Teaching pronunciation through songs. Five little speckled frogs.
Follow us: https://www.facebook.com/OposicionesInglesRP/
More about Road to your Post: oposicionesingles.com
Temario de oposiciones Inglés-Primaria.
DESCRIPTION OF THE ENGLISH PHONOLOGICAL SYSTEM. LEARNING MODELS AND TECHNIQUES. PERCEPTION, DISCRIMINATION, AND PRODUCTION OF SOUNDS, STRESS, RHYTHM AND INTONATION. PHONETIC CORRECTION.
Prior to the analysis of the English phonological system, we should introduce the concept of phonological competence as an important component of the linguistic competence described in the Common European Framework of Reference for Languages (CEFRL, 2001). Broadly speaking, phonological competence refers to the knowledge of, and skill in the perception and production of sounds and prosodic features such as stress, rhythm and intonation.
In more practical terms and taking these concepts to the primary FL classroom, our students should be able to understand basic phonological aspects and produce above the level of what we consider understandable. According to Celce-Murcia and Goodwin (1996), there is a threshold level of pronunciation in English such that if a given non-native speaker’s pronunciation falls below this level, he or she will not be able to communicate orally, no matter how good his or her control of English grammar and vocabulary might be. Thus, the goal of teaching pronunciation to our students is not to make them sound like native speakers of English.
Let us now move on to an analysis of the English phonological system.
Método de resolución de casos prácticos. Road to your Post.
“Explain the way in which you intend to develop your learners´ phonological competence in an integrated didactic unit.” (Example of a curricular connection more integrated in a
methodological proposal based on the use of The Beatles to improve pronunciation and develop phonological competence.)
The FL objectives (FLO) this unit specially contributes to are: FLO 1, related to listening comprehension; FLO 2, concerned with oral expression and interaction; FLO 5, dealing with the use of knowledge and learning technologies; and finally, FLO 9, directly aimed at the identification and practice of phonetic aspects, like stress, rhythm an intonation.
The development of phonological competence is mainly covered in content blocks number 1 and 2, comprehension of oral texts and production of oral texts respectively. In more practical terms, in block one students shall be challenged to understand…