Sunday, January 31, 2021

English Phonetics and Phonology: Consonants Continued

 English Phonetics and Phonology: Consonants Continued


Introduction: This week we continue our study of the English consonant system. We will practice classifying consonants and begin making simple transcriptions with the International Phonetic Alphabet (IPA). Follow your professor's instructions to complete the tasks below.

Task 1English Spelling is Dum
One aspect that makes English a challenging language to learn is the difference between the spelling system and pronunciation system. Words are often full of silent letters and the pronunciation of letters can change drastically from word to word. Watch this video and discuss the questions below.

  • What are your initial reactions to the video?
  • What issues have you had learning English spelling and pronunciation?
  • Can you think some words that you know how to pronounce but you always have trouble spelling?
  • Can you think of any words in your native language that are not pronounced the way they are spelled?
  • Read the sentence below and find the following:
    • Examples of silent letters
    • Examples of letters (vowels and consonants) that are pronounced differently in different words in the sentence or even within the same word.
    • Examples of double vowel letters that are pronounced as a single vowel sound.
  • "One aspect that makes English a challenging language to learn is the difference between the spelling system and pronunciation system."



Task 2: Concept Review
In your homework from last week you had to isolate a consonant phoneme in a word and classify it according to voicing, place and manner of articulation and also match it with it's IPA symbol. 
  • Which category is easier for you to classify: place, manner, voicing? Why? 
  • Which do you find most challenging? Why?
  • How are the following manners of articulation produced? Can you give an example phoneme for each one?
    • Plosive
    • Fricative
    • Affricate
    • Nasal
    • Approximant
  • Of the consonant symbles in IPA, which ones are not part of the Latin alphabet? 
  • Which phonemes are represented with two symbols?
  • CLICK HERE to see the new symbols. Can you match each one with an example?
  • CLICK HERE to check your answers.

Click to view full size.
  • Look at the diagram of the vocal tract. Which parts can you remember?


Task 3: Classifying Consonants and Beginner Transcription
Click on your group worksheet below and follow the instructions in the shared document.

Saturday, January 30, 2021

TOEIC Speaking - Part 1 and 2 - Read a Text

 TOEIC Speaking - Part 1 and 2 - Read a Text


Summary: You are required to read two texts aloud with a length of between 40 and 60 words each. Content of the texts represents something that would normally be read aloud in real life (announcement, commercial, warning, reminder, etc). You will be graded on pronunciation, intonation, and stress.

Instructions: You have 45 seconds to prepare and 45 seconds to respond to each text. 

Scoring Rubrics:  Click to see the full size image.
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Learning Objectives: Each item in the TOEIC Speaking Test was designed to assess several learning objectives connected with the ability to use English functionally in a real-world context. The chart below summarizes the learning objectives for this section of the exam.
 
Click to see full size image.
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Strategies: The strategies presented here are focused on intonation and stress rather than pronunciation of individual phonemes.  

Strategy 1: Distinguish content words from function words.

English is a stress timed language. That means only certain words in the sentence receive the stress while the others are weakened and condensed. We have two kinds of words: Content Words, which are stressed, and Function Words, which are reduced and condensed to fit between the beats of the content words. The graphic below shows which kinds of words make up each category.  

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 Example: In the following sentences, the content words are marked in bold and should receive more stress from the speaker.

I went for a walk in the country yesterday but it was really hot and I was bitten by a lot of mosquitoes. I can't stand mosquitoes!

By now, you probably do this quite well when speaking. However, many English L2 users struggle with this when reading a text aloud. They concentrate so hard on reading the words carefully and accurately that they end up giving all the words the same stress and they sound robotic, or if they stress the wrong words, they can sound unnatural. Listen to the difference between these three examples.
 


 In the first reading, the speaker gives all the words the same level of stress which makes him sound monotonous and robotic. In the second reading, the speaker incorrectly stresses some function words which makes the recording sound unnatural. In the final reading, the speaker appropriately stresses the content words while reducing the function words which gives the recording a natural sound.
 

