The Role and Importance of Didactic Materials in Teaching English Pronunciation, Resúmenes de Matemáticas

¡Descarga The Role and Importance of Didactic Materials in Teaching English Pronunciation y más Resúmenes en PDF de Matemáticas solo en Docsity! Universidad Nacional Autónoma de Honduras Carrera de Lenguas Extranjeras Project 2: Didactic materials for teaching pronunciation Phonology and Phonetics Deni Raul Garcia Flores 20171000929 Tegucigalpa M.D.C 11 de Diciembre del 2020. Didactic materials are designed to teach a specific topic or to be used ina specific way, they help actors of teaching/process to achieve their objectives. Allwright (1990) argues that materials should teach students to learn, that they should be resource books for ideas and activities for instruction/learning, and that they should give teachers rationales for what they do. From Allwright's point of view, textbooks are too inflexible to be used directly as instructional material. O'Neill (1990), in contrast, argues that materials may be suitable for students' needs, even if they are not designed specifically for them, that textbooks make it possible for students to review and prepare their lessons, that textbooks are efficient in terms of time and money, and that textbooks can and should allow for adaptation and improvization. Theoretically, experienced teachers can teach English without a textbook. However, it is not easy to do it all the time, though they may do it sometimes. Many teachers do not have enough time to make supplementary materials, so they just follow the textbook. Textbooks therefore take on a very important role in language classes, and it is important to select a good textbook. Materials include textbooks, video and audio tapes, computer software, and visual aids. They influence the content and the procedures of learning. The choice of deductive vs inductive learning, the role of memorization, the use of creativity and problem solving, production vs. reception, and the order in which materials are presented are all influenced by the materials. Technology, such as OPP, slides, video and audio tape recorders, video cameras, and computers, supports instruction/learning . Evaluations (tests, etc.) can be used to assign grades, check learning, give feedback to students, and improve instruction by giving feedback to the teacher. Though students should be the center of every English sound; short introduction to rules of pronunciation based on spelling; PDF format. The Tongue Twister Database Large collection of tongue twisters to practice specific sounds. Flashcards Videos Worlsheets Posters Photo albums Big books Newspapers Magazines a. Didactic material: Bingo b. Image: ERUITS PS erin0 Sa En E c. Pronunciation Topic: Primary and Secondary Stress: using food words d. Grade: Second grade. e. Age: 7-8 years old f. Level: Intermediate 9. Objective: At the end of the lesson my students will be able to identify primary and secondary stress words using food vocabulary by playing bingo. h. Activities (steps) 1. Teacher will divide the class in two groups A and B. 2. Group A will have a bingo chart per student and group B will read the small cards, and then they will change. 3. 4. When group B reads the small cards, they will identify if the word is primary or secondary stress, the same with group A when they change the role. The group with the bingo chart will listen and try to put a rock on each square depending with the word they listen and if they have it, the first students who complete the full chart wins the game.