language teaching. During early stages of learning, pupils should practice
correct pronunciation. The emphasis within teaching pronunciation is to meet
the communicative objective of the language. The National curriculum sets the
level of proficiency in English of primary school pupils to A1.1+ according to
the CEFR. Concerning pronunciation, pupils should be exposed to authentic
spoken utterances, encouraged to imitate the teacher, audio-recorded native
speakers, video-recorded native speakers, read aloud phonetically weighted
texts, practice ear-training, phonetic drilling, imitation, tongue twisters,
explicit teaching, etc. Clapping, clicking, tapping, gestures and mirrors can be
also used in teaching pronunciation. Young learners are still considered to be in the
ideal “Critical Period Hypothesis” age and can achieve flawless like
pronunciation if their teaching pronunciation is addressed correctly.

Senior students are often more disciplined and create patterns to their learning.
They are able to struggle with learning even when it is boring and they can focus
even when something is not interesting. They can follow detailed instructions and
can intellectualise their learning. They can explicitly learn about speech organs and
production of speech sounds, phonemic alphabet, apply rules to pronunciation, etc.
This is what young learners cannot do.

Imitation. The first step in any successful pronunciation lesson is to give students
the opportunity to imitate. Most often, I am the model that my students copy, but I
also use other sources e.g. a recording from television, radio or the internet for
variety.
Choral Repetition
Choral repetition is a commonly used method of drilling. Students simply have to
repeat words or phrases after me. This is a good method because it means that
students are given excellent model pronunciation immediately before they are
asked to respond. Going through vocabulary this way many times in a single lesson
will be boring for the students and they will be less inclined to perform well. Break
up the monotony by changing the speed or volume I use and have students change
their responses accordingly. Using this method, students are not called on
individually to pronounce words therefore I will need to check individual
pronunciation and comprehension separately. Integrating these checks into drill
activities will keep students alert because they will never know when I may call
on them.
Bingo
I prepare several Bingo sheets with sample words for each of the phonemes;
students can play individually or in pairs. Take an flashcard from a bag and say the
sound: /ɔy/. Students must find the word that matches that sound on their Bingo
sheet in order to cross it out: toy. If this is too hard, I can say the sound and give
them a sample word: /ɔy/ - toy. Students must find a word with the same sound:
boy.
Tongue twisters are purposefully created sentences or rhymes aiming at certain
sounds which are difficult to pronounce. Tongue twisters are in all languages
and are created for pronunciation training of the mother tongue. However they
are very useful in foreign language learning too. They are useful for all age groups,
can bring a lot of fun to the class and learners usually enjoy saying them. To
avoid frustration, they should be practiced once the required sound has been
learnt.
If I want to add a little fun to pronunciation class, I use tongue twisters.
E.g. Billy blows big blue bubbles.
Songs and rhymes Using songs and rhymes is considered to be a very effective
way of teaching English. They are rhythmical, learners can dance, move or do TPR
while singing. By singing or saying rhymes, learners practice pronunciation drills,
rhythm or intonation. Songs and rhymes are especially useful and loved by young
learners who love singing and do not like static exercises. They are very
motivational too. Songs and rhymes can be used for all age groups, but older
learners can be more shy and reluctant to sing.
Pronunciation Games –
a) Matching Homophones
 Match the words that have the same pronunciation.
four too
eye for
two I
b) Choosing Homophones

Drilling with Flashcards

Drilling using flashcards is useful as well. In the introduction, I show students both
the image and word sides of each flashcard. When we start drilling words for the
first time, I show students the word side of the flashcard so they can practice
reading and pronouncing it. Later on, rather than show students the word I want
them to pronounce, show them the image. This will help check their comprehen-
sion of the material.
Ear training It is a very effective teaching technique, where learners focus
their attention on hearing. In pronunciation there is a close relationship between
speech perception and speech production. Ear training is also a teaching technique
in music. Traditionally, the ear training technique was connected to identification
of individual sounds. However, it can be just as efficient in teaching
suprasegmental features, such as word stress, rhythm or intonation. Recognition of
individual phonemes can be done using minimal pair tests. Listening for a specific
task can be used for both segmental and suprasegmental features.

Reading aloud This technique is not as popular as it was in the past, because not
everybody feels confident to read aloud and it does not always reflect the way
people speak. It includes reading passages of texts and it can focus on problematic
sounds, stress, rhythm, intonation, etc. Choosing the right text can make this
technique interesting and it is suitable for older learners, who can read well in their
mother tongue. The young learners are still learning to read well in their mother
tongue and forcing them to read in English might be confusing and frustrating.
Recording learners’ pronunciation This technique involves audio-recordings of
learners’ speech, free conversations, role plays, tongue twisters, reading, etc. It
is a very useful technique, which is time consuming, as the follow up listening
takes a lot of time. It is valuable though to get a feedback on own
pronunciation. However, it is suitable for older learners who can hear and analyse
their own mistakes.
.

2. Present a part of the lesson dealing with the vocabulary on the topic:
“Healthy Way of Life”.

I. GREETING
T: Good morning, dear students. How do you feel today? Are you well? Is it
good to be well? As you have guessed, today we are going to talk about
taking care of your health. So the theme of our lesson is “Healthy way of
life”. The motto of our lesson is “A sound mind in a sound body”.

