Getting To Know You (Hammerstein)
[ANNA]
[Spoken] It's a very ancient saying, But a true and honest thought, That if you become a teacher, By your pupils you'll be taught. [Singing] As a teacher I've been learning You'll forgive me if I boast And I've now become an expert, On the subject I like most. [Spoken] Getting to know you. [Singing] Getting to know you, Getting to know all about you. Getting to like you, Getting to hope you like me. Getting to know you, Putting it my way, But nicely, You are precisely, My cup of tea. [ANNA AND THE MOTHERS]
Getting Getting Getting Getting
to to to to
know you, know all about you. like you, hope you like me.
Getting to know you, Putting it my way, But nicely, You are precisely, [ANNA]
My cup of tea. [ALL]
Getting to know you, Getting to feel free and easy When I am with you, Getting to know what to say Haven't you noticed Suddenly I'm bright and breezy? Because of all the beautiful and new Things I'm learning about you Day by day. Getting to know you, Getting to feel free and easy When I am with you, Getting to know what to say Haven't you noticed Suddenly I'm bright and breezy? Because of all the beautiful and new Things I'm learning about you Day .. by ... day.
Getting to know you pedagogically. Your pedagogical identity. Some of your pedagogical comments.
A.
The teacher has to guide students to the best English
B.
In my class, I neither overestimate nor underestimate my students
C.
I love Grammar. It is as important as Vocabulary.
D.
My most useful role as an ABA teacher: making students become autonomous learners
E.
I ask my students to compare their answers to those of their classmates, before my correcting them
F.
I reflect but also ask my students to reflect: Why didn’t this work?
G.
It is difficult to think of skills in isolation.They’re intertwined
H.
I still have a lot to learn
I.
Teachers should vary the kinds of homework assignments
J.
It is always good to come to class with a dictionary
K.
I try to make instructions as simple as possible
L.
I believe in removing subtitles and watching the movie only in English
M.
Teaching and Learning involve the magic of dealing with differences
Abstract This article is concerned with the role of reading aloud (RA) in language learning. General ELT methodology literature does not recommend the practice. However, recent research and specialist
literature recommend using RA for various purposes. It can help reading by reinforcing graphemic-phonemic correspondences. It can aid the acquisition of prosodic features of English and help to develop writing skills by using it as oral proofreading. RA can also be used as a technique for autonomous learning and may help some anxious students to feel more able to speak. It is suggested that the benefits of RA could outweigh the disadvantages, and that the
latter could be mitigated by careful and appropriate use of the activity. A small study of NS and NNS teachers and learners gives support to most of the purposes recommended above. This evidence suggests that the role of RA in language learning should now be reappraised. Final revised version received December 2005
Getting to know you phonetically
Some pronunciation problems heard in your samples: 1.
vowel in adjective APPROPRIaTE
2.
vowel in verb FOCuS
3.
vowel in CaPABILITIES
4.
vowel in VARy
5.
consonant in INDIVIdUAL (no palatalization)
6.
consonant assimilation in EAch sTUDENT
(and addition of a word initial i) 7.
word linking in THIs wILL... (uses voicing)
8.
word stress in CONTRIBute (uses strong stress on last syllable)
9.
word stress in CRITICized
(uses strong stress on last syllable) 10.
11.
full articulation of (d) in ANd....
Absence of hesitation or pause typical of English: uh, ...
WHAT DO YOU DO TO IMPROVE YOUR SPOKEN ENGLISH? WHY?
WHAT DO YOU DO TO IMPROVE YOUR READING ALOUD? WHY? What you do in class depends on your
BE............, IN.............., DE........., PR..................., ST…………….. CR.................., RE............................... in interaction with your learners’
BE............ IN............., DE..........., PR............ ST............... CR................ RE.................
WHAT WOULD BE A USEFUL FOLLOW-UP TO THIS convﾃｭvio?
SUGGESTIONS WELCOME. PLEASE SEND THEM TO Mﾃ年ICA CARVALHO.
THANK YOU for YOUR PARTICIPATION, YOUR CONTRIBUTIONS.
A B r A ﾃｧo
BEST PRACTICES AT ABA: WHAT ARE THEY? IT’S WHAT YOU DO AND WHAT YOU SAY IT’S AN EFFECTIVE AND AFFECTIVE WAY
WHEN YOU AND YOUR STUDENTS AGREE: YOU’VE MADE MY DAY