Table of Contents

Aims and Objectives

1. To be familiar with MALL content and learning tools for

teaching and learning three sub-skills
2. To select appropriate MALL materials for teaching and learning
three sub-skills
3. To produce MALL lesson plans for teaching and learning three
sub-skills
4. To create activities and tasks appropriate for the MALL lesson
plans

01 l Pronunciation
As meaning and communicative fluency have been emphasized in CLT,
teachers of English pronunciation have paid more attention to clear,
comprehensive, and intelligible pronunciation (Brown, 2007b; Celce-Murcia,
Brinton, & Goodwin, 1996).
Two approaches to teaching and learning pronunciation
The bottom-up approach focuses on mastering individual sounds from
phonemes to allophones.
The top-down approach addresses the sound system as natural stream
of speech with the focus on stress, rhythm, and intonation.
The current approach to teaching pronunciation
Taking on the bottom-up approach and top-down approach
Both segmental and suprasegmental features need to be taught in balance.
Multimedia can provide students with interactive environment
The students can utilize a variety of resources (images, videos, quizzes).
The students can share and give feedback through BBS or voice e-learning
tools.
4

01 I

1. Voice Recordings for Teaching Pronunciation

Voice recordings have been used for teaching and learning pronunciation with
the development of ICT.
The benefits of using voice recordings (Yoon & Lee, 2009)
It provides learners with the opportunities of individual and repeated
practice in the non-threatening environment.
The students can have a chance for output that can be assessed by peers
as well as the teacher.
The students can raise their awareness for pronunciation through giving
and receiving corrective feedback.
Voxopop (http://www.voxopop.com)
Providing a platform to record their own pronunciation, upload their
recordings, and give and receive feedback
Various resources on the Web
Providing the students with meaningful materials such as images, video clips,
exercise, and quizzes
5

01 I

1. Voice Recordings for Teaching Pronunciation

Figure 9.1 Voice discussion board provided by Voxopop

6

01 I

2. A Sample Lesson Plan for Teaching Pronunciation

A sample lesson plan is for language teachers who use voice recordings as well
as web resources for teaching pronunciation.
It addresses two consonants, L and R with resources on the Web and voice
recording.
The content of the lesson plan is based on Units 8 (Consonant L) and 9
(Consonant R) from Principles & Practices in English Pronunciation (Yoon & Lee,
2011a).
This sample lesson plan can be integrated into a speaking lesson, particularly
the post-computer work stage.

01 I

2. A Sample Lesson Plan for Teaching Pronunciation

Lesson plan

Title

Little Red Riding Hood

Theme
Aims
Level
Time
Preparation

Consonants L and R
To pronounce consonants L and R intelligibly
Beginner to Intermediate
20 minutes
Hardware
- One computer per student with an Internet connection
- A beam projector and a whiteboard
- One headset and microphone per student
Software
- American English Pronunciation Practice
(http://www.manythings.org/pp)
- Sounds of English (http://www.soundsofenglish.org)
- Voxopop (http://www.voxopop.com)

01 I

2. A Sample Lesson Plan for Teaching Pronunciation

Procedures Post-Computer work: Pronunciation (20 minutes)
- Explain how the sounds of consonants L and R are made.
- Show the students the images of the two positions of vocal
organs.
- Show the students the video clips of the articulation of two
words. Use the resources on Sounds of English.
- Have the students practice minimal pairs of L and R consonants.
- Use the resources on American English Pronunciation Practice.
- Have the students record Little Red Riding Hood on the discussion
board using Voxopop.
- Have the students give peer feedback to partners.
- Ask the students to read Little Red Riding Hood to whole class.
- Give the students feedback.
- Give the students homework (Tongue Twisters) for practicing
consonants L and R.
9

01 I

3. Teaching Methods and Techniques for Pronunciation

Presentation (Explanation)
Explain how sounds of the two consonants are made with the place and
manner of articulation.
Show the students the images and video clips of sounds of two consonants.
Use the resources on Sounds of English.

Figure 9.2 Explanation of consonants L and R from Sounds of English

10

01 I

3. Teaching Methods and Techniques for Pronunciation

Activity I (Minimal pair)
Have the students practice minimal pairs of /l/ and /r/ sounds and conduct
quizzes on American English Pronunciation Practice (http://www.manythings.
org/mp/m11.html).
Have the students share the results of quizzes with partners.