II. WARM UP
T: What things do you associate with the word “health”? (Students give their

answers)

III. MAIN PART

1. Matching
 T: You know there are many proverbs, sayings and poems about health
and healthy lifestyle. Your task is to match the beginnings of the proverbs
with their endings.
Early to bed, early to rise, keep yourself both clean and
neat.
Exercise can make you strong, keeps the doctor away.
Wash your hands before you eat, see your dentist every year.
An apple a day makes a person healthy, wealthy
and wise.
Brush your teeth and did your hair it can be fun and won’t take
long.
What is tasty Doctor Diet, Doctor Quiet and
Doctor Merryman.
A good laugh above wealth.
The best doctors in the world are is not always healthy.
Good health is the best medicine.
2. Answer the questions.
1. What do people usually do to have a long and healthy life?
2. What do you think your health depends on?
3. Do you think the way you behave influences your health?
3. Match the words:
1. to invent одужувати
2. a headache трав’яні ліки
3. herbal medicines пацієнт
4. leeches мікроби
5. gloves п’явки
6. glasses рукавиці
7. a sore throat винаходити
8. germs окуляри
9. patient головний біль
10. recover хворе горло
4. Listen to the text.
Medicine in the Past
When people visited a doctor two hundred years ago in
Europe, they had a very painful experience. For many illnesses,
doctors used to "bleed" their patients. They used leeches, small
animals which bite the skin and suck the blood. They did this
because they thought that illness was caused by "bad" blood.
Germs which caused diffe¬rent illnesses were discovered only in
the nineteenth century.
As well as bleeding patients, doctors used to give many herbal
medicines, which were often more successful. However, before
the discovery of penicillin, you could die if even the smallest cut
became infected. Also, before the nineteenth century, there
were no anaesthetics. This meant that during major operations
many peo¬ple died from the pain shock.
Those who had a toothache went to a barber to have their
tooth pulled out, as there were no dentists. Very few people had
their own teeth by the time they were old, though false teeth
were made for some rich people.
Glasses were first invented by Arab and Persian doctors and
many towns had shops which sold them. However, people did not
have their eyes tested and used to try on glasses until they found
a suitable pair!
5. Complete the sentences.
1. When people visited a doctor they had … .
2. … bite skin and suck the blood.
3. They thought that illnesses were caused by … .
4. Those who had a toothache went to a … .
5. Glasses were first invented by …. .

6. Writing
T: Well, I think that you know in order to be a healthy person you should
live a healthy lifestyle and keep fit. What are the rules of a healthy lifestyle?
Let’s make up the rules of a healthy lifestyle and write them down on the
blackboard.

THE RULES OF HEALTHY LIFESTYLE

1) Get up early and go to bed early.
2) Take regular exercise to keep fit.
3) Take a cool/cold shower.
4) Eat healthy food.
5) Never smoke.
 6) Clean teeth every morning and every evening.
7) Wash your hands before you eat.
8) Keep positive thinking

3.Give the scheme of teaching students when to use Infinitive or Gerund.

The Gerund is a non-finite form of the verb combining the features of a verb and
those of a noun.
The Forms of the Gerund

Active Passive
Simple writing being written
Perfect having written having been written In the
sentence
the Gerund can be used as:
1 a subject
Smoking is harmful.
2 a predicative
(is, was, to feel like (up to), to be for / against)
His hobby is collecting stamps.
I don’t feel like walking.
3 a part of a compound verbal predicate
(to begin, to start, to go on, to keep, to continue, to cease,
to stop, to postpone, to give up)
They kept (on) laughing.
4 an object
He likes talking to me.
She is fond of reading.
5 an attribute
(intention, plan, idea, point, sense, purpose, habit, good, harm,
mistake, difficulty, way, opportunity, hope)
I have no intention of discussing this question.
6 an adverbial modifier
(on, after, before, by, through (because of), without, in spite of)
We master our knowledge by reading.

The Infinitive is a non-finite form of the verb which names the action.
The Forms of the Infinitive
 Active Voice Passive Voice
Simple to do to be done
Continuous to be doing
Perfect to have done to have been done
Perfect Continuous to have been doing

In the sentence the Infinitive is used as:

1) a subject
To know her is to trust her.
2) a predicative
The main thing is to get a permission.
3) a part of the compound verbal predicate
I want to draw.
4) an object to verbs and adjectives
She asked me to read.
5) an attribute
Suddenly I felt the need to speak.
6) an adverbial modifier of purpose or result
I have come here to meet you.

NOTE
There are some verbs which we use only with the gerund.
to enjoy
to finish
to dislike
to go on doing something
to give up
can't stand
don't mind
to be worth
Typical mistake: Olga enjoys to travel.
Correct structure: Olga enjoys travelling.
The gerund can be used as well as the infinitive with the following verbs:
to begin
to start
to like
to hate doing something
to prefer
to love
to stop
to continue
Example:
Alison likes reading. Alison likes to read.
The Gerund is used after some phrasal verbs :
to depend on , to rely on, to insist on, to agree to, to hear of, to think of , to
be fond of, to be sure of, to be pleased at або with, to be surprised at, to be
interested in, to be afraid of, look forward to
Typic mistake: I look forward to hear from you.
Correct structure: I look forward to hearing from you.