oral presentation phon. ii instructivo 2014.doc

8/11/2019 Oral presentation Phon. II Instructivo 2014.doc

1/4

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) pronunciationactiities 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"it

As a group 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 ssess"ent #ubric included on the next page and a handout with thetheoretical 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"at

Cruttenden! lan. (2334). Gimsons Pronunciation of English. 5thed. +ondon $odder

Education.

1


2/4

Oral Presentation Assessment Ru.ric

"'DE!"/ !AME#

"OPI& OF "HE AI)!ME!"#

%I%LIO)RAPH$ 'ED#

&riteria 'nsatisfactory atisfactory *ery satisfactory

Development oftopic

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.

ery good understanding of

the topic shown. +inks and

connections between ideas "adeclear. Infor"ation was releant

and well expressed in own

words. -oints were well7

organised and deeloped withsufficient and appropriate

details.

Content

8he topic was sufficientlyexplored! but there were "any

errors.

8he topic was ery wellexplored but there were "inor

errors. ne or two related issues

were not addressed.

8he topic was ery wellexplored and there were no

errors. ll related issues were

addressed.

Communication

8he student "u"bled at ti"es andwas often "isunderstood9 words

were "ispronounced at ti"es9

pronunciation was often hesitant9

sentences were inco"plete atti"es.

8he student spoke co"petently9pronunciation and intonation

were usually correct9 "ost

sentences were co"plete.

8he student spoke co"petentlyand confidently9 words were

rarely "ispronounced9 sentences

were co"plete. udience was

always engaged.

Voice: clarity, pace,fluency

-resenter:s speaking wasoccasionally unclear and at a bad

pace.

-resenter usually spoke clearlyto ensure audienceco"prehension. 'eliery was

usually fluent.

-resenter spoke clearly and at agood pace to ensure audienceco"prehension. 'eliery was

fluent and expressie.

Vocabulary,sentence structure,

grammar

8he ocabulary of the presentation

was too infor"al for the topic. 8hepresentation content was usually

gra""atically incorrect.

8he ocabulary of the

presentation was appropriate forthe topic. entence structures

were usually correct. 8he

presentation content was usually

gra""atically correct.

8he ocabulary of the

presentation was appropriate forthe topic. 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 andineffectiely.


3/4

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 mostimportant 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 wor and organi1ation are e". eet "our team at least once and eep in touch to a&oid

o&erlapping of material and to mae sure e&er"bod"3s speech is going to tae approximatel" the same time.

4$ ae e"e contact with the audience and the teacher of the course as much as possible

5$ ae sure "ou now the content well and that "ou are able to explain it

6$ 7ehearse "our part at home

9$ r" to monitor "our pronunciation mistaes8 "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$ hec different sources and authors

##$ 7elax(

#2$ ome students thin 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" now it.

#$ ;ne of the aims of this tas is to mae "ou reflect upon pronunciation teaching, so tr" to mae 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 nowledge, as well as

phonological and pedagogical aspects of IF2

#5$ ae the audience participate8 "ou ma" mae +uestions or e&en as 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 maes a big difference

2#$ ae 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 courseboos are no that eas" to find, "ou ha&e to loo for new ideas, which is

ind of fun.2$ ome comments made b" the teachers were reall" useful, speciall" if "ou had to tae the mae-up exam

2$ ae sure "ou choose acti&ities "ou lie and find appealing, things "ou would lie to do as a student

24$ If "ou wor with :@ower @oint< slides, double-chec 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. se the pronunciation dictionar" at all times, do not tae pronunciation of new

words for granted.

29$ his tas 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.

/


4/4

*#$ A&oid focusing on the teacher taing notes while "ou3re speaing, that will onl" mae "ou ner&ous. =eep in

mind that the feedbac is also meant to highlight positi&e aspects of "our performance

*2$ his experience ma" help "ou lose :stage freighte3ll 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

0

oral presentation phon. ii instructivo 2014.doc

Documents