Figure 9.3 Minimal pair practice and quiz (http:/www.manythings.org)

11

01 I

3. Teaching Methods and Techniques for Pronunciation

Activity II (Voice recording)
Have the students focus on /l/ and /r/ sounds in the passage Little Red
Riding Hood (Yoon & Lee, 2011a, p. 62).
Have the students read aloud the passage for practice, using recording
programs (Goldwave or Sound Recorder) and headsets and microphones.
Have the students record the passage on the discussion board in Voxopop.
Have the students listen to partners recording and give feedback to the
partners.

12

01 I

3. Teaching Methods and Techniques for Pronunciation

Activity II (Voice recording)

Figure 9.4 Discussion board of Voxopop

13

01 I

3. Teaching Methods and Techniques for Pronunciation

Consolidation
Ask the students to read the passage aloud to whole class.
Give feedback to the student.
Give homework: Practicing Tongue Twisters and recording them using
Voxopop for additional practice of /l/ and /r/ sounds. Try to say the following
tongue twisters as fast as possible, but correctly.

Tongue Twisters (Yoon & Lee, 2011a, p. 62)

1. Roberta ran rings around the Roman ruins.
2. Literary literature literally lasts a really long time.
3. Its the right light with the glimmer in the mirror.
4. Laura and Larry rarely lull their rural roosters to sleep.

14

02 I

02 l Vocabulary
The importance of vocabulary for communication
Without grammar very little can be conveyed, without vocabulary nothing
can be conveyed (Wilkins, 1972, p. 111)
Learning vocabulary from context
Helping learners retain vocabulary because the context requires learners
ability to infer or guess the meaning of vocabulary
Including learning from conversation, extensive reading, listening to stories
or films
Authentic materials need to be integrated into a curriculum for learners
vocabulary development (Rott, 1999).
Materials and learning tools for the vocabulary activity (lesson)
E-text from English Online (http://www.english-online.at)
OKMmindmap (www.okmindmap.com)
COCA (http://corpus.byu.edu/coca)
Hot Potatoes (https://hotpot.uvic.ca).
15

02 I

1. E-Text for Teaching Vocabulary

An article from English Online (www.english-online.at)
English Online
Providing hundreds of articles in a variety of topics
A modified version for learners of English
Presenting a vocabulary list

Figure 9.5 The main screen of English Online

16

02 I

2. A Sample Lesson Plan for Teaching Vocabulary

Can be used as a pre-reading activity to check the vocabulary presented in a
reading passage
Lesson plan
Title

Vaccines Antibodies that protect us from diseases

Theme

The vocabulary related to vaccines

Aims

To familiarize the vocabulary to promote reading comprehension

and to know the meaning of vocabulary

Level

Intermediate and above

Time

10 minutes

17

02 I

2. A Sample Lesson Plan for Teaching Vocabulary

Preparation Hardware
- One computer per student (or group of three students) with an
Internet connection
- A beam projector and a whiteboard
Software
- E-text Vaccines Antibodies that protect us from diseases
from English Online (http://www.english-online.at)
- OKMindmap (www.okmindmap.com)
- COCA (http://corpus.byu.edu/coca)
- JCross in Hot Potatoes(https://hotpot.uvic.ca)

18

02 I

2. A Sample Lesson Plan for Teaching Vocabulary

Procedures Computer work: Pre-reading (10 minutes)
- Introduce the article from English Online to the students.
(http://www.english-online.at/health_medicine/health_medicineindex.htm)
- Have the students skim and scan the passage.
- Have the students look for the main idea and keywords.
- Have the students create an outline of the passage based on the
main idea and keywords using OKMindmap.
- Have the students share their mind maps with partners.
- Have the students get concordance lines of unknown words from
COCA (http://corpus.byu.edu/coca)
- Have students do a crossword puzzle of the vocabulary in the
reading passage.
19

02 I

3. Teaching Methods and Techniques for Vocabulary

Creating an outline of the passage using a mind map
Introduce the website of English Online to the students.
Have the students skim and scan the reading passage (Vaccines Antibodies
that protect us from diseases) on the computer.
Have the students look for the main idea and keywords of the passage.
Introduce the website of OKMindmap to the students.
Have the students create an outline of the passage using OKMindmap based on
the main idea and keywords.
Ask the students to share the mind maps with partners.

20

02 I

3. Teaching Methods and Techniques for Vocabulary

Creating an outline of the passage using a mind map

Figure 9.6 E-text and mind map

21

02 I

3. Teaching Methods and Techniques for Vocabulary

Getting concordance lines from corpus
Have the students visit the webpage of COCA (http://corpus.byu.edu/coca).
Have the students get concordance lines of unknown words in the reading
passage.
Have the students observe and write down examples of use of a word and
regularities in use from the concordance lines.
Have the students share the notes with partners.

