#53, Article: ‘Activities to improve pronunciation in young learners of English’ by David Ockert
By Tarun Patel
Activities to improve pronunciation in young learners of English
By
David Ockert
Key Words: Young learners, games, activities, pronunciation
Learner English Level: Pre-beginner, beginner
Learner Maturity Level: Young learner
Preparation Time: 5 minutes or less
Activity Time: Usually from 10-30 minutes
Materials: The card game Uno!
The activities presented herein are hoped to help young Japanese learners of English (JLE) understand and recognize the differences in pronunciation of /b/ vs. /v/, and /l/ vs. /r/, which are possibly the most distinctively recognizable of any English consonants when mispronounced by Japanese students of English, because so many words in English have different meanings when these sounds are not pronounced correctly (Avery & Ehrlich, pp.134-138). They make the difference between hearing, “Would you like some more lice?” vs. “Would you like some more rice?” And, in my case, the name is Dave, not Debu – fatso in Japanese (Ockert, 2006).
#52, Dialogue dictations as communicative activities: A four skills task
By Tarun Patel
Dialogue dictations as communicative activities: A four skills task
By David Ockert
Quick Guide
Key words: group work, large group, dialogue, dictation, four-skills
Learner English level: All
Learner maturity level: All
Preparation time: 10-15 minutes
Activity time: Depends on number of students and materials
Materials: Print of a reading text or passage
Introduction
This activity works great with large groups because it requires the use of all four language skills in an exciting, interactive, and low-pressure competition. Furthermore, this activity works great with managing large groups of false-beginners (Norris, 1993). Research shows that Japanese learners of English like to work in groups (Ockert, 2005), but may have feelings toward the efficacy of the task that may differ from the teacher’s (Burden, 2005). However, recent research shows that male students of specific majors prefer moving about the classroom while completing tasks (Ockert, 2006). This task works best in a classroom where tables and chairs can be moved.
#35, Article: Developing Communicative Language Skills
By Tarun Patel
- Developing Communicative Language Skills
by Prof (Dr) Shefali Bakshi
Developing communication skills is not only the responsibility of language teachers but also subject teachers. Classrooms are set up for the purpose of communicating ideas and not to impose our ideas on young and growing minds. Teaching has to be innovative, dynamic, and most of all interactive. Teachers plan academic/language games to develop communicative skills in their Learners. These language activities are organised with the help of Course books so that they are well integrated with the Reading texts.
ELT Newsletter, ELTWeekly Issue#35, English Language Teaching, ICT and ELT, Tarun Patel
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September 24th, 2009
