Unit of Study
“Pronunciation and Intonation in EFL/EIL
Classes”
Instructor: Gaby Shoshani
Dr. Fran Sokel
Naomi Shalev
Name of student: Chava Abadi
ID. number:
321139990
Date:Wednesday, 13th July 2016
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Table of Contents
Chapter 1: Literature Review-----------------------------------3
Chapter 2: Background Information ------------------------8
Chapter 3: Report -----------------------------------------------13
Lesson 1 -----------------------------------------------------------13
Lesson 2 -----------------------------------------------------------14
Lesson 3 -----------------------------------------------------------15
Lesson 4 -----------------------------------------------------------16
Lesson 5 -----------------------------------------------------------17
Lesson 6 -----------------------------------------------------------18
Chapter 4: Analyses----------------------------------------------20
Chapter 5: Conclusions and Implications ----------------Bibliography--------------------------------------------------------Appendices-----------------------------------------------------------
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Chapter 1: Literature Review
The importance of Pronunciation and Intonation in teaching EFL/EIL
Introduction
I have chosen “Pronunciation and “Intonation” as the topics of my investigation, because I
believe they are essential parts of teaching English for EFL/EIL students.
English pronunciation and intonation are neglected areas in EFL/EIL classrooms all over
the world as we can see for example in Tergujff’s (Tergujeff, 2012) study paper. In this review
I will show why it happens and try to give theoretical and practical examples of how we
teachers can change it. The purpose of this paper is to review different kinds of articles and
studies on strategies for teaching pronunciation and intonation, so we teachers can use their
ideas during our lessons. In the first part of my paper, I will introduce the problem of the areas
through studies, and then I will give practical and theoretical ideas of how can we help the
students to improve their use of pronunciation and intonation in English. I will review articles
and studies and will focus only on the main elements that teachers should teach in those areas I
mentioned above. It will include the essential parts of the target subjects. For example in the
case of intonation I will intent to write the correct usage and rules of rising and falling sounds
and their influence on pronunciation and fluency. Finally, I will draw a special attention on
teaching accurate and correct pronunciation inside and outside of our classrooms.
I.
INTONATION
Luu Trong Tuan and Elina Tergujeff claim in their studies that both students and teachers
do not pay enough attention to the importance of intonation during the lessons. Tuan claims in
his study that intonation like pronunciation is a neglected area during English lessons .He
shows the target areas of the topic, which should get attention while teachers are teaching
intonation.
In his study he gives various tools for teachers, for example how they use yes/no questions
as a technique for intonation. According to Tuan teachers have to integrate intonation to their
lessons’ plan, because the accurate usage of intonation can improve their students’ speaking
skills. The writer of the study explains the functions of intonation such as foregrounding when
intonation is used to put words in the foreground (Tuan, 2012 p. 225) or how to use intonation
to express feelings or whether a situation is basically “open” or closed” (Tuan, 2012 p. 225).
Correct word stressing and tones are the basic elements as we can see in not only in his, but
also in several articles and studies as well.
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Mark Hancock (2005) speaks about three different aspects of intonation. He, like Tuan
gives theoretical and practical ideas how to use and teach intonation for the benefits of the
learners. In his article "Three takes on intonation" he adapts Tuan and Tergujff’s suggestions
using word stress and tones as an integral part of teaching intonation. Hancock integrates the
main elements of the English language intonation system when he gives his practical ideas for
his readers. He speaks about the importance of separating our speech into word groups and
stressing the most important words in those groups. In his article, he also includes another
important element which is the issue of correct voice usage in speech.
This component also gets a very significant attention in Jennifer Jenkins’s (2004.) research
study. Like Hancock, Jenkins claims, that teachers should focus especially on this because it is
an essential base of not only for intonation but also for accurate pronunciation. The issue also
becomes the base of Tuan’s research when he investigates the topic. According to Tuan, those
articles and research studies ideas can be very useful for EFL/ELF students all over the world.
For example, Elvira Carralero (2010) integrates Jenkin and Tuan’s findings on the issue and
uses in her ESL class while she gives the “talking heads” project to her students. The exercise
based on correct usage of voice tone. Because, as Tuan (2012) writes, ”English is a stresstimed language” and for many language learners, it is very difficult to get the right word stress
or pitch when they speak ,especially when their L1 is a syllable or vowel- timed language.
