proyecto power.pptx

8/10/2019 PROYECTO POWER.pptx

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INTRODUCTIONThe field study presented in this paper to students of high school ExperimentalPedro Vicente Maldonado, Intercultural Dr. Manuel Rodriguez Orozco college,ESPOCH and LasCascadaskindergarden was performed.

The importance of pronunciation of the English language , is one of the mostunderserved and language skills taught explicitly and the pronunciation of a

foreign language is not as vital for teachers and researchers, and insteadseems to be of great interest and motivation for students.

For this research we have started from an analysis of contrasts betweenSpanish and English of these guidelines to try to identify and inventory themain phonological and phonetic difficulties of our students.

We formulate a concrete proposal for phonetic program to be piloted in theclassroom through a multimodal methodology for explicit teaching of Englishpronunciation aspects .


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OBJETIVESGENERAL OBJETIVE

Identify the phonetic mistakes frequently committed by teachers and students ofthe language Englishman as foreign language.

SPECIFIC OBJETIVES

To search new strategies that he contributes to the filing of these mistakes.

To verify the effect of the explicit approach in the learning of the pronunciation

of the Englishman.

To offer technologies experienced for the valuation / evaluation of the phoneticperformance of the students.

To compare the phonetic pronunciation of primary, secondary and of the topeducation.


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PHONETIC ERRORS THAT TEACHERS AND STUDENTSMAKE IN ENGLISH

A error is not easy to detect, because the teacherneeds great concentration to recognize many thedetails of this when listening to students. The

teacher must be very careful in analyzing someaspects generally content, grammar, pronunciation:in an oral presentation is divided and method ofpresentation.

We believe that, despite the importance ofpronunciation of language, is one of the mostunderserved and language skills taught explicitly.


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OBSERVATIONESPOCH

For this we take into account certain aspects (dictated by Lic. ZoilaHerrera )

Construction, application and qualification of tests

Test of auditory perceptions( Listening)

Test discrimination phonetic aspects

Items on discrimination of sounds

Items on discrimination of accent and rhythm

Items on discrimination of intonation


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OBSERVATION

Pedro Vicente Maldonado High School

When we observe and perform some activities in this institution, wefind these errors.

GENERAL ERRORS

Errors in vocabulary

Errors of single words

Errors equivodas words

Errors by false words

Errors invented words

Errors for expressions of bla-bla Errors Spanish words

Errors by the amount of content

Grammar Errors


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OBSERVATIONDr. Manuel Rodriguez Orozco Intercultural High school

As students and future teachers must do a pattern and recognize the most importantaspects of English as they are the most confusing.

Syntax or grammatical errors in structures:

Top 1: "People is" are (right). "People (people) is an English plural. Therefore, we say

"people are" or "people have".

Top 2: I have not .... Nobody remembers if you "have not" is used to say "I have" shouldbe added. "Got". So I recommend saying "I do not have" or "She / he does not have.

Top 3: The last year, the last weekend, the last night, the last month. When we refer tosomething we did last year, last weekend, last night, last month, do not put the definite

article "the" as we do in Spanish, ie the or.


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OBSERVATION Las Cascadas kindergarten

Kindergarten children are small sponges who learn all what youteach them.

It is also important to remember that basic skills that are thebasis for reading, such as phonological recognition skills, istransferred from one language to another. If a student who islearning English has acquired these skills in their first language,you don't have to relearn them in English. Is always a good ideato find out what knows the child about the sounds and letters

before teaching in English.


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An outstanding teaching of early reading skills is towork on the following:

phoneme recognition

knowing the alphabet

correspondences between letters and sounds

concepts of print

listening

decipher

comprehension skills


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Pronunciation

Top 1: Speak "b" with "v". For example: very [beri] not [veri].Pronounced biting her lower lip almost like an "f".

Top 2: Giving money (money) [monitor] and not [peanut].

The sound of the "o" is similar to "a", therefore, is not an"o".

