This is a blog devoted to English phonology issues. I've created it to interact with my dear 4th course students at the ISFD No 3: Marisa, Romina, Gabriela, Graciela, Mariana and Elizabeth.
I hope we can all enjoy sharing information, opinions, reflections and questions, outside the classroom as well as inside.
Here goes the first challenge:
Imagine you have a new adult intermediate student who wants to develop his/her listening and speaking skills in order to interact comfortably with his/her newly arrived boss, who only speaks English! What would you plan for your first class?
Please publish your suggestions as comments to this entry (remember there are no 'right' or 'wrong' answers!)
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8 comentarios:
I´d make the learner use the language from the very beginnig:
First, I´d revise some classroom language to interact easily (instructions, negotiation of meaning, asking for vocabulary, etc); then, I´d encourage him to talk about his job and new boss so as to evaluate his skills level. If this were too difficult for him to do, I´d lead the exchange to personal information (family, hobbies, preferences, etc.) The idea would be to find out what he actually can do with the language.
Marisa
First,I will talk to him about his job, family, personal information etc,to check his fluency. Then, I'll provide him with authentic material(like tapes)to show him native speakers'pronunciation and the usual way of asking and giving information.
First, I will ask him/her to tell me about his everyday life (job, personal life etc) to check how fluent he/she is. I will also bring authentic material (like a simple conversation on a tape), so that from the very first moment he listens to native speakers of the language.
Gabriela
He needs to make himself understood and to understand what his boss requires. This means being able to get across the intended meaning. For this objective, his pronuntiation should be intelligible, with a certain accuracy. He doesn´t need to sound like a native, but to be aware of how pronuntiation affects the message, I think.
Marisa
I would try to focus on communicative language rather than a very careful pronunciation,I would help the student to develop his listening skills using authentic material as short dialogues from movies or radio p rograms.
Mariana
I think that fluency is really important because he has to interact with a native speaker, so he has to make himself understood. he doesn't need to sound like a native speaker, but he needs to know how a native speaker's speech sounds.
When I suggested using tapes I meant conversations among people whose accent most closely resembles that of this particular student's boss.
How silly I was!!!! I forgot to write my name, so that you (I mean silvia) know who wrote the last comment. Well it was Gabriela.
How silly I was!!!! I forgot to write my name, so that you (I mean silvia) know who wrote the last comment. Well it was Gabriela.
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