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Facultad de Humanidades

Departamento de Lenguas Modernas


Profesorado de Ingls
Fontica y Fonologa Inglesa II
ORAL PREE!"A"IO!
PAR" A# "HEOR$
You should prepare a thorough theoretical description of the sounds you were assigned to work with.
PAR" %# &O!&IO'!E(RAII!) PRO!'!&IA"IO! A&"I*I"IE
1. Choose 2 (two) textbooks used for English teaching at school and cite bibliography used.
a) Identify leel (beginners! inter"ediate! adanced).
b) #eiew the books and note down the ariety of ways in which pronunciation exercises are used.
c) $ow do the authors deal with the phonological aspects of English pronunciation%
d) &hat role does the teaching of pronunciation play in these coursebooks%
2. 'esign 2 (two) pronunciation actiities for eac+ consonant you ,ere assigned. (ut of all the exercises!
include at least two actiities contrasting )panish * English.
PAR" &# 'I!) "HE I!"ER!E" FOR PRO!'!&IA"IO! A&"I*I"IE
1. Choose a website intended for E)+*E,+ instructors (English as a second language*English as a foreign
language respectiely).
2. -roide a su""ary and reiew of what this site offers and how it is useful to E)+*E,+ instructors.
ORAL PREE!"A"IO!
In your oral presentation you should
1. -roide a thorough theoretical description of the consonant(s) you were assigned to work with. Contrast it*the"
with the )panish one(s).