Strategy 2:Use punctuation clues to include appropriate pauses 

 As the strategy suggests, you will want to make a brief pause each time you come to a comma or final punctuation mark.

Click to see full size version.
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We can combine this with Strategy 1 and read a text with appropriate word stress on the content words and include pauses on the relevant punctuation.
 

Click to see full size version.
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Strategy 3:Use appropriate rising and falling intonation
 
In addition to stress and pausing, you will also need to use appropriate intonation. Keep in mind the following typical intonation patterns in English.

Yes-No Questions: These questions finish with rising intonation.
  • Are you looking for me (↑)? Can I help you (↑)? Do you like to travel (↑)?

Information-WH Questions: These questions finish with falling intonation.
  •  What style of flooring tiles do you want to use in the lobby(↓)?

Lists of Three or More Items: Intonation in lists follows the pattern rising, rising, falling.
  • The store sells clothing (↑), equipment (↑), and memorabilia (↓).
 

Strategy 4:Use appropriate stress in compound words and phrasal verbs

Compound words and phrasal verbs follow predictable stress patterns that you will want to remember when reading a text aloud.

Compound Nouns: Most compound nouns stress the first word more than the second.

  • Baseball, Monday, holiday, mailbox, laptop, birdhouse

Compound Adjectives: Compound adjectives tend to stress the second word more than the first.
  • well known, bad-tempered, short-sighted, old-fashioned

Phrasal Verbs (refering to actions): When used to refer to actions, the second word (particle) is stressed more than the first.

  • I'm hungry. Do you want to eat in or eat out?
  • We're going to check out these library books.

Phrasal Verbs (used in noun or adjective form): When used in an adjective or noun form, phrasal verbs stress the first word more than the second.

  • Flight attendants, please prepare for take off.
  • Who is working the check out counter today?
 
 
Sample Response
 
Listen to the following two audios of an intermediate level student practicing this task. In the first audio he read the paragraph with no preparation. Afterwards, he listened to his recording to identify areas to improve. Then he analyzed the paragraph and marked the content words that needed to be stressed, punctuation which indicated a pause, and looked for rising and falling intonation patterns before reading the text a second time.
 
 
 
In this second recording, you can clearly hear a difference in the quality of his intonation and rhythm. Although, he still has some pronunciation issues, this second attempt is much better. 
 
 







Practice Exercises and Sample Responses 

Instructions: Now it is your turn to try the strategies with the sample texts below. 

Click to see full size version.



Exercise 1: Hi. This is Myra Peters calling about my appointment with Dr. Jones. I have a three o’clock appointment scheduled for this afternoon. Unfortunately, I won’t be able to keep it because of an important meeting at work. So, I’ll need to reschedule. I was hoping to come in sometime next week. Any time Monday, Tuesday, or Wednesday afternoon would work for me. I hope the doctor has some time available on one of those days. Please call me back and let me know.

 
 
Exercise 2: Our speaker tonight is Mr. John Wilson, who has just returned from traveling in South America. Mr. Wilson spent his trip photographing scenes of small-town life across the continent. His work is well known around the world, and his photography has been featured in numerous newspapers, magazines, and books. Tonight he will share with us photographs and stories from his recent trip and will answer any questions you may have. Due to time constraints, we ask you to hold your questions until the end of the talk.

 
 
Exercise 3: Wonderland Mall is the largest shopping mall in the city, with over one hundred stores on three levels. Wonderland Mall is conveniently located near all major bus lines, and we offer free parking in our garage. Everything you need to buy is here - clothes, shoes, books, sports equipment, furniture, and much more. After shopping, you can enjoy a tasty snack, lunch, or dinner. We have seven restaurants and three cafés. Then, relax with a movie at our fifteen-screen movie theater. Wonderland Mall is a great place for the whole family.

 
 
Exercise 4: Tourist agencies often offer sightseeing tours by bus. Many tourists, however, prefer to sightsee on foot. A walk through the streets of an unfamiliar city brings you closer to the people and activities around you. On foot, you can really hear the sounds, smell the smells, and see the sights of the city. If you see an interesting store, you can pay it a quick visit. You can stop at a café to try out some local dishes. Or you can take a shortcut through a pretty park. It’s fun to take a sightseeing tour on foot.

