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Practice Activities – FP005 T&P



Name and surname(s):

Karina Evelyn Salas Sanchez

Erica Jara Jara

Group: FP_TEFL_2019-02

Date: February 27th, 2019

Practice Activities – FP005 T&P


Teaching English pronunciation is one the skills that teachers have to do to empower
students so that they can convey their ideas, feeling and opinions. It is a skill that
student have to develop is speaking. It is a crucial point since giving feedback to our
students in pronunciation issues is key to help them to improve it. We must balance
their strengths and weaknesses through communication.

Nowadays, English teachers have to deal with many difficulties. For instance, prepare
lesson plans, prepare different tests, arrange collaborative groups, deal with students’
behavior, and correct students’ progress and give feedback. However, teaching
pronunciation is a must for teachers. The aim of this work is to review two excepts
regarding teaching pronunciation.

After we have analyzed the two books Excerpt 1: Underhill, A. (2005). Learning and
Teaching Pronunciation. Oxford: MacMillan. (pp. 14-24) and Excerpt 2: Hancock, M &
Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge University. (pp.
10-19) we give clear responses to what implies to teach pronunciation.

Review the two books and answer the following questions.

1. What seems to be the general approach of the books? Segmental or

suprasegmental? Exposure-based or explanation based? Humanistic or
drill-based? Teacher-centred or student centered? Traditional or unusual?
Use what you learnt in Chapter 9 to justify your answer.

From our point of views, both texts focus on segmental areas due to the fact
that the text emphasizes vowels, diphthongs and consonant sounds. Besides,
the dialogues develop drilling repetition activities. In fact, drills seem to cause
their attempts to stabilize before they reach an accurate production of a sound”.
(Kenworthy, J. 1987)

Tice (2004) has mentioned that “Students make drills meaningful when they
understand what they are being asked to say. Monotonous chanting of
decontextualized language is not useful to anyone”. In other words, this

Practice Activities – FP005 T&P

strategy helps students to build confidence and later on make their own

In addition, the dialogues are lack of fluent communication that means that the
speaker’s ability to communicate will not be detracted by the pronunciation
(Celce-Murcia et al., 2010). Bearing in mind, communicative approach which
emphasizes interaction and problem solving involves pronunciation in order to
achieve the goals of good communication, students have to deal with
segmental and suprasegmental.

Moreover, Krashen(1982) points out “Acquisition requires meaningful interaction

in the target language-natural communication- in which speakers are concerned
not with the form of their utterances but with the messages they are conveying
and understanding”. It means to intelligibility.

It is centered in teacher-centred because most of the activities are followed by

teacher model without taking consideration students’ interactions focus on a
Traditional perspective.
Regarding to explanation and exposure, those are in both texts based on
segmental levels as most of the activities are controlled practiced.

2. Does it cover all aspects we have seen in the materials? Articulation,

vowel/consonantal system, phonemic chart, connected speech, stress,
intonation, foreign influence? Etc.? Refer back to the materials if any of
those aspects needs definition.

From our opinion, both texts cover a partial part of teaching pronunciation
seeing as the texts only show segmental activities without taking into account
the suprasegmental activities.

The From Zero to hero book has more practical exercises while Discovery
Toolkit is more theoretical. Both texts have these aspects of teaching
pronunciation Kelly (2000):

 Vowel sound
 Consonant sound
 Phonemes
 Larynx
 Intonation
 Tone and pitch
 Spelling and transcription
 Phonetic symbols

Practice Activities – FP005 T&P

3. Does any of them consider integrated skills? Do they teach vocabulary, as

well? If they don’t, could you make a brief proposal for them to include

We consider that the Excerpt 2: Hancock, M & Donna, S. (2014) English

Pronunciation in Use. Cambridge: Cambridge University. (pp. 10-19) includes
listening and speaking skills. It shows vocabulary by means of pictures
presented in the text with the correct pronunciation. Furthermore, we can exploit
the material, discriminate their meaning, make sentences with the words and
record them as an extra activity.

