Week+5+A

=WEEK 5A – L2 teaching areas and CALL / Teaching Pronunciation = ** L2 teaching areas and CALL 1. **** Technology has entered and is part of our daily life. ** **(c) In public places **, in **professional setting**, in **communication** and **transport** systems Virtually in every domain of our daily life. Inevitably in **education**, and in **L2** ** 2 **** . L2 teacher Interest in //Information and Communication Technologies// (ICT) **  3** . ** ** Types of Software Programmes ** There are different types of available software programmes:
 * (a) At home ** : microwave oven, the television, the radio, the alarm system, the automatic irrigation system
 * (b) In the streets ** : traffic lights, train
 * NOT to become computer programmers
 * Know how to use computers in language teaching: know how computers and ICT can enhance the teaching and learning of areas such as grammar, speaking and writing, reading and listening comprehension, vocabulary, cultural and intercultural communication.
 * Know computer/Intrrnet type activities for those areas
 * Know if computers/Internet can be used by student groups as well as by individual students.
 * Word processors (Microsoft Word)
 * Record keeping and data analysis programmes (Excel, Access)
 * Presentation programmes (Power Point)
 * Programmes used to create language activities such as word search, crossword, etc. (Puzzlemaker)
 * Programmes which can be used by both teachers and students to create material and work using Multimedia (Hyperstudio)
 * Authoring tools that enable teachers to develop their own electronic language teaching material. (Wida)
 * Software available and ready to use for language teaching (CD-ROMs)

=Teaching Pronunciation =  Butler-Pascoe, M.E. & Wiburg, K.M (2003). //Technology and Teaching English Language Learners//. Pearson Education, Inc. Chapter 4: //Using Technology to Teach Oral Communication Skills//, pages 102 to 109: //Developing Pronunciation Skills//

1. Historical Overview Descriptio n 1940s-1960s ……………………………………………………………………………………………… ……………………………………………………………………………………………… 1970s ……………………………………………………………………………………………… ……………………………………………………………………………………………… 1980s-1990s ……………………………………………………………………………………………… ……………………………………………………………………………………………… Current Theory ……………………………………………………………………………………………… ………………………………………………………………………………………………

2. Describe the two Basic Approaches in teaching Pronunciatio n 1.…………………………………………………………………………………………… ……………………………………………………………………………………………… 2.…………………………………………………………………………………………… ………………………………………………………………………………………………

3. Areas of Pronunciatio n (a) ………………… (b) ………………… (c) ………………… (d) …………………

4. Emphasis in the teaching of Pronunciatio n ……………………………………………………………………………………………… <span style="color: rgb(0,0,0); font-family: Times New Roman;">……………………………………………………………………………………………… **<span style="color: rgb(11,0,255);">5. **<span style="color: rgb(0,0,0);"><span style="color: rgb(11,0,255);">Dual-focus oral <span style="color: rgb(11,0,255);">communicatio n (a) Micro level: ……………………………………………………………...... <span style="color: rgb(0,0,0); font-family: Times New Roman;">……………………………………………………………………………… ……………………………………………………………………………… <span style="color: rgb(0,0,0);">(b) Macro level: ……………………………………………………………......  <span style="color: rgb(0,0,0); font-family: Times New Roman;">………………………………………………………………………………

<span style="color: rgb(11,0,255);">6. Describe the 4 goals of pronunciation instructi<span style="color: rgb(11,0,255);">o n 1. ……………………………………………………………………………………… ……………………………………………………………………………………………… 2. ……………………………………………………………………………………… ……………………………………………………………………………………………… 3. ……………………………………………………………………………………… ……………………………………………………………………………………………… 4. ……………………………………………………………………………………… ………………………………………………………………………………………………

<span style="color: rgb(11,0,255);">7. Types of sources that enhance p<span style="color: rgb(11,0,255);">ronunciatio n 1. ……………………………………………………………………………………… 2. ……………………………………………………………………………………… 3. ……………………………………………………………………………………… 4. ……………………………………………………………………………………… 5. ……………………………………………………………………………………… 6. ……………………………………………………………………………………… 7. ……………………………………………………………………………………… 8. ………………………………………………………………………………………

<span style="color: rgb(11,0,255);">8. Annotated Review of Pronunciation web-based Activitie s You can do the following: (a) Visit the following websites http://www.manythings.org/e/pronunciation.html http://www.manythings.org/pp/ http://www.fonetiks.org/ http://esl.about.com/library/weekly/aa100500a.htm [|http://lc.ust.hk/~material/pl/] http://iteslj.org/links/TESL/Pronunciation/ http://esl.about.com/od/speakingenglish/Speaking_English_Pronunciation_and_Conversation_Skills.htm<span style="color: rgb(0,0,0); font-family: Times New Roman;"> (b) View the “Teaching English Pronunciation” Power Point Presentation prepared by your lecturer; this includes more links <span style="color: rgb(11,0,255); font-family: Times New Roman;"> (c) Do your own search to find Pronunciation Web-based Activities

<span style="color: rgb(11,0,255);">9. Pronunciation activities Annotated <span style="color: rgb(11,0,255);">Revie w Do a search on the Internet and find TWO PRONUNCIATION ACTIVITIES. Write an annotated review for each one in your Digital Portfolio, link //Annotated Evaluative Review//. Include the following: <span style="color: rgb(0,0,0);">(a) Give the name of the activity (b) Include the electronic address of each activity (link). (c) Define the type of the activity (d) Give the language level of the activity (e) Describe the content of each activity: topic, type, language level, interface, navigation, user friendliness, etc. (f) Evaluate each activity in terms of its suitability to be used in a language class.