2. -resent the analysis you "ade for -art . aboe.
/. 'iscuss the pronunciation practice website you analysed (-art C aboe). -roide exa"ples.
0. (n the day of your presentation sub"it1
As a group1 a handout with the suggested actiities you designed (include a copy of a sa"ple unit of the
coursebooks you chose) and a su""ary and a reiew of the pronunciation practice website you analysed.
Indi-idually# the (ral -resentation 2ssess"ent #ubric included on the next page and a handout with the
theoretical description of the consonant(s) you were assigned.
Include the bibliography you consulted for your presentation in the handouts you sub"it using the following
for"at1
Cruttenden! 2lan. (2334). Gimsons Pronunciation of English. 5
th
ed. +ondon1 $odder
Education.
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Oral Presentation Assessment Ru.ric
"'DE!"/ !AME#
"OPI& OF "HE AI)!ME!"#
%I%LIO)RAPH$ 'ED#
&riteria 'nsatisfactory atisfactory *ery satisfactory
Development of
topic
)o"e understanding of topic
shown. )o"e links and
connections "ade between ideas.
-oints are usually deeloped with
"ini"u" detail.
6ood understanding of topic
shown. +inks and connections
between ideas "ade clear.
Infor"ation was releant and
expressed in own words. -oints
were deeloped with sufficient
and appropriate details.
2 ery good understanding of
the topic shown. +inks and
connections between ideas "ade
clear. Infor"ation was releant
and well expressed in own
words. -oints were well7
organised and deeloped with
sufficient and appropriate
details.
Content
8he topic was sufficiently
explored! but there were "any
errors.
8he topic was ery well
explored but there were "inor
errors. (ne or two related issues
were not addressed.
8he topic was ery well
explored and there were no
errors. 2ll related issues were
addressed.
Communication
8he student "u"bled at ti"es and
was often "isunderstood9 words
were "ispronounced at ti"es9
pronunciation was often hesitant9
sentences were inco"plete at
ti"es.
8he student spoke co"petently9
pronunciation and intonation
were usually correct9 "ost
sentences were co"plete.
8he student spoke co"petently
and confidently9 words were
rarely "ispronounced9 sentences
were co"plete. 2udience was
always engaged.
Voice: clarity, pace,
fluency
-resenter:s speaking was
occasionally unclear and at a bad
pace.
-resenter usually spoke clearly
to ensure audience
co"prehension. 'eliery was
usually fluent.
-resenter spoke clearly and at a
good pace to ensure audience
co"prehension. 'eliery was
fluent and expressie.
Vocabulary,
sentence structure,
grammar
8he ocabulary of the presentation
was too infor"al for the topic. 8he
presentation content was usually
gra""atically incorrect.
8he ocabulary of the
presentation was appropriate for
the topic. )entence structures
were usually correct. 8he
presentation content was usually
gra""atically correct.
8he ocabulary of the
presentation was appropriate for
the topic. 2 ariety of phrases
and sentence structures were
used. 8he presentation content
was gra""atically correct.
Use of visual aids
;o isual aids were used9 (# the
aids were used inefficiently and
ineffectiely.
<isual aids supported the
presentation effectiely. 8hey
clarified and reinforced the
spoken "essage.
<isual aids were carefully
prepared and supported the
presentation effectiely. 8hey
clarified and reinforced the
spoken "essage. 8he aids added
i"pact and interest to the
presentation.
&omments#
2
ORAL PREE!"A"IO!# 01 "IP A!D &OMME!" FROM FORMER "'DE!"
As part of an action-research project, the students who did IF2 in 2009 wrote a letter describing the most
important aspects of this experience. he following tips resulted from the categories drawn from the students!
thoughts after carr"ing out the oral presentation.
#$ %o "our best not to get ner&ous 'this could be the hardest thing($
2$ )isual aids are &er" important '&ideos, charts, pictures, notes$, so do not disregard them
*$ For some of "ou this ma" be "our first teaching experience, so tr" to enjo" it as it could be +uite
unforgettable.
,$ -tart planning e&er"thing with plent" of time to spare
.$ /ffecti&e team wor0 and organi1ation are 0e". 2eet "our team at least once and 0eep in touch to a&oid
o&erlapping of material and to ma0e sure e&er"bod"3s speech is going to ta0e approximatel" the same time.
4$ 2a0e e"e contact with the audience and the teacher of the course as much as possible
5$ 2a0e sure "ou 0now the content well and that "ou are able to explain it
6$ 7ehearse "our part at home
9$ r" to monitor "our pronunciation mista0es8 "ou can record "our speech and then listen to it, or anal"1e it
with a classmate, and "ou can e&en write it down in phonetics
#0$ 9hec0 different sources and authors
##$ 7elax(
#2$ -ome students thin0 that doing :;ral %iscourse I< before this presentation can be helpful as it prepares "ou
to deal with an oral presentation.
#*$ %o not read information aloud from slides or charts, as it ma" appear that "ou do not reall" 0now it.
#,$ ;ne of the aims of this tas0 is to ma0e "ou reflect upon pronunciation teaching, so tr" to ma0e the most of it.
#.$ =eep the le&el of the students of the target course in mind at all times
#4$ he oral presentation gi&es students a chance of integrating theoretical and practical 0nowledge, as well as
phonological and pedagogical aspects of IF2
#5$ 2a0e the audience participate8 "ou ma" ma0e +uestions or e&en as0 them to carr" out a couple of acti&ities
#6$ >atching other groups performing reall" helps
#9$ r" not to explain concepts too fast and exemplif" the contents where&er possible
20$ ?our team3s emotional support ma0es a big difference
2#$ 2a0e sure "our speech is loud and clear
22$ %o "our best to add enough acti&ities featuring contrasti&e phonolog"
2*$ As pronunciation acti&ities in courseboo0s are no that eas" to find, "ou ha&e to loo0 for new ideas, which is
0ind of fun.
2,$ -ome comments made b" the teachers were reall" useful, speciall" if "ou had to ta0e the ma0e-up exam
2.$ 2a0e sure "ou choose acti&ities "ou li0e and find appealing, things "ou would li0e to do as a student
24$ If "ou wor0 with :@ower @oint< slides, double-chec0 spellings and phonetic notations before the presentation
25$ %o not hesitate to contact the teachers from the IF2 team if "ou ha&e an" doubts or +ueries
26$ A&oid stud"ing b" heart. Ase the pronunciation dictionar" at all times, do not ta0e pronunciation of new
words for granted.
29$ his tas0 ma" be a wa" of preparing for the IF2 final examination as "ou ha&e to explain contents orall"
*0$ ;rgani1e "ou speech in a sensible wa". Bo o&er it se&eral times, sharing doubts and +ueries with "our team
mates.
/
*#$ A&oid focusing on the teacher ta0ing notes while "ou3re spea0ing, that will onl" ma0e "ou ner&ous. =eep in
mind that the feedbac0 is also meant to highlight positi&e aspects of "our performance
*2$ his experience ma" help "ou lose :stage freight<. >e3ll be teachers, so we3ll ha&e to do this sooner or later
**$ If "ou ha&e the chance, tr" to cop" the best things from "our teachers when the" present their lessons, and I
don3t mean onl" the teachers of IF2, but teachers from other subjects as well
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