Top 3: Speak "parents" (parents) as it sounds with an "a"well-rounded and not the Spanish [perents]. The "a" of

"parents" has a sound like the "e" to "a.


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CONCLUSIONS

The importance of teaching Phonetics is muchgreater than many think. The foreign studentneed to be able to pronounce correctly andcommunicate this learning phonics should go

together learning the vocabulary thinking theywill learn with time.

Analysis of common mistakes of students,although this sole not be an easy task, explain

what these errors and give instructions to thepronunciation of new sounds have to learn newhabits and to be acquired .


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Our study suggests that a multimodal methodology( aural , oral, verbal , visual, deductive or inductive )can significantly promote improved pronunciation ofEnglish in our students , these components bettercontribute to improving pronunciation.

The problematics that we are the majority of theteachers of foreign language in the classrooms.Students posses great difficulty in the oralcommunication of the Englishman. We think that it isa point of bearing in mind when we teach a languagesince definitively to declare correctly and tocommunicate are the fundamental props of thelanguage.


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The teacher and the student must be patients

to see the improvement in the oral

presentations in English and must not get tiredof repeating exercises that correct the

blemishes.


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RECOMMENDATIONS

The foreign language teaching should be fun

for both the student and the teacher.

As English teachers, our goals should not be

limited to activities that develop the

language skills of listening, speaking and

writing, but must promove the interest of our

students to acquire good pronunciation.


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The teacher must be very attentive to detectingmistakes and successes. There exist quantities of

different mistakes that change in agreementwith the level of the student and of theindividual himself. There are some mistakes thatbelong to an alone individual and there areothers that repeat themselves constant in all thestudents.

The teacher must put in practical motivatingand varied exercises that help the student tocorrect them. A constant practice of correctiveand preventive exercises will avoid the studentto be corrected frequently and will be perfectinghim little by little.


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TABULATION

TEST OF STUDENTS Listen and drawtime

Right

Answer

Wrong

Answer

Total

It is quarter to eight 0 11 11

It is ten to seven 0 11 11

It is 25 past five 8 3 11

It is half past three 0 11 11


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Listen and draw the family tree

Right Answer Wrong

Answer

Total

Neds father name is Bob 0 11 11

Neds uncles name is George 0 11 11

Neds grandfathers name is Richard 0 11 11

Janet is Neds cousin 0 11 11

Christine is Neds aunt 0 11 11

Neds mothers name is Nora 0 11 11

Neds grandmothers name is Isabel 0 11 11

Tom is Neds brother 0 11 11


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Related by arrows each child with

their animal

Right

Answer

Wrong

Answer

Total

Willy has got a woolly sheep 8 3 11

Peter has got a quiet rabbit 10 1 11

Janets horse is black and white 9 2 11

Alice has got a small cow 10 1 11


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Listen and indicates the order you

follow your teacher

Right

Answer

Wrong

Answer

Total

Its raining 11 0 11

Its warm and hot 11 0 11

Its windy 0 11 11

Its snowing 0 11 11


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TABULATIONTEST OF TEACHERS

Listen and tick the right box.

Right

Answer

Wrong

Answer

Total

1. rail 4 0 4

2. Quarter 4 0 4

3. Ruler 3 1 4

4. Are 4 0 4


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Right Answer Wrong

Answer

Total

1. Cheese 4 0 4

2. She 4 0 4

3. Church 4 0 4

4. Fish 4 0 4


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RightAnswer

WrongAnswer

Total

1. Garden 4 0 4

2. Pig 4 0 4

3. Cat 2 2 4

4. Kate 3 1 4


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Right

Answer

Wrong

Answer

Total

1. March 0 11 4

2. Watch 0 11 4

3. Not 8 3 4

4. Tall 0 11 4


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Intonation

Wh-questions [ ] / Yes No

questions [ ]

Right

Answer

Wrong

Answer

Total

1. Excuse me 4 0 4

2. Yes? 4 0 4

3. How old are you 4 0 4

4. Im eleven 4 0 4

5. Are you a teacher? 4 0 4

6. No, Im not 4 0 4


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