Using Cognates to Develop Comprehension in English. Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, 30-40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language. Not surprisingly, researchers who study first and second language acquisition have found that students benefit from cognate awareness. Cognate awareness is the ability to use cognates in a primary language as a tool for understanding a second language. Children can be taught to use cognates as early as preschool. As students move up the grade levels, they can be introduced to more sophisticated cognates, and to cognates that have multiple meanings in both languages, although some of those meanings may not overlap.
Read aloud When you read aloud to your students, ask the Spanish speakers to raise their hand when they think they hear a cognate. Student reading Follow-up activities: Spread Laughter and Cure Boredom. Tongue twisters. Forvo: the pronunciation guide. All the words in the world pronounced by native speakers. Core activities for using the chart to integrate pronunciation. In this article I’d like to speak to those teachers and offer you a basic method for using the chart, in fact a single core activity that powers up the chart, and from of which multiple other activities can be derived according to what you are doing.
It is essentially a form of visual dictation, and once you get the hang of it you can adapt it to bring out the pronunciation content in any activity you are doing, without need for other materials. But before we start let me clarify that there are two steps to integrating the chart into the heart of language work. Step 1 involves introducing the chart and its sounds to students, a process which will take you an hour or so across two or three lessons with your class. That is enough to get the chart into circulation as a fully functioning learning tool. Step 2 involves everything else, i.e. using the chart in your language class, a process which goes on as long as the students are learning English, almost regardless of level.
Www.onestopenglish.com/skills/pronunciation/pronunciation-matters/pronunciation-matters-sound-reasons-for-teaching-pronunciation/155507.article. P is for Pronunciation. Read my lips I’ve just completed a nine-hour block of sessions on phonology on the MA TESOL course that I’m teaching at the New School. Apart from the inevitable (and sometimes intractable) problems involved in reconfiguring my knowledge of phonology so as to accommodate North American accents, the question that simply will not go away is this: Can pronunciation be taught? As a teacher, I have to confess that I can’t recall any enduring effects for teaching pronunciation in class – but then, I very seldom addressed it in any kind of segregated, pre-emptive fashion. Most of my ‘teaching’ of pronunciation was reactive - a case of responding to learners’ mispronunciations with either real or feigned incomprehension. As a second language learner, any attempts to improve my pronunciation have fallen (almost literally) on deaf ears.
I remember being told by a well-intentioned Spanish teacher: “Your problem is that you use the English ‘t’ sound instead of the Spanish one”. References: Adrian’s Pron Chart Blog. Adrian Underhill on Successful Pronunciation 1 (Macmillan) Sounds: The Pronunciation App | English Pronunciation Aid | Macmillan Education. BBC Learning English | Pronunciation Tips.
Pronunciation of theorising - how to pronounce theorising correctly. Phonetics: The Sounds of English and Spanish - The University of Iowa.