Carrelero’s activity helps her students to practice and use their vocal cords accurately and
correctly while they speak in English.
Hancock strategies go further than Carrelero’s approaches and add three other aspects for
the topic. One of his aspects is word stressing while the speaker stresses only the most
important word for example: Yossi was here /in response to Who was here? / . Jenny Wilde
(2014) also reminds Tuan’s findings in her paper when she raises the importance of “turntaking rule” in her article. In her writings she claims, like Tuan, that the correct usage of tones
and sentence stress can lead to conscious and accurate usage of the “turn-taking rule” while the
participants are able to listen and respond accurately throughout their conversations. They are
also able to recognize an appropriate moment to get a turn or give a sign to their partners while
they want to speak.
Keren McLellan (2003) shows another aspect of the same idea. She writes about the correct
usage of pitch and its changes in speech which is also an essential element of any discourse.
She suggests different kinds of exercises as practice of accurate pitch in learners' speech.
Hancock, like McLellan suggests a pitch gym and a tone trainer for practice of the accurate
4
usage of those elements of intonation. In his article he shows, that while students are using
proclaiming (falling) or referring (rising) tones accurately in their speech, they are improving
both their intonation and pronunciation skills. Hancock climes, the main aims of those
exercises, is that a student will be able to recognize the uses in his or her speech the two most
important elements of intonation, grouping words and stressing ,which are the most important
ones. (Hancock, 2005, p. 17)
MecLellan like Tergujeff states, that intonation does not stand alone in a discourse and
because of this; it is not enough to pay attention only to its features, teachers should approach it
along with grammar and other aspects of language learning. The importance of the issue also
rises in Jenkins’s research study when she shows intonation from a discourse viewpoint. She
suggests, like Wilde (2014) that teachers should teach discourse intonation trough different
kinds of discourse-based tone assignments. For example, they can give oral activities to their
students, when learners are able to use and analyze the rules of intonation in an authentic
context. The writer of the study suggests that teachers should use technology for this purpose so
students can listen and notice certain rules of intonation much better than when it is explained
to them only by the teacher. According to Jenkins, when language learners are aware of their
intonations it also effects their awareness of accurate pronunciation.
II.
Pronunciation:
Researchers like Jennifer Jenkins (Jenkins, 2004) and Elina Tergujeff (Tegujeff, 2012)
discuss the importance of pronunciation in English teaching in ELF/ESL classrooms in their
studies. Jenkins claims, based on the result of recent researches, teachers have to be aware of
the intense effect of poor pronunciation on their learners’ major language skills. Robert Walker
(Walker, 2014) also discusses this issue. He suggests that teachers should make sure to teach
accurate pronunciation because without it, their learners may not able to use the target language
correctly. He relates to the impact that poor pronunciation and intonation has on listening,
speaking and on reading and writing as well. The writer of the article gives various examples of
the effects of inaccurate using of pronunciation and intonation in discourse. He claims, like
Jenkins (Jenkins, 2004) or McLellan (McLellan, 2003) that teachers have to choose a suitable
teaching approach which focuses on it intelligibility instead of modeling or imitating American
or British accent (Walker, 2002 ) in teaching pronunciation, which is easier for students and
less daunting to them.
Tergujeff, in her research study also discusses a similar approach which can be useful in
communicative language teaching. The author of the study declares; to speak for intelligibility
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should be the main goal for teachers (Tergujeff, 2012 p. 600). Jenkins’s study goes further and
details it deeply. She investigates the importance of pronunciation and intonation through
different kinds of discourse approaches. The writer of the study claims, in order to teach
effectively those essential topics, teachers should be aware of not only accuracy or the effects
of voice-setting ,stress, but they have to know how to integrate them with grammar and
vocabulary as well. Since teaching pronunciation should be integrated in lesson plans,
(McLellan, 2003 p. 19) McLellan suggests different techniques and approaches, which teachers
can easily integrate into to their syllabus .For example, correcting and dealing with errors which
occur as a careless slip (McLellan, 2003 p. 19) or something that happens because of an
unlearned rule. This issue is mentioned in Jenkins’s (Jenkins, 2004 p. 111) study where the
author explains the importance of choosing activities where teachers can easily teach and
explain rules of pronunciation. For this she gives the example of the rule of turn-taking (Wilde,
2014).
Several articles and researches give beneficial approaches and aspects on teaching and
practicing intonation and pronunciation in L2 for EFL/ELF learners. For example how to
wisely use digital technology in ELF/EFL classes. Jenkins (Jenkins, 2004 p. 118) claims,
teachers can use “CD-ROMs to promote learner autonomy in the acquisition of pronunciation
“(Jenkins, 2004 p. 118) but, as Walker writes in his article, teachers have to choose the right
place and pace (Walker 2014) to do this. According to Walker (2014) and Anderson (2006)
teachers should pay attention to their learners’ individual special needs when they choose a
certain digital aid for teaching or practicing pronunciation or intonation in their lessons.
The last, but one of the most crucial topics on pronunciation and intonation is the matter of
encouraging motivation and active participation of learners in EFL/ELF classes like in
Tergujeff study. Walker and Anderson discuss the topics and raise the awareness of the
teachers that they have to choose a model, a method, or even a game very carefully. They have
to remember the main goal of those approaches and activities, that their learners should use
accurate pronunciation and intonation both inside and outside of the classroom.
My major goals throughout the lessons of the unit are introducing and using pronunciation and
intonation techniques in an authentic, meaningful context. I believe in the importance of
practice. I should expose my learners to various tasks and activities, so the students will be able
to use the taught learning material consciously and accurately. For reaching this aim, I will
present the target sound items in a context which is meaningful and authentic .In the second
stage the pupils should practice the new sound elements in various ways. According to different
6
studies, students have to come across with a new sound element in various ways so the target
language element will stay in their long-term memory (LTM).For instance, Iwill use different
kinds of memory or association games. In addition my students need to use the taught material
in guided and free speaking and after every activity the learners must get feedback on their oral
or written works. Finally yet importantly, I agree with the researchers of my topic, I have to
make sure to teach the target material systematically, through tasks and activities that have
relevance to our students’ lives. In this way I can encourage my learners to use the taught
material in their communication, thus my learners will became more proficient language users.
7
Chapter 2: Background Information
PART ONE: Preliminary Information
A. Background Information
The school:
Preliminary information:
ORT Orot Haazorim Religious High School is located on Lower Galilee.
Haazorim High School provides a quality-learning environment which challenges all students
to achieve their personal best.
Description of the school:

Population
Students from all over the North and further, attend the High School. The
students are boys between ages 15-18 and all of them came from traditional religious homes.

Internal organization
Rav Sheked Amos is the head principal (of all four grades).Each grade has a
homeroom teacher and a counselor. The school has one special education class.

Educational environment
Every class places separately in several small bungalows on the school’s territory.
The school has one central building which gives place for the dining room and for science
studies. The school has one computer room with twelve computers. Students do not allow using
Internet by themselves. The learners stay in five days in school constantly so they are able to
study from early morning still late at night.

Specific information about the teaching of English at this school
Every class has eight hours for English studies a week. The lessons take place in the
students’ homeroom classes on Mondays and Tuesdays at late afternoon. The students have
general studies from two o’clock at the afternoon until eight o’clock in the evening.
8

The class
I have 32 heterogynous male students in this 9th grade class with various learning
difficulties. The students came from different kinds of junior high schools, so I have to consider
it when I plan my lesson. Even though the large numbers of students I do not have to deal with
any disciplines throughout the lessons. My students usually participate and work actively in our
lessons. The class has a very calm and positive atmosphere which is essential for effective
teaching and meaningful learning. In addition I also have a good connection with my students’
parents which gives a good base for teaching and learning. The class curriculum based on the
New Revised English Curriculum given by the Ministry of Education and on the students’
course book, Imagine by Harriet Coddington.

A list of course books used in ninth grade this year:
9th grade:
Imagine by Harriet Coddington (course book)
Imagine by Nicole Border and Nina Daon with
Harriet Coddington (work book)

Streaming, special needs population
According to their English levels, students from the special education class learn
together with other students in English lessons.

English Room
There is no English room at the school at this point.

English bulletin boards
There are no English bulletin boards at the school.

Special events involving English
There are no special events involving English at the school at this point.
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B, Planned Schedule
Day, Date
Monday, 28th
Lesson 1
Time (when the lessons start and end)
17:25-18:10
March 2016
Tuesday, 29th
Lesson 2
13:45-14:50
March 2016
Lesson 3
Monday, 09th May 17:25-18:10
2016
Lesson 4
Tuesday, 10th May 13:45-14:50
2016
Lesson 5
Monday, 16th May 17:25-18:10
2016
Lesson 6
Thursday, 19th May 17:25-18:10
2016
 Name of the school: ORT Orot Haazorim High School
 Class: 9th graders / 29 heterogeneous male students/
 Address: Haazorim Village , Lower Galilee
B. Materials
Title
Page
Bibliographical details
numbers
Course
Imagine
58-73
Books Ltd.
book
Workboo Imagine
62-80
Coddington, H.& Border, N ,Daon, N (2014). Imagine
Israel: Eric Cohen Books Ltd.
k
Teacher’s Imagine
61-76
Kopels A,.&, Coddington, H ,(2014). Imagine Israel:
Eric Cohen Books Ltd.
book
Online
Coddington, H. (2014). Imagine Israel: Eric Cohen
I needed to ask
------
(Include Retrieved from…)
10
resources online resources
during the
lessons school
administration’s
permission to
use.
I hope that I will
get it.
Others
Revised English
Retrieved from :
Curriculum
http://meyda.education.gov.il/files/HaarachatOvdeyHora
a/Englishcurriculum.pdf /
D. Teacher's Knowledge
Theme of the unit
The theme of the unit is useful invention throughout the centuries. In this unit my student
will able to learn and understand the importance of trivial inventions. They can get facts and
opinions about certain discoveries. My learners will meet with inventers and read about them
through stories. The main aims of this unit arises the learners’ attention to the importance of
those discoveries and the accurate and fluent usage of the target new vocabulary. I will use
different kinds of digital tools as enrichment for effective teaching. My students will use all
four major thinking skills during the lessons. I will encourage my pupils for pair and group
work for better understanding of the target topics. My topic of investigation is pronunciation
and intonation so I will do tasks to improve my students’ oral skills as well.
Vocabulary
The goal of this unit is to teach new useful vocabulary in a meaningful context. The student
will able to gain the target vocabulary through games and in authentic based task activities. My
students will learn and use accurately the target vocabulary. I will spend time to practice and
improve students’ pronunciation on the target lexical items.
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The target lexical items in table:
admit
contact(v) delay(v)
accuse
court(n)
apparently
insist
metal
original
program
design(n, v) invention
object(n)
photo
rearrange
create
enthusiastic
inventor
official(n)_ powerful register
bone
creativity
hire
jewel
officially
practical silver
claim(v)
database
ignore
mainly
ordinary
precious site
complaint
decorate
impress
member
origin
private
spread(v)
throughout
unique
valuable
break the rules
log on
sign up
succeed
trivial
use(n)
warning
get(something)off
reach
an take apart
the ground
agreement
Grammar
The target grammar structures of the target unit are Past Simple and Progressive. I will
review the form and use and the meaning of the target grammar structures through games and
real-life based tasks.
E. Plans and Tools for Summative Assessment
o Tools for measuring pupils’ knowledge of the material taught, e.g. a quiz, test or
alternative means
I will check my learners’ knowledge with a test which includes the written forms of
the taught language elements and the target vocabulary in a meaningful context.
o A questionnaire for pupils related to your topic of investigation
I would like to get feedback from my students on our lessons and learn from it for my
students’ benefits. For instance,I will ask my students about the effectiveness of the
taught materialon their oral skills. They can answer either in English or in their L1.
My questionnaire will help me to draw conclusions of effectiveness of my teaching
methods on my learners’ oral language skills.
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Chapter 3: Report
Brief Descriptions of the Lessons
Lesson 1:
The major aim of our first lesson was to become familiar of the new unit through different
kinds of tasks and activities. My topic of investigation is pronunciation and intonation in
EFL/EIL classes, so I tried encouraging my learners use their L2 more frequently when they
had worked on the tasks with their peers. I gave a short explanation with authentic examples
about the importance of accurate pronunciation and intonation so my students would able to
understand why they should learn it. The topic of this lesson was useful inventions. The
students worked individually and in pairs during the lesson. I promoted proactive
communication throughout the lesson. They learned the importance of active listening and used
the turn-taking rule efficiently during the exercises. At the end of the lesson some of my
students in pairs presented they posters for they classmates. Unfortunately we have not finished
all the tasks and activities because we had some technical problems.
Reflections:
The lesson took place on 28th of March in Ort "Orot Hazorim" school. My ninth graders are
heterogeneous students with different learning stiles, so I considered this when I planned the
lesson. My pupils like challenges and working together with their peers. I feel lucky because
they like to learn and are ready to try things out.
I chose the topic of interesting inventions, because I knew my learners would like it. My
main goal was to improve their oral skills, so I had to find a topic which would interest them. I
was surprised when I saw that even though my weak students raised their hands and wanted to
present their works to their classmates. I had a problem with technical issues. First of all my
students were late from class because they had a lesson which had finished late. Secondly the
computer room was not available even though I had permission from our school's principal that
I would able to use the place. My first take away that I will bring my personal computer with
me.
13
Unfortunately we did not cover our learning material so I will continue it on our next
lesson. My students started to use the turn taking rule with our "talking stick" when we did
our oral tasks and helped each other. I summarized, got, and gave feedback on the lesson.
At the end of the lesson I explained to my learners that we would continue our topic in
addition I answered their individual questions.
Lesson 2:
I introduced our lesson’s agenda and we discussed about it. I gave time to finish their
posters and presentations and asked students who have finished assist their classmates. The
students who have not had the possibility to present their work on our previous lesson they
got the opportunity to show it for the rest of the class. The second and third parts of the
lesson we continued the topic of famous inventions and inventers and my students worked
in the relevant tasks and activities. I put focus to encourage the accurate pronunciation and
intonation through the different kinds of tasks and exercises. I taught the /ae/ sound element
in a meaningful context. I gave time for practice, so my learners could use the new sound
element in an authentic context. We spoke about a tiny but important invention and worked
on the relevant exercises. I introduced our “talking stick” and our sound chart. The students
in pairs and individually got several tasks for practice the accurate usage of the chart and the
“talking stick” when they communicated with each other.
Reflections:
The lesson took place on 28th of March in Ort "Orot Hazorim" school. My ninth graders are
heterogeneous students with different learning stiles, so I considered this when I planned the
lesson. Our lesson was an integral part of my topic of investigation which is accurate
pronunciation and intonation in English class. The students were on time so I would able to
finish all my tasks and activities.
It was good to see that they participated actively and tried to pay attention on our “turn
taking” rule. I introduced again my “talking stick” and explained the importance of it. I
encouraged my learners to use their sound chart when they would play the memory game or
present their posters from our pervious lesson. I assisted them during the activity and
noticed they tried their bests to articulate accurately the target /ae/ sound.
14
My first take away is to prepare more activities to improve their speaking and
pronunciation skills. I agree with Robert Walker who claims teachers should integrate
pronunciation and intonation in every English lesson. I let my learners talk freely and wrote
the “problematic” words on the right side of the board. We re-read again and paid attention
on accurate pronunciation, intonation, and spelling. The students found it difficult at the
beginning however they participated actively. I have decided I would use more oral
activities in my future lessons. I gave and got feedback on our lesson and in addition I spoke
about the topic of our next lesson.
Lesson 3:
I started my lesson to emphasize the importance of the date of our lesson. We spoke about
the historical date and I lead them to our lesson’s topic. In this lesson we spoke about
another historical invention which is button. The students worked in pairs and introduced
their findings for their classmates. They tried to articulate the target the taught sound
element in an accurate way when they came across with it in their presentation. We read
and started to work on the article about this trivial but important invention. I also introduced
a new sound element through different kinds of oral exercises which included
demonstration by native speakers. Even though we started our lesson late the learners had
opportunity to engage with the topic and do some of the target tasks and exercises.
Reflection:
The lesson took place in Ort Orot-Hazoereem High School in 9th of May. I mentioned the
exact day of the lesson because, as you saw, we had a great discussion about the importance
of this historical date. It was good to see, even though my students were late and they were
not in an “English mood” they tried their bests and participated very nicely.
The first part of our lesson focused on my topic of investigation which is accurate
pronunciation and intonation in English lessons. In this part I would like to say thank you
for your feedback, it was very beneficial for me. I will pay attention to pronounce
accurately those words you told me in my future lessons. My learners liked our lesson and
they told me, next lesson would ask their Chalacha teacher let them go on time so they
would not be late. My class is very heterogeneous, so I considered this fact when I prepared
15
the lesson. Unfortunately, we started late and because of this, we did not have enough time
to complete all the tasks and activities what I planned for this session.
