The document discusses focusing on pronunciation in language lessons. It suggests that teachers ask students questions about pronunciation, write difficult sounds on the board, and provide models for students to repeat. The document also discusses using context, interacting with students, and the order of focusing on meaning, form and pronunciation.
The document discusses focusing on pronunciation in language lessons. It suggests that teachers ask students questions about pronunciation, write difficult sounds on the board, and provide models for students to repeat. The document also discusses using context, interacting with students, and the order of focusing on meaning, form and pronunciation.
The document discusses focusing on pronunciation in language lessons. It suggests that teachers ask students questions about pronunciation, write difficult sounds on the board, and provide models for students to repeat. The document also discusses using context, interacting with students, and the order of focusing on meaning, form and pronunciation.
The document discusses focusing on pronunciation in language lessons. It suggests that teachers ask students questions about pronunciation, write difficult sounds on the board, and provide models for students to repeat. The document also discusses using context, interacting with students, and the order of focusing on meaning, form and pronunciation.
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Unit 3: Dealing with language
1. One way of drawing learners’ attention to language use is through a text.
*** Focus on pronunciation:
1. The teacher involves the students by asking questions about the pronunciation. 2. The teacher asks the students questions to encourage students to notice the pronunciation. 3. The teacher writes difficult or unusual sounds on the board for students. 4. The teacher says the sentence to give the students a natural model. 5. The teacher says the sentence at natural speed. 6. The students repeat the teacher’s model together.
Appropriacy relates to both grammar and lexis.
Practice
With practice, information that was new becomes easier to process and learners are able to access it more and more quickly until it eventually becomes automatic.
It is important to note that in Jacqueline’s lesson students spend significantly more tie practicing the language than they do analyzing it in terms of MFP. This is typical a successful lesson.
CELTA Online Unit 3 – Overview 2
Commentary
Using context
We should introduce our language within a context
The context should be interesting, relevant and appropriate for the students If the language is taught within a context, it makes it easier for students to understand
Lecturing students
Avoid lecturing the students
Make the focus of MFP interactive Guide and prompt the students so they can notice things about the language Try not to stand at the front telling the students about MFP. Guide them to discover it for themselves
The ordering of MFP
You should deal with meaning before form and pronunciation
Form can be done before pronunciation and vice versa, but meaning should come first. End notes
- Text can be used to help learners focus on specific language points. However, learners should be encouraged to look at the text for meaning before they focus on the language so that there is a clear context. - Learners need to be able to understand the meaning, form, pronunciation and appropriacy of new language before they can use it. Teachers should spend time analyzing these aspects during the language focus stage of the lesson. This stage is more effective when the learners are involved or working out the rules themselves. - Once the language has been clarified, students are ready to practice it.
