TASK 4:

Write a justification of your choice of activities designed in 2( a ) and 2 ( b) explaining

how these activities are based on the principles of teaching and learning language.

English for Language Teachers is a course that I had to study for this semester.
It is all about language and how it can affects our daily life. This course helps us to
compare features of language and communication. In Inggeris for language teachers is
a difficult topic. Particularly the subtitle phonology and correct pronunciation. Many of
the topics that need to be taken such as letters consonants, vowels, diphtong and also
we must planned an activities appropriate to the topics to be taught.
Pronounciation work can be kept simple and employ exercises which are both
accessible and enjoyable for students, whatever their level. Whenever students do a freer
speaking activity, the main aim is usually for them to develop their spoken fluency in the
language. However the activity also serves to work on students accuracy through the feedback
we give them on their use of language. When students do such a group or pair work activity at
any level , we as a teacher have to listen and take note which are divided into three areas of
language, pronunciations, grammar and lexis. We have to include notes on any area of
pronunciation that leads to miscommunication. This include consonants . All of these area can
be dealt with quickly and efficiently by having some simple exercise ready which require nothing
more than the board and a basic knowledge of the phonemic chart. If a learners are introduce to
the sound at a time, it can be introduced from beginner level and students are quick to
appreciate its value.
For teaching consonant title, I have chosen the method of minimal pairs. This
method can distinguish the pronunciation of consonants. For example, references to sh
and ch, quite difficult to pronunciation . Examples wish and witch. pronunciation should
be clear in order to distinguish its meaning.dents get used to the exercise,
pronunciations work becomes ever more efficient and effective. To improve the
teaching methods using minimal pairs, I choose as a group activity. Each group must
pronunciation the words references given on the card. Each member of the group must
ensure correct and clear pronunciation. To clarify pronunciation consonants by using
minimal pairs, I have shown the video. Students are listen to the pronunciation.
Teachers need to show the movement of the mouth. Pupil must try to pronunciations
the word. Finally teacher give some worksheet to pupils and they doing with friend.
Based on the activity carried out, students can pronounce the words consistent of
consonants correctly. Students who can help students who are weak in pronunciation.
By showing the video to students, teaching will become more attractive. Teachers
whose pronunciation work consists of little more than drills and quasi-drill passages. are
therefore unlikely to foster any pronunciation skills or interest in the language in their
students.
As a teacher we must identify our students problem areas (different groups of
students may have different problems) . Find lexical/grammatical contexts with many
natural occurrences of the problem sound(s). After that ,we must develop
communicative tasks that incorporate the word. Develop at least three or four exercises
so that you can recycle the problem and keep practicing the target sound(s) with new
contexts. In other words, the same types of activities used to teach other language
areas communicatively can also be used to teach pronunciation. Sample activities As
an illustration, Celce-Murcia describes the following activities to be introduced at
intervals to practice the th sounds, /-, -/ - problems for most learners of English:
1 . Doctor examining patient. This involves parts of the body such as
mouth, teeth, throat, thumb, and thigh.

2 Calendar. The th sounds also occur in Thursday, month, all numbers
with the number 3 in them (third, thirtieth, etc.). and almost all ordinal numbers .
(fourth, twentieth, etc.).

The conclusion is, as a teacher we must understand that Minimal pairs
immediately spring to most teachers (and students) minds when the topic of
pronunciation is raised. However, important though they are. they should not be
overemphasized at the expense of other aspects of pronunciation. such as stress,
rhythm, intonation, and
voice quality. Where pronunciation is concerned, locally-produced materials covering
problem areas for specific students are generally more relevant than all purpose
international drill books.
TASK 5: Read the article on structural AMBIGUITY GIVEN