 
 
Exercise 5: When looking for a place to live, most people think about convenience. If they are parents with children, they want to live near the best schools. They want to have public transportation or good roads available to them. They don’t want to have to travel far for shopping and entertainment. People also enjoy living near a park or gym so that they have easy access to recreation. And, of course, for the majority of people, the most important thing is to live in close proximity to their jobs.

 
 
Exercise 6: Whether you’re visiting the city for business or pleasure, High Towers Hotel is the place to stay. All our rooms are clean and spacious with comfortable beds and pleasant views of the city. We are conveniently located in the center of the city, near stores, museums, and offices. For the enjoyment of our guests, we have a swimming pool and exercise room. The hotel restaurant is one of the best in the city. Tourists and business people alike choose the High Towers Hotel time after time. 

 
 
Exercise 7: When you go on a job interview, it is important to make a good impression. The first thing the interviewer will observe about you is your clothes, so dress in a neat, conservative outfit. Dark colors are best. Men should wear simple ties, and women should not wear short skirts. The way you behave is equally important. Enter the room with confidence. Look the interviewer in the eye while shaking hands. Don’t forget to smile pleasantly at the same time. Introduce yourself in a clear voice.

 
 
Exercise 8: Do you like seafood? The Ocean View Restaurant offers the tastiest seafood dishes in town. Relax in our spacious dining room while enjoying spectacular views of the beach and ocean. Choose from a large variety of seafood dishes on our menu or enjoy a little bit of everything at our Sunday evening buffet. At the end of the meal, be sure to try one of our famous desserts. The chocolate cake is simply scrumptious. For a relaxing, delicious meal, visit the Ocean View.









Want more practice?


Text 1: Few spots in the city are as beloved as City Park. Over ten million visitors play, relax, or enjoy outings with their friends and families in the park every year. Each spring and summer, the park offers a wide variety of activities. This weekend there will be an outdoor jazz concert, a nature program, and special events for children. Most visitors explore the park on foot, although it can also be explored by bike or on horseback. Maps and information on park activities are available at the visitor’s center, which is open daily from nine to five o’clock.

 
Text 2: May I have your attention for a moment, please? Unfortunately, the lecture originally scheduled for this time, “An Introduction to Accounting”, has been canceled for personal reasons. You may attend this lecture on Monday, Wednesday, or Thursday of next week, however. If those days are inconvenient, we will be pleased to give you a full refund. Thank you for your attention. 


Text 3: Thank you for calling Union Motorcycles. We have the city’s largest selection of sport and cruising bikes, and also a full selection of parts, accessories, and riding wear. Visit between nine a.m. and nine p.m. on weekdays, and let our experienced staff attend to all your riding needs. Where else could you go for better riding advice? 


Text 4: On Monday, May 7, we will start installing new telephone lines in most of our offices. Unfortunately, you won’t be able to use your telephones until the work is completed later in the week. This will affect your work on Monday, Tuesday, and Wednesday morning. However, you can use the telephones in the main reception area during that time. 


Text 5: All right everyone, we’ve come to the end of our tour of the downtown area, and we’re about to enter the public gardens, where we’ll take a short break. There’s a café here, where you can rest, get something to drink, and look over the schedule for the rest of the day. Let me know if you have any questions. 


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Thursday, January 28, 2021

PD Talk: Real Language - Real Challenges: Authenticity in ELT Texts and Tasks

PD Talk: "Real Language - Real Challenges: Authenticity in ELT Texts and Tasks"



Introduction: This webinar was given on January 29, 2021 as part of the PD Talks Online 2021 public speaker series initiative from Centro Cultural Costarricense Norteamericano, the Mark Twain Library, and the National Conference for Teachers of English Costa Rica (NCTE). 


Session Materials: CLICK HERE to download the PowerPoint presentation from this session.

