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 Latest Tips for your pronunciati on class  Learn about Metacognition

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Created and Edited by Melissa Gomez & Mario Umana

 Cultural Activities for this month.

Article 17. August, 2013

Fun and creative ideas

Índex

Music: House pg. 10 Research… pg. 11

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Index pg. 1

Pronunciation Activity 2. Word Puzzle pg. 12

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Article 1: The Importance of teaching

Pronunciation Activity 3. Minimal Pairs pg. 13

pronunciation. Pg. 2

Tips to Teach Consonants pg.14

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Health: Yoga Activities pg. 3

Art: Utopia del Arte pg. 15

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Multiple Intelligences pg. 4

Tips to Teach Vowel pg. 16

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To the reader section: Metacognition pg. 5

Cultural Advertisement pg. 17

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Pronunciation Activity 1. Role Play pg.6

Pronunciation activities 4 pg. 18

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Metacognitive Activity pg. 7

Article 2. Expand your knowledge pg. 19

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Food: Caribbean Flavor pg.8

Books of interest pg. 20

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Entertainment: Tattoos pg. 9

Back page. pg.21

Article

The Importance of teaching pronunciation Many language teachers do not pay the necessary

Teaching pronunciation is important because your pronunciation

attention to teaching pronunciation to students, they

will be the first thing someone will notice about you when you speak

instead focus most of their attention to grammar.

English during a conversation. I am not saying grammar and

Something I have paid attention to in my time as an

vocabulary are not important, but if you are not able to have a clear

English teacher is that students often say, “I really need

good pronunciation, people simply will not understand you even if

to learn how to speak English.” Isn’t pronunciation the

your grammar is great. People are more likely to understand what

biggest attribute to speaking? The answer is “yes”.

you are saying if you make a grammatical error than if you

Pronunciation is one of the teaching areas that is

often neglected. We find that most books focus on grammar and reading but most lack good pronunciation activities. There are many reasons why that is so. First, many aspects of pronunciation are difficult to teach (or at least that is the perception). Secondly, unlike a grammatical or functional area of language, it can be quite difficult to build a lesson around a pronunciation point and therefore such points are add-ons to a unit in a course book or a lesson in the class. Thirdly, teachers often feel under prepared to teach pronunciation and many seem to struggle to learn the phonemic alphabet.

mispronounce words.

Many people are easily irritated when they cannot quickly understand what a non-native speaking is saying. Put yourself in their shoes, imagine a German trying to speak your language (this applies if you are not German) how hard would it be if their accent is heavy? I would say that it is pretty challenging. How do you know if your pronunciation needs help or improvement? If they constantly reply to your statements with “what?”, ”huh?” or ”could you repeat that”, then you know your pronunciation needs work. First, focus on pronunciation and then the rest, grammar and vocabulary will come later on with time.

Mario Umana

International Certification in Massage Thai Monday, August 27, 2012 San Pedro, 50m east from Soda la U “Calle de la Amargura”, San José, Costa Rica. http://yoga-mandir.com/

Multiple Intelligences Theory Howard Gardner’s (1983)

Kinesthetic (physical): Body movement, hands on work and sense of touch.

Spatial (visual): Use of images, and thinking in three dimensions.

Auditory (aural): The use of sound and music.

Rhythm to express mood Linguistic (verbal): Words, both in speech and writing.

Mathematical (logical): Logic, reasoning and systems.

Interpersonal (social): Prefers to learn in groups or with other people.

Intrapersonal (solitary): Self-study, they prefer to work alone.

Naturalist (nature): environmentalist, see patterns in nature and how it works.

“To the reader”

What to do when trying to choose the right method to study?

 Learning methods and techniques are common ways that people acquired knowledge. Most people possess a mix of learning styles and do not even realize it; some others find out that a specific learning style dominates among the others. It depends on the person, you could develop another one as you grow up it is easier to identify thus there is not precise mix

of them. There are known seven Learning Intelligence , the 3 most common Learning Styles:  Spatial(visual)  Auditory(aural)  Kinesthetic (physical)

Metacognition is the understanding of knowledge of the cognitive process; it’s anything that is experienced or can be felt, something that is noticed because it is unusual or new. Metacognition can reflect on our own perspective and it can impact cognitive goals, tasks or strategies. Two essential features of metacognition are self-appraisal and self-management, recognizing their abilities and mistakes during the learning process as well as reflections on aspects of problem solving. This is a great tool for Learners in pronunciation to adopt meanwhile they are learning and repeating to also be able to recognize what mistakes they are doing, with active control and monitoring of cognitive activities.

