To the reader………………………….…. Metacognition qUESTIONS…………. ArTICLES………………………………………. ACTIVITIE……………………………………… Advertisements………………………….. SOME TIPS……………………………………… Activities……………………………………. Editors………………………………………. Logo……………………………………………. Back cover ……………………….………..
1. What sounds did we practice today?
2. What is the difference between them?
3. Is it hard to produce these sounds? Why?
4. Did you learn some new vocabulary?
5. Was the activity challenging and interesting? Why?
6. Did you communicate while you were doing the activities?
7. Did you like the activities? How did they help you? What skills did you improved? 8. Is it important to learn these sounds? Why?
9. Did you listen yourself while you were pronouncing the words?
10. Do you have any question about the sounds we practiced? If so, which one(s)? 11. Was the activity interesting? What did you learn?
12. What skills did you improved?
13. Is the /__/ sound hard to pronounce? Why?
14. What did you like the most in this activity?
15. What are your strengths and weaknesses?
16. What should you do to improve your pronunciation?
The effects on age on learning a foreign language On this article we present a personal reflection about the effects of age on learning a second language. We hope it opens your mind about the subject as well to encourage in giving attention on the education of your children and why not, your own. Conducted studies had shown that older children, teenagers and adults are not as faster and proficient on learning a second language than those on children on their first stages on learning. Another important generalization seems to show the existence of a critic period for learning languages. Children with an earlier start seem to have more possibilities, on a long term, to reach more high levels on understanding, close to the ones of a native speaker. This generalization has been founded in situations of natural environment learning, as well on a scholar or formal environment. According to the socio-educative model of Gardner (1985), on the learning process of a language, there are many factors that mediate such as aptitude, learning strategies, anxiety and motivation. This last factor, motivation, has been of interest in the field of acquisition of a second language, specially, as a result of the many studies that had demonstrated the relation between the attitude factor and the linguistics results. More results demonstrate that most students of primary as well of secondary have a better attitude towards learning a language such as English than students of an advanced age. It is clear that attitude and personality as well of the predisposition have influence on the learning process, aspects that differ on the ages of the person. Finally, we want to encourage the reader to analyze which aspect of motivation or predisposition is helping you or in contrary is stopping the learning process or your children or your own. For conclusion we give this reflection: ´´For small children learning a language is almost like a game that is why they like it more than older people.´´
Target Sound: /p/ Objective: To produce and use in regular context a word with the target sound Procedures: 1. Explain the proper place and manner of articulation of the target sound (/P/) 2. Inform the students they have to work on pairs in order to create a simple two sentences dialogue using the given word with the target sound in both sentences 3. Finally encourage the students to realize if they both were able to produce the sound properly, if not, tell what was the problem Level: Intermediate Materials: words paper cuts
Tongue Twister Age: Advance students of English Objective: To work the correct pronunciation of the words with the sound /th/. Materials: PowerPoint Presentation, tongue twisters, supervision of a professional. Procedure: 1. First start explaining the sound 2. After a few examples and we the students already have the sound give them the challenge. 3. Choose a student randomly, them, ask him/her to study the first tongue twister for a few minutes. 4. Continue with the exercise until you think they are ready for the last two tongue twisters.
Hot Potatoes Age: Primary or High School. Objectives: To increase the vocabulary of the students and make them think faster. Materials: A little ball and supervision of the teacher. Procedure: 1) Divided the group in different sectors around classroom. 2) Say the first word with the target sound, in this case, /th/. 3) Throw the ball to one of the students and ask him/her to say a word with /th/ sound. 4) The student will randomly throw the ball to one of his/her classmates. 5) If one of the students can say a word or the pronunciation is not the correct, he/she will receive a little challenge. 6) Depends on the teacher what kind of challenge he/she will assign.
Try to understand the differences between accents
Take a mirror and watch your mouth, lips and tongue while you pronounce.
Watch a movie, a TV show, a video, a documental, or read a newspaper. While you do that, you can focus on one sound and write the words you think have that specific sound. After a while you can check them with a dictionary and repeat each word. GO TO THIS LINK AND LEAR MORE TIPS, THEY ARE AMAZING http://www.theindiansabroad.com/2009/08/10-tips-english-pronunciation-accent-improvement/
Target sounds: /Ô?/ /UW/ Objective: to produce the target sound in regular context Procedures: 1. First explain the correct utter the of the chosen words (red, blue), in this case illustrating both words with actual examples 2. Then, instruct the students to each pronounce both words, explaining the correct manner of articulation, and give feedback if necessary 3. Finally, a little activity that will test the understanding of the students with the use of balloons of each color, encourage them to pick the balloon as quick as possible of the utter word Level: beginner Materials: color sheets, color balloons
Crossword Age: High School or University Objectives: To promote communication and recognize the sounds in the words. Materials: Sheet of paper with the crossword and the supervision of the teacher Procedure:
1) Divide the classroom in pairs. 2) Give them the crossword. 3) The teacher must write all Words in the whiteboard, because in that way students have an idea about the answer. 4) One person of the pair must ask for the down clues, and other for the across clues. 5) They should identify the word and write it. 6) Finally, they have to color the words that have /f/ sound. 7) The pair that finishes first wins and receives a chocolate. 8) At the end, we all check the correct answers and repeat them. 9) Finally, students answer some metacognitive questions individually.
Target Sound: /b/ Objective: To be able to identify, discriminate and produce the target sound in minimal pairs. Procedures: 1. Explain the proper place and manner of articulation of the target sound (/b/) 2. Inform the students they are going to work on minimal pairs, then explain the difference between the target sound and the minimal pair sound 3. Finally encourage the student to produce the minimal pairs and tell if they are able to differentiate between the sounds. Level: Intermediate Materials: minimal pair worksheets
Jorge Rosales RĂos Nazareth Quesada Campos Spencer Romero Gullock
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