Lesson 12: teaching speaking in primary level pupils: monologue and dialogue questions to be discussed

Questions:

1 . What is the presentation of language?

2. What professional skills are needed?

3. Will the creativity give the best result?

List of used literature:

1. Woodward, T. (2001). Planning Lessons and Courses. Cambridge, CUP

2. Tomlinson, B. (Ed.) (2010). Materials Development in Language Teaching. Cambridge: Cambridge University Press.

3. McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh University Press.

Internet resources:

www.unistrasi.it

www.Ziyonet.uz

LESSON 13: IMPROVING PRONUNCIATION OF YOUNG LEARNERS IN PRIMARY LEVEL

Questions to be discussed:

1. 
   Why do we need to teach pronunciation?
   
2. 
   Pronunciation in Games
   
3. 
   How do you teach a young learners pronunciation?
   

Key words: pronunciation, song, chants, context,

Teaching pronunciation is often a neglected or ignored in English language. Nevertheless, correct pronunciation is without doubt a fundamental feature of successful communication in the English language. For this reason, attention should be paid to teaching pronunciation right from the beginning of English language teaching

Teaching English pronunciation is an area of language teaching that many English teachers avoid. While there are many textbooks and instruction manuals available, as well as books on the theories and methodologies of language teaching there is comparatively little on learning pronunciation.  Why? Is it because we don't need to teach pronunciation or because it cannot be taught.

  Certainly, we need to teach pronunciation. 

There is a big difference between a “ship” and a sheep and a pear and a bear! When teaching any language as a foreign or second language, our first goal for our students is basic communication, and that can't happen if no one can understand what they are saying.

Role of teaching pronunciation in schools is very unfavourable next to teaching grammar or vocabulary. This is a problem of English teaching in many countries. Experienced teachers are not keen to teach pronunciation and they claim that there is not clear guidance in textbooks and that the isolated exercises do not bring the wanted effect.

Teachers often claim that there is not enough time for teaching pronunciation in their classes and they are more confident to teach grammar and vocabulary. Teachers also complain that they do not receive enough training in methodology of teaching pronunciation. For the fact how difficult the English pronunciation is, there is very little attention paid to teaching and developing it.

According to Haycraft foreign teachers of English ignore teaching pronunciation because they themselves do not have enough confidence. However, teaching pronunciation is inevitable in ELT and it needs to be integrated right from the beginning, taught regularly and included in to daily classroom procedures