using ipa in the classroom (part one)

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Big, bad…

Supercalifragilisticexpialidocious

Where in the world

are YOU?

Give a shout out to

YOUR CITY?

OK – first things first…

So, be gentle with me!

From ‘Best Practice’ to ‘Next Practice’ – Using IPA in the ELL Classroom

Facilitated by Tony Gurr

Session Description:

Tony will look into the question of why so many of us shy away from pronunciation work and using IPA with our students, share many of the great ideas and tools teachers are currently using and look at some techniques and tools that each and every one of us can perhaps use a little more.

[ prəˌnʌnsɪˈeɪʃən ]

BedTIME READing

BedTIME READing

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Let’s forget IPA for a minute!

A tool:

…that promotes more ‘DIY LEARNing’

A mental map:

…that shows them how to be ‘THINKing DOers’

It is frequently said that pronunciation (and especially the use of IPA) is the “step-child” of ELT speaking classes – the “sub-skill” that we teachers focus on the least.

When we speak to a lot of ELT teachers, they tell us that they were never “taught” IPA or “trained” to use it with students – they had to learn it themselves…

(DIY-style).

IMAGE CREDIT: http://www.freshlygroundproductions.com/wp-content/uploads/2012/07/story.jpg

--- Are you sitting comfortably?

…then, boyz ‘n girlz…let’s begin! ---

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I ‘know’ English really well….

…it’s just that…I can’t ‘speak’!

TEACHing

LEARNing

“…a lot of English is taught, …not enough is learned”

John Rogers

Rogers, J. (1982): “The World for Sick Proper.” ELT Journal, Vol.36/3. pp 144-151.

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