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interneta bibliotēka
Atlants.lv bibliotēka

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Publicēts: 08.12.2014.
Valoda: Angļu
Līmenis: Augstskolas
Literatūras saraksts: 22 vienības
Atsauces: Ir
Laikposms: 2013.g. - 2015.g.
Nr. Sadaļas nosaukums  Lpp.
1.1.  Common information about teaching pronunciation    3
2.1.  Methods and techniques for teaching pronunciation    5
2.2.  The Hows and Whys of Teaching Pronunciation    10
2.3.  How to Teach Vowel Pronunciation in English    21
2.4.  Pronunciation tongue-twisters and poems    38
3.1.  Plan of the lesson “ABC’s holiday” for 3 form    44
IV.  Conclusion    50
3.2.  Important of teaching pronunciation at the lesson    50
V.  Recommended Literatures    60
Darba fragmentsAizvērt

A check list of some of the things we can do to make speaking easy might include, among others, the following suggestions:
• Let students begin to speak when they are ready. Then give them a chance to speak – less teacher talk that is obtrusive and unnecessary and more room for student talk. Similarly, let students have time to process what they want to say before having to speak in front of others.
• Aim for an appropriate level of difficulty and risk with speaking activities.
• Don’t insist on perfect pronunciation, complete sentences, near native grammar. Leave most accuracy work for other moments.
• After any pre-communicative exercises needed to prepare learners, be sure to focus on real communication tasks, not excuses for language practice.
• Expect learners to be successful. Teachers expectations can have great influence, positively or negatively, on learners.
Although there are challenges to teaching and learning English pronunciation, it is an area vital to adult English language learners’ linguistic competence. Recent research has shed light on pronunciation features to be taught and on learners’ goals and motivations for improving their pronunciation. By incorporating current research and its implications into their teaching practice, teachers can help learners gain the skills they need for effective communication in English.

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