Shabby

Pronunciation Activity 1 Description:

Objective:

Overview of the production, transmission and reception of two voiceless sounds, one affricative / ɫʃ / and one fricatives / ʃ /

Chain

Shed

Chair

Sheet

Cherries

Shade

check

Shape

checkbook

Shadow

checkers (games)

Distinguish the difference between 2 consonant sounds and articulate well their pronunciation. Conduct play roles in pairs

cheek cheetah (animal)

Learning Style:

Level:

Communicative/Task-based approach. In the carry out activity students take active part in the teaching-learning process, the teacher is the facilitator.

Chihuahua

Intermediate - Advance

Chimney

Child Children Childhood

Material:

Instructions:

Chin

Set of words will be provided, pencil and paper. Creativity and imagination.

Share Shelf Shark Shell Sharp Shelter Shake Shave

China

Shepherd

Chocolate

Shall



Form pairs. You can find a list of words on your right

Chop (cut)

Sheriff



Each person will make up questions appropriate for each word.

Chopsticks

Shame



Church

Shield

Based on the given words form a questioner as if you were in an interview process.

Chimpanzee

Shift



Challenge

Shoe

After you have gathered the questions, every pair will roll play the interview in front of the rest.

Champagne

Should

Champion

Shine

Cheap

Shoulder

Checklist

Ship

Checkouts

Show

Comments: / ɫʃ/ The production of sound the tip of the tongue is pressed against the alveolar ridge, forming an obstruction of air. The front of the tongue is raised towards the hard palate. The vocal cords do not vibrate. The sound is produce with strong energy. It is affricative for the combination of two sounds. ʃ / The production of sound of this fricatives is very similar, there is friction present, there is not vibration and the mouth is fully open.

/

Change

Childcare

Shirt Shower

Metacognitive Activity Say every word from the list aloud for your partner to hear; then, have your partner do the same thing.

Following write down feed back Am I providing the correct articulation to these sounds? You can go back to the comment section to check the proper articulation.

Is it easy for you to produce these sounds?

Are you able to distinguish them now?

Out of those two sounds which one you encountered more problems with?

Was this strategy a good way to improve your pronunciation?

Did you practice the communicative approach?

Have you been in an interview before? How was your experience?

Do you like to roll play scenarios? Play as an actor?

Overall how do you think you did today? What can you improve?

What will be your grade today?

Soda “Lechita d’ Coco” Try all kinds of food Caribbean taste as well as Vegetarian Right in front of UCR Tether

Tattoo and Body Piercing 100 m east and 50 north of Munoz & Nanne, San Pedro, Montes de Oca

.

Research‌

A metacognitive pronunciation activity is when Learners can plan and monitor their language by learning pronunciation tasks to then evaluate their learning activities.

Furthermore they would take control over their own cognition in learning processes. Studies showed proficient learners are more likely to use metacognitive strategies, with the result of having less proficient counterparts when acquiring different language skills.

Flavell (1979) defined metacognition as “knowledge and cognition about cognitive phenomena and the monitoring of their own memory, comprehension and other cognitive enterprises�

Wenden (1998) claimed that metacognition plays a vital role in planning, monitoring, and evaluating the learning process, yet metacognitive experiences and their roles are not specified.

Pronunciation Activity 2 •

•

•

Objective: To be able to distinguished vowel sounds and put into practice everything viewed in class.

Learning Style: Auditory /Task Based Instruction

•

Level: Intermediate to Advance

•

Instructions: Pencil, all the material are provided to the students



The design activity will be done in groups of 4.



There are 14 words in the word puzzle for 2 target sounds. Please circle all the 14 words.





Chart 1. Find 14 words

F

L

C

S

A

T

I

S

F

Y

P

O

J

L

P

Z

X

Q

E

L

T

R

O

P

S

S

A

P

Y

O

W

Í

M

T

A

L

B

H

I

C

A

S

Q

Z

B

A

U

O

P

E

S

T

J

O

A

A

O

O

O

I

R

E

K

O

T

E

L

K

W

K

E

W

H

I

S

U

F

L

E

O

V

Z

X

C

S

I

V

O

A

O

O

T

B

T

D

L

U

O

C

Then put the words in a list. One person says each word aloud and the rest repeat.

