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Multiple Intelligences Theory, ICT and Pronunciation: Pronunciation

Multiple Intelligences Theory, ICT and Pronunciation: Pronunciation. ICT and Pronunciation where´s the connection?. Multiple Intelligence theory – of course. More on that in a moment though…. Pronunciation and our context. ○ Why do ELT teachers 'teach' pronunciation? .

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Multiple Intelligences Theory, ICT and Pronunciation: Pronunciation

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  1. Multiple Intelligences Theory, ICT and Pronunciation: Pronunciation www.britishcouncil.org

  2. ICT and Pronunciation where´s the connection? • Multiple Intelligence theory – of course. More on that in a moment though… www.britishcouncil.org

  3. Pronunciation and our context • ○ Why do ELT teachers 'teach' pronunciation? Two questions to get you thinking about pronunciation : ○ Do you think it is important in our context? (ELT teachers in Spain in the 21st centaury)    Why or why not? www.britishcouncil.org

  4. Pronunciation and our context • “European Spanish speakers, in particular find English pronunciation harder than speakers of any other European language” • Coe, N. p. 73 (1987) Speakers of Spanish in Learner English A guide to interference and other learner problems (edited by Swan M. and Smith B.) CUP Cambridge www.britishcouncil.org

  5. So if it´s important how do we help our learners with their pron.? • DON'T SAY DRILLING! www.britishcouncil.org

  6. The Sound Foundation approach • Off the chart……. Out mouth. www.britishcouncil.org

  7. Multiple Intelligences theory and Pron. • ○Why would teachers apply multiple intelligences theory to 'teaching' pronunciation? “There are more ways than one to skin a cat…” www.britishcouncil.org

  8. Different learners learn in different ways. REMEMEBER OFF THE CHART AND OUT THE MOUTH! www.britishcouncil.org

  9. MI and pronunciation – a mix and match. ○ Online sites e.g. ship and sheep.com. ○ Group work in class e.g. exercises with vowel symbols cards. ○ Labelling activities e.g. finding words with similar sound in a picture. ○ Making groups e.g. making groups of words with similar sounds from a list. ○ Total Physical Response type actives e.g. sit and stand to identify between minimal pairs. ○ Drawing picture e.g. pictures of words with similar sounds. ○ Auditory, verbal practice e.g. chants or tongue twisters. ○ Matching exercises e.g. matching the phonetic symbol with the sound. www.britishcouncil.org

  10. Catering for different intelligences www.britishcouncil.org

  11. Mirrors and elastic bands? www.britishcouncil.org

  12. Different forms of TPR www.britishcouncil.org

  13. Vowel sound floor chart with soft balls www.britishcouncil.org

  14. The vowel cards www.britishcouncil.org

  15. Chants, tongue twisters and songs www.britishcouncil.org

  16. Phonetic eye spy www.britishcouncil.org

  17. Give them the tools to improve their own pron. www.britishcouncil.org

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