AbstractAs English teachers, our job is to prepare students to be successful users of the language outside of the classroom. One persistent difficulty that all learners face is how to deal with the challenges of navigating real-life texts (both spoken and written) that were not designed for English learners. Given that the overwhelming majority of texts students encounter outside of the classroom are of this type, it is important that language teachers incorporate authentic texts and tasks as a regular feature of their lessons in order to familiarize students with the characteristics of real language use and provide opportunities to develop their listening and reading skills in a systematic way. In this online workshop we will discuss what authentic materials are, evaluate the potential benefits and challenges of incorporating authentic texts and tasks into our lessons, and explore several frameworks for planning lessons around an authentic text.


Session Goals: In this session we are going to
  • Define what authentic materials are in the context of ELT and justify their use.
  • Explore several frameworks for planning lessons related to an authentic text.
  • Suggest practical strategies to adapt, modify, and source your next authentic text.





Warm Up: Our 2020 Fortune Cookies
2020 was without a doubt a challenging and unexpected year for all of us. Imagine you found a fortune cookie from Januray 2020 than you forgot to open until today. Read your 2020 fortune. Did it come true? Why or why not?





Reflective Break 1: Introduce yourself to your breakout room partners and discuss the questions in the image below. 

Click to see the full size image.






Reflective Break 2: Introduce yourself to your new breakout room partners and discuss the questions in the image below. 

Click to see full size image.

CLICK HERE to access a collection of authentic written texts. Look through the texts and propose some possible authentic tasks that students could do in response to them.



My Interview Collection

As we saw in this session, a great way to incorporate authentic listening materials in your lessons is to produce them yourself! In the age of cellphones, Whatsapp, and YouTube it is easier than ever to record interviews and oral histories either in person or over the internet. Here are a few of the recordings I have made in recent years for my classes. Perhaps these examples can inspire you to start collecting your own.







  • Trip to Jellyfish Lake - Video Jigsaw Worksheet - CLICK HERE











References:

Burns, A. (2016). Functional Approaches to Teaching Grammar. In E. Hinkel (Ed.), Teaching English
Grammar to Speakers of Other Languages (pp. 84-105). Routledge.

McGrath, I. (2016). Materials Evaluation and Design for Language Teaching (2nd ed.). Edinburgh
University Press.

Nation, I.S.P. & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge.

Tomlinson, B. (2010). Principles of Effective Materials Development. In N. Harwood (Ed.), English
Language Teaching Materials: Theory and Practice (pp. 81-108). Cambridge University Press.

Tomlinson, B. (2001). Materials Development. In. R. Carter and D. Nunan (Eds.), Teaching English to
Speakers of Other Languages (pp. 66-71). Cambridge University Press.

Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge University Press.


Wednesday, January 27, 2021

Design and Evaluation of Training Programs - Week 2

Design and Evaluation of Training Programs - Week 2




Introduction: Hello and welcome to week two of the course Design and Evaluation of Training Progams and Workshops. Today we will do several activities to explore the differences between professional development and teacher training, compare and contrast the roles they play in teacher learning, and discuss ways that teachers can be supported at different stages in their professional life cycle.




Task 1: Metaphors for your Teaching Journey
Think back on your growth as development over your years of teaching. Propose a visual metaphor to can describe your experiences at these points in your career:
  • Pre-service training and university education
  • Your first year of teaching
  • How you saw yourself JUST before COVID
  • Your transition into online teaching
Be ready to describe and/or show your visual representation and explain what it means to you and why you chose it.