Analyze among your peers which are the target sounds.

G

R

K

O

S

A

O

G

U

L

N

A

Q

P

N

X

M

O

Z

B

A

S

P

A

N

I

S

H

W

A

Tip: there are two vowel sound

H

H

M

O

O

R

H

S

U

M

Activity 3 Minimal Pairs.

Listen to the word and circle the one you hear.

Please indicate the symbol for the two target sounds in each column. /æ/ /ʌ/ and / ɔ/ / ʊ/

Pat

Pet

Cam

Come

Cat

Cut

Mat

Met

Pan

Pen

Rag

Rug

Man

Men

God

Good

Fall

Full

Caution

Cushion

Fought

Foot

Bull

Rough

Pool

Ball

roof

Pull

Tips to Teach Consonants Articulatory Description Consonants /f/ It is voiceless consonant; the lower lip touches the upper teeth (Labio-dental). The air goes out with friction (Fricatives) Sound is produced with a strong energy /n/ It has a voiced sound and there is a vibration present, the tongue touches alveolar. The air goes through the nasal cavity. Sound is produced with weak energy. /s/ It is a voiceless sound not vibration present. The tongue is in contact but not direct with the alveolar.

The air goes out with friction (fricatives) Sound is produced with strong energy /b/ The manner of articulation is on the lips (Bilabial). It is a voiced sound therefore there is vibration present.

The air goes out with a strong force (Plosives) Sound produce with weak energy /Ө/ The manner of articulations is dental; the tip of the tongue touches the upper teeth. It has voiceless sound due to the fact the mouth is open. The air comes out with friction (fricatives) Sound produce with strong energy

/z/ It has a voiced sound with a strong vibration on the mouth. The tongue is in slightly contact with the alveolar. The air comes out with friction (fricatives).

Sound is produced with weak energy. /d/ The articulation is voiced, the tip of the tongue is pressed against the alveolar and the back of the front teeth. The air goes out through the mouth explosively.

(Plosives) Sound is produced with weak energy. /t/ It has a voiceless sound not vibration present. The tip of the tongue touches the back of the front teeth. The air comes out explosively. (Plosives) Sound produce with strong energy /ʃ/ It has a voiceless sound not vibration present because the mouth is open. The tip of the tongue is pressed against palate-alveolar. The air goes through with friction (Fricatives) Sound produce with strong energy. /tʃ/ It has a voiceless sound without any vibration because the mouth is open. The tip of the tongue is pressed against the alveolar and the front of the tongue is raised towards the palate forming affricatives due to the combination of two different sounds. Sound is produce with a weak energy.

Utopia del Arte “ Creative Hands�

Andrea Benavides Neil Cannon Jaco Beach, Costa Rica

Tips to Teach Vowel Articulatory Description Vowels /ʌ/ Caret This sound is produced in the middle of the tongue; it has a narrow sound and in central position. The jaw is half-closed / half-open, the lips are neutral. Comes with a long sound that is why the muscles of the mouth, lips and tongue are tense.

/u/ The sound is produced in the back part of the tongue. The jaw is almost close and lips are loosely rounded. The lips are fully rounded and protruded. It has a long sound because he muscles of the mouth, lips and tongue are tense.

/i/Big iota This sound is produced in the front part of the tongue, which has a high position. The mouth’s muscle, lips and tongue are tense because it is short sound. /I/ Iota Sound is produced in the front part of the tongue. The jaw is close and the lips are loosely spread. Has a short sound due to muscles of the mouth, lips and tongue are lax and short.

/ε/epsilon This sound is produced in the front part of the tongue. The jaw is between half-open and half-close and the lips are loosely spread. It has a short sound because the muscles of the mouth, lips and tongue are lax. /æ/ diagraph This sound is produced in the front part of the tongue and the jaw is open. The lips are fully spread. It has a long sound because he muscles of the mouth, lips and tongue are tense.

