Mark says: BrELT is "A Global ELT Community Made by Brazilians", and apart from energetically connecting teachers in online chats and sharing forums, they organise "On the Road" events, which people can attend in person. This year's edition is in São Paulo and I have been invited to be the first speaker on the day. This is what I plan to speak about:
The video below is Mark Hancock's webinar for TESOL Spain, explaining the Sound Chart and how to teach with it. The topics and minute-counter references are given below, so you can pick and watch the sections which interest you most.
Do you remember the millennium bug? We were all warned that on new year’s day of 2000, our computers would cease to function properly. Didn’t happen. What DID happen around that time however was a quiet but seismic shift in assumptions about the goals of pronunciation teaching.
"If it weren't for the hands, the clock would be useless" (Polish proverb). A detailed description of the phonology of English is of no use in pronunciation teaching if it is not combined with a consideration of learners' needs, especially in a world where English is a global lingua franca. In this talk, we will explore the implications of this idea. Download the slides below - 2 PDF files.
Tonic stress is a speaker’s use of emphasis to focus a listener’s attention. It’s an aspect of the speaking skill which is often neglected, but is crucial signalling the connections between ideas in both monologues and dialogues. Here’s a quick example:
Tonicity is a speaker’s use of stress to focus a listener’s attention. It’s an aspect of pronunciation which is often neglected, but is crucial in getting meaning across. In this session we will look at ways of presenting and practicing this important skill in the language class. The slides can be downloaded below. See more about Mark's books here.
Pronunciation teaching can be fun, but in a world where English is a lingua franca, we need to take a flexible approach. We can’t simply preach a single ideal target model, instead, we must teach learners to be adaptable, both receptively and productively. In this session, I will demonstrate this. Download the slides from the talk below.
Pronunciation work can be the most enjoyable part of a lesson but for this to happen, we need to move beyond ‘right’ and ‘wrong’, and instead explore language together with our students in a spirit of collaborative discovery. In this session, I will demonstrate examples of how I think this can be done.
