ENGLISH LANGUAGE
TEACHING METHODOLOGY
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ABOUT US
We are Group 1 – Class ENGL143202
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Member
Pham Le Nhat Vy
Nguyen Huynh Thai My
Vo Minh Luan
Nguyen Thi Thuy Linh
Huynh Anh Du
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‘I never teach my pupils; I only
attempt to provide the conditions
in which they can learn.’
ALBERT EINSTEIN
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TABLE OF CONTENTS
01 INTRODUCTION
02 TEACHING
INDIVIDUAL SOUNDS
03 TEACHING STRESS
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04 TEACHING INTONATION
05 NOTE
What to bear in mind when
teaching speech work?
TABLE OF CONTENTS
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01
the importance of
PRONUNCIATION
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01
Not only learn to speak comfortably, but
also improve their Listening
Comprehension.
Ex:
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THE ASPECT
Accurate reproduction of phonemes Natural/ Attitudinal
Pronunciation = sound + stress + intonation
Correct stress
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GENERAL ISSUES
on teaching pronunciation
▪ The ability to identify & produce English sounds.
▪ NOT the ability to focus on reading & writing phonetic transcription of words
(abstract & less meaningful).
▪ Stress & intonation should be taught from the beginning.
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TEACHER’S
• WHAT TO TEACH
understanding phonetics theoretically
RESPONSIBILITY • HOW TO TEACH
understanding phonetics pedagogically
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COMMON
NOT EXISTING IN L1
in Vietnamese language
PROBLEMS
there is no /ð/, /θ/, /æ/
SIMILAR SOUND DIPHTHONGS
Vietnamese is a
/iː/ - /ɪ/
monosyllabic language
/b/ - /p/ /ɔɪ/, /əʊ/
CONSONANT CLUSTER
st- in stay
fr- in friend -sk in task
-nd in sound
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02
TEACHING
INDIVIDUAL
a) Focusing on a difficult sound SOUNDS
• Normally no need to teach the sounds of
English individually.
• Particular sounds or sound combinations
which students find difficult or make
mistakes in pronunciation.
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02
TEACHING
INDIVIDUAL
b) When is pronunciation taught? SOUNDS
• Whole lesson
• Discrete slots
• Integrated phases
• Opportunistic teaching
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03
TEACHING
A SOUND (PPP)
Presentation Practice Production
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<I> Presentation
Demonstration Imitation Explanation
D_____________ I _____________ E _____________
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<I> Presentation (TTT > STT)
LEAD-IN PRESENTING
• Use L1 & L2 • Say the sound clearly in isolation.
• Use realia/ pictures with questions to • Say the sound in one or two words.
elicit answers from Ss/ Game. • Get Ss to repeat the sound in chorus.
⚠️ Note: • Get individual students to repeat the sound.
• No correction at this stage. • Describe how the sound is pronounced.
• Don’t write any words on the board at • Contrast it with another sound/ other sounds
this stage. ❌ Write words on the board.
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Demonstration
/g/ /k/
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Demonstration
/g/ /k/
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<II> Practice
❖ Minimal pairs: pairs of words that differ in only one phoneme and
differ in meaning. E.g.: park-bark; sheep-ship; etc.
1. Aural Practice (Sound recognition)
Aim: to develop the ability to identify and distinguish
between different sounds
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TECHNIQUES
/ɪ/ - /iː/ (English Book 10 - Unit 1)
ONE/ TWO DRILL SAME/ DIFFERENT DRILL
ONE/ TWO/ THREE DRILL ODD ONE OUT DRILL
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TECHNIQUES
ONE/ TWO DRILL
✓ Say 2 words containing 2 contrast
sounds in random order.
✓ Students tell the number (1 or 2) of the
LEAVE
word each time.
LIVE
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TECHNIQUES
SAME/ DIFFERENT DRILL
✓ Say 2 words at a time
✓ Students say “Same” if 2 words are the
same or “Different” if they are different.
FEEL
FILL
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TECHNIQUES
EAT
IT
ONE/ TWO/ THREE DRILL
✓ Say 3 words, 2 of them are the same.
✓ Students tell the number of 2 same words.
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TECHNIQUES
SEAT
SIT
ODD ONE OUT DRILL
✓ Say 4 words, 1 of them has a different sound.
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<II> Practice
2. Oral Practice (Sound production)
Aim: Ss practice pronouncing (chorally & individually)
Techniques: Repetition drill (repeating after teacher/ CD)
✓ Say the sound alone /iː/
✓ Say the sound alone in words (of different position)
sheep, leave, machine, tea
✓ Say the sound in phrases
an old sheep; going to leave; a new machine, a cup of tea
✓ Say the sound in sentences
It’s an old sheep.
She’s going to leave with her mother.
He’s bought a new machine.
Group 1 I’d like to have a cup of tea.
<II> Practice
Techniques: Performing dialogues
✓ Let students listen and read the dialog.
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<II> Practice
Techniques: Missing words
✓ Say short sentences or phrases which have one missing word.
✓ Students guess the word containing the sound.
eat
I like to ________ bread.
seat
Please take a ________.
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<II> Practice
Techniques: Making sentences
✓ Teacher writes words one the board.
✓ Students say sentences using them.
hit – interest
meat – repeat
E.g: I like meat. I repeat so many times, but you don’t remember.
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<II> Practice
Techniques: Tongue twisters
Peter Piper picked a peck of pickled peppers.
Techniques: Games
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<III> Production
(optional now but may be compulsory in the future)
Aim: to develop the ability to communicate in real life.
Techniques: Free practice in communicative utterances and dialogues/conversations
DEMO: /i:/ - /I/ (English Book 10 - Unit 1)
CLASS SURVEY
1. Ask three classmates this question:
How much do you enjoy the things below?
reading books, listening to music, feeding animals, eating cakes
2.Tell the rest of the class what you found.
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Remember
Each activity should not take too long.
Instruction should be clear.
Procedure in modelling the drills:
• stand facing the class and walk around
• speak at normal speed
• use a tape recording of native speakers.
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