Task 2: Training vs Development 
Let's reflect on your Reading Response task for this week. We read the first three chapters of Farrell's (2015) Language Teacher Professional Development. Based on what you read and your own experiences, what can you say about the following:

  • Chapter 3: What is Professional Development?
    • Think about the terms "teacher training" and "professional development". In your own experience, what term do you hear used more often to refer to teacher learning? Why is that?
    • What do we mean by teacher training? What are its goals?
    • What do we mean by professional development? What are its goals?
    • Are they the same thing?
    • Farrell adopts another author's definition of PD saying that it is the "process and activities designed to enhance the professional knowledge, skills, and attitude of educators so that they might, in turn, improve the learnong of students (p. 10)."
    • "...when teacher educators put an emphasis on training, they are looking for learner teachers to be able to isolate, practice, and eventually master discrete teaching behaviorssuch as teacher talk, wait time, and use of questioning techniques (p. 10)."
    • "In the 1990's, within the second language teacher education literature, there was a move away from a training approach to teaching toward a development approach to teaching...It recognizes professional development as the continual intellectual, experiential, and attitudinal growth of teachers. In this approach, the role of teacher educators, supervisors, and workshop leaders changes from a perscriptive type of leadership (training) to one that provides opportunities for teachers to participate in a variety of activities (p. 10)."

  • Chapter 1: Introduction
    • Farrell identifies three types of English teachers:
      • 1st - Gets bored and quits.
      • 2nd - Gets bored but keeps teaching .
      • 3rd - "...those who realize that they can become genuine educators by reflecting on their actions, and who may change what they do in the classroom based on the results of this reflection...Type three teachers are truly professional and are doing the best job possible, always knowing that they will never know it all (p. 1)."
    • Have you had any experience with these teacher types? What are they like?
    • Have you been one or more of these types of teachers? 
    • Would you say there are other types of teachers? 
    • How does one become the third type? 
    • If you were (are) in a leadership position in an educational institution, how could you help Type 1 and 2 teachers and sustain Type 3 teachers? 

  • Chapter 2: Why Develop?
    • Who should take responsibility for professional development, the individual teacher or the institution?
    • If the institution takes responsibility for their teachers' professional development, how do you think this will materialize?
    • What degree of responsibility do educational institutions have to provide ongoing professional development for their teaching staff and what are some of the challenges from an institutional perspective of implementing these initiatives?
    • If the individual teacher takes responsibility for his or her own development, how will this materialize?
    • In your opinion (experience), for the average teacher in Costa Rica, what barriers exist that can explain why many teachers do not take advantage of available professional development opportunities or do not seek them out on their own?
    • Select one of the four assumptions about PD on pages 8 and 9. What is your understanding of this assumption? What does this imply about the nature of PD and how PD should be approached?



Task 3: Sharing your PD Journal
Let's take a moment to share your PD Journal. Show us what it looks like and how you decided to organize it and why. Summarize what you wrote in your introduction in regards to:
  • The purpose of your journal or blog
  • Teacher life cycle stages and your "ideal teacher self"
  • Assessment of your current PD level and future PD goals




Task 4: Teacher Life Cycles
Both Farrell (2015) and Richards (2018) made reference to the idea of a teacher life cycle and they cited Huberman's model in particular. This model presents teacher evolution as consisting of distinct stages but in a non-linear process.
  • Novice: Career Entry, Survival, and Stabilization 
  • Midcareer: Experimentation and Diversification, Taking Stock
  • Late Career: Serenity, Conservatism, Disengagement
Open the graphic below that illustrates the stages and possible movements in Huberman's model. 
    • What might lead a teacher to move from one stage to the next or move backward or laterally in their development?

Click to see full size image.


Randall and Thornton (2001) in their book Advising and Supporting Teachers describe another life cycle model based on skill development and expertise. It outlines the skills and abilities teachers develop as they progress through stages in their careers. 
  • What teaching skills and abilities do you imagine a teacher would have a these stages in their career? 
  • How do teachers develop these skills?
  • What are the potential strengths and limitations of framing teacher development in terms of expertise?
    • The Novice
    • Advanced Beginner
    • Competent
    • Proficient
    • Expert
  • CLICK HERE and skim through the descriptions in the model. Discuss these questions with your partner.
    • What similarities and differences do you see between this model and Huberman's model as described in Farrel and Richards?
    • Do the models complement each other?
    • What role do you think training plays in the development and acquisition of the skills outlined in this model? What could account for the rest?
    • Considering both life cycle models as well as your own experience and intuition, how can institutions and administators support teacher learning and different stages in their professional life cycle?