22

02 I

3. Teaching Methods and Techniques for Vocabulary

Getting concordance lines from corpus

Figure 9.7 Concordance lines from COCA

23

02 I

3. Teaching Methods and Techniques for Vocabulary

Doing a crossword puzzle
Provide the students with a crossword puzzle of the vocabulary in the reading
passage.
Have the students individually do the crossword puzzle.
When finished, ask the students to compare the answer.
Ask the students to present the answer to whole class.

Figure 9.8 JCross puzzle of vaccines

24

03 I

03 l Grammar
Students need to learn grammar, in terms of the importance of not only
fluency but also accuracy.
Grammar instruction helps students pay attention to language form and
enhance their awareness of specific grammar rules (Schmidt, 1990).
Form-focused instruction within the communicative framework has been
widespread for teaching and learning grammar (Brown, 2007b; Ellis, 2006;
Williams, 2005b).
Ranges of form-focused instruction
From explicit metalinguistic explanations of rules to noticing and
consciousness-raising
Activity based on data-driven learning
Students learn grammar rules inductively through examples of concordance
lines provided by Lextutor (http://www.lextutor.ca).

25

03 I

1. The Concordance-Based Material for Teaching Grammar

By using online concordance program Lextutor
Lextutor offers making and editing tools for teaching and learning materials.
Including exercises to correct the wrong sentences with concordance lines
2 types of materials
A computer-based concordance material: the examples of concordance
lines are presented by clicking Click
A paper-based concordance material: both exercises and concordance
lines are provided together.

26

03 I

1. The Concordance-Based Material for Teaching Grammar

Figure 9.9 A computer-based concordance material

Figure 9.10 A paper-based concordance material

27

03 I

2. A Sample Lesson Plan for Teaching Grammar

Intended for one of the activities in communicative writing with time related
preposition
Aims to promote data-driven learning of grammar rules
Lesson plan
Title
Theme
Aims
Level
Time
Preparation

28

When is your birthday?

The preposition related to time
To use correct preposition related to time from given data
Intermediate and above
10 minutes
Hardware
- One computer per student (or group of three students) with an
Internet connection
- A beam projector and a whiteboard
Software
- Lextutor (http://www.lextutor.ca)
- Guide to Grammar and Writing (http://www.ccc.commnet.
edu/GRAMMAR)

03 I

2. A Sample Lesson Plan for Teaching Grammar

Procedures Computer work: Pre-writing stage (10 minutes)
- Introduce Lextutor to the students and have them visit the website
of Lextutor.
- Explain the general principles of concordance programs and its
use.
- Explain how the data are interpreted in the concordance line.
- Provide the computer-based concordance material for the students.
- Have the students do the exercise in the computer-based
concordance material.
- Have the students compare the results with the partners.
- Ask the students to present the results to the whole class.
- Provide the answer and feedback for the students.
- Present the students with a quiz on Guide to Grammar and Writing.
- Have the students take the quiz and check the answer.
- Have the students report the results to the teacher through LMS.
- Provide feedback on the quiz for the students.
29

03 I

3. Teaching Methods and Techniques for Grammar

Doing exercises in computer-based concordance material
Explain how to read concordance data in detail (e.g. click with Ctrl key, etc.)
Have students find the incorrect part in the sentence.
Ask students to examine the concordance lines to see how the native speakers
use prepositions.
Have the students write correct sentence based on the data.
Have the students share and compare the results with the partners.
Ask the students to present the results to the whole class.
Provide the answer and feedback for the students.

30

03 I

3. Teaching Methods and Techniques for Grammar

Doing exercises in computer-based concordance material

Figure 9.11 Concordance lines from Lextutor

31

03 I

3. Teaching Methods and Techniques for Grammar

Taking a quiz on the Web
Introduce the webpage of
Guide to
(http://www.ccc.commnet.edu/GRAMMAR)

Grammar

Present the students a quiz with Guide to Grammar and Writing.

Have the students take the quiz and check the answer.
Have the students compare the results of the quiz.
Have the students report the results to the teacher through LMS.
Provide feedback on the quiz for the students.

32

and

Writing

03 I

3. Teaching Methods and Techniques for Grammar

Taking a quiz on the Web

Figure 9.12 A quiz provided by Guide to Grammar and Writing

33

Tasks for Study and Discussion

Create a teaching plan on one of the language sub-skills for your target
students.
Make sure to use various ICT and Web content to meet the goals and
objectives of your lesson based on the sample lesson plans.
Remember to provide theoretical background and materials, lesson plan, and
teaching methods and techniques.
Work individually, and then share your work with your partners.

34