4. Which contexts of use are they intended for? Are there significant
differences among the two of them?

On one hand, excerpt 1: Underhill, A. (2005). Learning and Teaching Pronunciation.

Oxford: MacMillan. (pp. 14-24) is intended for students who have certain knowledge
about pronunciation but have some issues with the right pronunciation in the segmental
one due to many variables. In addition, this material is toolkit that focus about sounds
in isolation. To facilitate the learning of phonemes of standard English such vowel
sounds: monophthongs and diphthongs.

On the other hand, excerpt 2: Hancock, M & Donna, S. (2014) English Pronunciation in
Use. Cambridge: Cambridge University. (pp. 10-19) is intended for intermediate level
learners that emphasizes the segmental issues. It is a course book for students with
variety practice activities such as words that containing rhyme, the vowel sound /ei/
and / æ /, exercises with /ei/ and / æ / as well as sound pairs.

Both excerpts deal with vowel sounds, how and where the sound is produced. Also we
can see the graphs that show the place of articulation of the vowel sounds. However,
there are not significant differences among the two excerpts but the excerpt 2 copes
with some vowel and consonant sounds.

5. Which one would you prefer to use as a teacher? Why? Relate you answer
to Brinton’s variables.

As a teacher of English as foreign language we would prefer to use the Excerpt 2:

Hancock, M & Donna, S. (2014) English Pronunciation in Use. Cambridge: Cambridge
University. (pp. 10-19) since it seems a course book with a plenty of activities to work.

Practice Activities – FP005 T&P

According to Brington´s variables must consider the following aspects:

Learners variable: The chosen group of Spanish speakers learning English as a

foreign language are between the ages of 14-15. Also, they take ten hours of English
class per week and ninety minutes each class. They are intermediate students in a
high performance (COAR) which has two education programs the national and the
diploma program public school.

Setting variable: This group of learners have a book but it is not the only material that
they follow as part of the school syllabus. The teachers design a syllabus according to
the Peruvian Educational Ministry and the diploma program.

Institution variable: At COAR schools English is considered as one of the most

important subjects since teachers and students are committed with the learning
process. Also, the students take the Cambridge exam at the end of the school program.
Finally, the teachers are experienced and trained to deliver the classes.

Linguistic variable: The students of English as a foreign language have trouble in the
segmental level of production in L2 pronunciation. The problems on pronunciation such
as long and short vowel sounds and the except 2 has many activities to practice vowel
and consonant sounds such as /b/ and /p/, /s/ and /z/ and /d/ and /t/

Methodological variable: We are going to work with communicative approach since it

refers to real life situations and scaffolding strategy in order to assess and monitor the
students’ progress during their classes.

Teaching English pronunciation is challenging work so as teachers we must be
prepared and feel confident. One material that could help us is a good book with
practical activities that enable students to enhance and improve their pronunciation.

Furthermore, we have chosen the Excerpt 2: Hancock, M & Donna, S. (2014) English
Pronunciation in Use. Cambridge: Cambridge University. (pp. 10-19) to teach
pronunciation to our group of students.

Practice Activities – FP005 T&P

To conclude, as teachers we have to choose the best strategies and activities to teach
pronunciation tour students. Besides, expose to our students’ wide variety of
pronunciation activities.


 Ball, P. (n.d)” Teaching Pronunciation”. Universidad del País Vasco.

 Celce-Murcia, M. (1987). Teaching pronunciation as communication. In

J. Morley (Ed.), Current perspectives on pronunciation (pp. 1–12).
Washington, DC: TESOL.

 Krashen, S. D. (1982). Principles and practice in second language

acquisition. Fairview Park: Pergamon.

 Kenworthy, J. 1987, Teaching English pronunciation, Longman, London.

 Kelly, G. 2000, How to teach pronunciation, Pearson Education, Harlow,

 Hancock, M & Donna, S. (2014) English Pronunciation in Use.

Cambridge: Cambridge University.

 Tice, J. (2014)” Drilling 1. British Council & BBC”. Retrieved


 Underhill, A. (2005). Learning and Teaching Pronunciation. Oxford: