«Урок по английскому языку на тему «Pronunciation and stress in the sentences»

The English
Сабақ жоспары №8
The subject of the lesson: Pronunciation and stress in the sentences.
The aims of the lesson: 1) Educational-to acquaint students with a new vocabulary and expressions on a theme: Pronunciation and stress in the sentences.
2) Developing-to develop the ability to combine facts, to analyze, to Express their point of view.
3) Bringing up-to develop a culture of behavior during the meal
The type of the lesson: Аралас.
Methods: Әңгімелеу.
Interobjects connection:Kazakh language, Russian language
The visual aids:Интерактивті тақта.
The procedure of the lesson:
Organization moment:(3 мин)
Good day, students! Sit down! I am glad to see you!
We begin our English Lesson!
Conversation with on duty:
Who is on duty today?
What date is it today?
What day is it today?
Who is absent?
Thank you, very much! Sit down!
Check up the educational accessories.
Creation the language atmosphere
What is the weather like today?
What season is it now?
Is it raining today?
Phonetic drill:(3 мин)
To translate.Apple-
Repetition of the lesson.
Checking the home task.
What was your home task for today?
Presentation of the new material:(20 мин)
New words.
Pronunciation and stress in the sentences.
Teaching the correct pronunciation of the English language can be an absolute minefield for both teachers and students. It takes training and practise on the part of both sides of the classroom, but it will be worth it. For the purposes of discussing pronunciation, the instruction on stress will also be included here.
Everyone has heard someone put on a fake, borderline quasi-racist accent (most often at the expense of Asian people) and tried to replicate them ordering "flied lice", but the fact of the matter is that certain languages simply prohibit the production of some sounds which exist in English, and many language also do not feature consonant clusters as English does.
Studying the pronunciation of English can be hefty and time-consuming, and the most useful way to use this time (which is unavoidable assuming one wants to teach correct English) is to use a phonetic respelling system. The most comprehensive respelling system would involve using the International Phonetic Alphabet (IPA), but this is not recommended because most EFL students will not be familiar with it, and teaching it to them would involve wasting much valuable EFL time! The reality of it is that there are already dozens of phonetic writing systems which use the Roman alphabet as we know it in English.
EFL teachers are familiar with being approached by one of their students who speaks complete sentences of absolutely incomprehensible words. The student in question may have a very good understand of English grammar and a wide range of vocabulary, but without correct pronunciation then all is for naught.
Students need to hear and learn natural, relaxed pronunciation spoken by the teacher, and not a word-for-word, over-pronounced and unnatural mess of sounds. Speaking unnaturally is harmful to a student's progression, because not only will they not recognize natural spoken English when they come to hear it, but they will also imitate the teacher, and will possibly not be understood at all by a native speaker.
Consider: my name is David sounds more like mi David
how much is it? sounds more like how much chi zit?
Here we see linking put into practice. That is, the way in which the end of one word blends with the beginning of the next in order to form one string of sounds.
If the teacher habitually speaks slowly and over-pronounces the words, the student will not be able to recognize how much is it? when they hear how much chi zit?
Consider: Fred wants to get a better car sounds more like Fred who get to better car.
Here, we see an example of reduction, that is, the way in which the sounds of some words are contracted and made shorter.
Using a good respelling system can be the difference between success and failure when it comes to correctly pronouncing English. It is not necessary to absolutely correctly replicate the sounds of the English word, but try to replicate them as best as possible.
Many EFL students around the world will have different stress systems in their native languages, and accounting for this while simultaneously using a respelling system is a great idea.
Consider: banana sounds more like NAEH
The word banana has stress on the middle syllable. It is slightly higher pitched, louder and longer. Thai students would most likely pronounce this word as NUH, because of the stress system in their language.
Various sentences will have similar, if not identical stress patterns, and students will be able to intuitively pick these up over time. Content words are the most important words in a sentence when it comes to pronunciation. These are the nouns, main verbs, adverbs and adjectives. These content words are longer, slightly higher pitched and louder than function words, that is,pronouns, helping verbs, conjunctions and prepositions, and they are reduced.
It is important not to overdo sentence stress when teaching EFL, it is important to speak naturally, because the teacher will also want his/her students to speak naturally.
Another example. Imagine having a conversation on the telephone. In this situation, you're not listening for every single word at the other end of the line; you're just picking up on the most important words. You're getting the gist of the conversation. You're picking up on the content words.
Consolidation of the new lesson: (15мин)
Conclusion of the lesson:(4мин)
1. The result of the lesson
2. Home task: Exercise 9. Reading

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