/ə/ schwa Sound is produce in the middle part of the tongue the air comes out freely. The jaw goes lower between half-close and half-open. The lips and tongue are lax that is why it a short sound.

/ɔ/ open “o” This sound is produced in the back part of the tongue, jaw is open and the lips are fully spread rounded. The muscles of the mouth, lips and tongue are tense because it is a long sound.

/ ɝ/ schwa colored Sound is narrow, the tongue it is in central position. The tip of the tongue points to the hard palate. Mouth half-closed / half-open and the lips are neutral. It is a long sound because the muscles of the mouth, lips and tongue are tense.

/ɑ/ This sound is produced in the back part of the tongue and the jaw is open. The lips are open rounded and it has a long sound reason why the muscles of the mouth, lips and tongue are tense.

/ʊ/ upsilon The sound is produced in the back part of the tongue. The jaw is almost close and lips are loosely rounded. It has a short sound because the muscles of the mouth, lips and tongue are lax.

/ɚ/ schwa This sound is produced in the middle part of the tongue, neutral position and narrow sound. The tip of the tongue points the hard palate. The jaw is half/close and have/open. It has a short sound because the muscles of the mouth, lips and tongue are lax.

Article “Expand your knowledge To acquire a second language is challenging alike perfecting its pronunciation; pronunciation teaching is a essential factor in foreign language teaching. The advantage is there are tools available for improvement and the sooner you start the better you become. External and internal factors play a big role when acquiring a second language (Internal: individual motivation, aptitude, attitude, background, personality; External exposure to the language and culture, techniques and study methodologies). When a person is motivated to learn they absorb faster new input, everything become easier to them; on the other hand, some people face factors such as exposure to its culture or study methodologies.

You can analyze what is interfering in your performance so then you can overcome obstacles in the acquisition of a better pronunciation and language.

Carey (2002:3) stressed pronunciation is not an explicit feature in this mode of instruction though the prominence of pronunciation. The Communicative Approach, being communication the primary use of language therefore should be the main methodology use in all institutions.

Repetition and practice are fundamental but the student need to interact with each other, come up with their own sentences in order to find out whether or not if they can use the same word in different contest! There goes pragmatic which is the meaning of a word, it depends on the contest that is used (hiding message). Culture is manifested in so many ways when teaching pronunciation; learn and be expose to the target language’s culture by listening to music and watching movies.

According with Flavell (1979) metacognition consists primarily of knowledge or beliefs about what factors interact in what ways to affect the course and outcome of cognitive enterprise . Such knowledge it’s incorporated by 3 categories: Person Knowledge which refers to acquired knowledge and beliefs that concerns us as cognitive organisms (intraindividually-interindivudually); following, Task of knowledge states to something learned by the individual, how the nature of the information encountered affects how one should deal with it. Information available to the individual during a cognitive enterprise and task “demands or goals”. Strategy Knowledge is the learners’ belief of what strategies are likely to be effective in achieving sub-goals and goals in what order of cognitive undertakings. They are bonded together, they interact with each other.

6 Factors of Metacognition based on Flavell’s model 1. Knowledge of Pronunciation Learning 2. Person Knowledge of Pronunciation Learning: 3. Positive Experiences in Pronunciation Learning: 4. Motivation Experiences in Pronunciation Learning: 5. Learning Pronunciation by External Assistance: 6. Learning Pronunciation by Self-Effort:

Pronunciation Activity 4 There is an explanation after each vowel symbol. Find the correspondence examples of the right column to match the explanation of your left column.

( ) / ʌ / Caret: Lips are semi open (Neutral position) duration of sound is long and tense. ( ) / ai / English Diphthong: it pronounce same as Spanish ( I ) ( ) / ɪ / Short I: Lips are loosely spread, duration of sound is short and lax.

A.

come lunch

B.

Been big build dictator different

C.

Advice crime describe

D.

calm conscious large object

car hobby opposite.

college knowledge

E.

compare dialogue negligent

confront excellent nervous

curriculum faithful performance.

( ) /ə / Schwa: Lips are semi- open, duration of sound is short and lax. ( ) / a / Open “a”: Lips are open rounded, duration of sound is long and tense.

culture month

done fun much rush. business

apply fight

husband

busy city

bright client fine.

Book of interest and Writers

Journal created and edited

ULACIT • Melissa Gomez • Mario Umana