PRE-CLASS TASK INCLUDED BELOW the class description.
Please respond in a comment on this page and comment on your colleagues' responses.
Tony will look into the question of why so many of us shy away from pronunciation work and using IPA with our students, share many of the great ideas and tools teachers are currently using and look at some techniques and tools that each and every one of us can perhaps use a little more.
Please post your answers HERE on this class page in the comments section below.
(1) It is frequently said that pronunciation (and especially the use of IPA) is the “step-child” of ELT speaking classes – the “sub-skill” that we teachers focus on the least.
- Why is this? What “stops” many teachers from doing more work on pronunciation (and using IPA to help them) in the classroom?
- If you don’t currently use IPA, what has held you back?
(2) When we speak to a lot of ELT teachers (even those with a CELTA), they tell us that they were never “taught” IPA or “trained” to use it with students – they had to learn it themselves (DIY-style).
- How did you learn IPA? What things did you do to help you get more familiar with IPA symbols and script?
- If you don’t currently use IPA, how would you go about learning more?
(3) Despite all this, there are many teachers that use it very
effectively as part of their classroom sessions with students.
-How do you use IPA with your students? What do you think are the best ways to use IPA in the classroom? What are some of your favourite tools and activities?
-If you don’t use IPA, what type of classroom practices or activities do you currently use to help students with their pronunciation (or correct errors or slips in pronunciation in the classroom)?