I understand the importance of correct usage of the white board. I will pay attention to write
the agenda of the lesson before the introduction of the topic on the left side the board, so my
students will be able to get an “English mood” while they will copy it into their notebooks. I
also agree with you that minimum ten new target lexical items have to be on the right side
of the board until the end of the lesson. My last take away is that I have to be sure all my
students participate equally during the English class.
Lesson 4:
I introduced our lesson’s agenda and wrote it on the left side of the board. At the first part
of the lesson we reviewed our pervious lesson in including grammar and vocabulary
activities. I gave time for my learners to finish the pervious tasks then I gave grades and
feedback on their presentations. I taught the new vocabulary, and emphasized, stressed the
learned sound elements when I came across within the new words. We practiced and used
the target vocabulary in an authentic context. I asked them to pay attention on accurate
pronunciation and intonation during the oral activities. The played a memory game with the
new lexical items in groups and they had to say a sentence with the word they have found.
The students also learned the “eye-catcher” technique as an important tool for scanning
information from a text. The second part of the lesson we re-learned and practiced the new
sound element from lesson three. Finally yet importantly we summarized our lesson and I
gave and got feedback on it.
Reflections:
The lesson took place in my ninth grade class in Ort Orot Hazoreem High School. My
heterogeneous students participated very nicely. I took Nomi Shalev’s advice and after I had
written our lesson’s agenda on the left side of the white board I asked my students to copy it
into their notebooks. In this way they were more relaxed than in our pervious lesson.
We had time to finish previous tasks and integrate them in our second activity. I also
introduced two other sounds from our sound list the long and the short –e- sounds. I was
16
glad to see, my learners worked seriously during the activity which encouraged the accurate
usage of pronunciation and intonation. I liked the fact that they finally used the rule of
“turn-taking “accurately and we had a very beneficial discussion about the target topic.
I recognized I have to use more “eye-catcher” activities because those tasks can help my
learners looking for specific information mush faster than before. I liked while my students
cooperate and collaborate with each other and used more L2 during the lesson then our last
three previous meetings. I can conclude using oral activities constantly in our lessons, as
Andersons suggests in his article, can improve our learners speaking and listening skills. I
have decided I would use more oral and listening tasks in my future lessons.
Lesson 5:
Like in our previous lessons, I continued focusing on my students’ pronunciation and
intonation in L2. In this lesson I used cd-room to improve my students’ listening skills and
assist them listening for accurate pronunciation and intonation. At the beginning of our
lesson we review the taught vocabulary and sound elements from our previous lessons.
They had to pronounce and used accurately the taught sound elements /ae/ and/e/ in
different, meaningful contexts. The topic of the lesson was very interesting .The life of
Amish interested my learners and during the exercises they participated very nicely. They
also had to cooperate and collaborate with each other on their oral and written activities. For
example they worked in pairs on their imaginary interview and presented it for the rest of
the class. At the end of the lesson we reviewed the gained the taught material and I gave and
got feedback on our lesson.
Reflection:
The lesson took place on 16th of May, in Ort Orot Hazoreem High School .My ninth
graders fully participated and cooperated in our session. I liked my students' positive energy
and attitude even though they had a hard time because of the bad physical condition in their
classroom. My students worked seriously during the lesson and gave their bests.
In our lesson we spoke and learned about the Amish people and their lifestyle through
different kinds of tasks and activities. I used the target vocabulary in my speech, so my
17
students would able to hear the new lexical items in an authentic context. The students
cooperate and helped each other when we reviewed the target items in their oral tasks
including our pronunciation task. Fran pointed out I should use visual aids instead of
complicated explanations for simple words, like in case of the word “bonnet". I will use
flashcards as she advised me, so my learners, who cannot see the lowercase letters, will be
able to see the target lexical items clearly. One of my major take away is that I have to focus
on the macro (see the big picture in my class) instead of the micro, so my lesson will flow
better and I can focus on my lesson’s objectives properly.
Lesson 6:
This lesson was my last lesson in this project. I introduced the agenda of the lesson for my
students then we reviewed the target vocabulary and topics of the unit and paid attention to
accurate pronunciation and intonation. As a review for the test we discussed the importance
of using technology in our life and did the relevant tasks from their course and practice
books. The second part of the lesson my learners worked ontheir tests and questionnaires.
We went through on the questions and the students worked on their tests and questionnaires
individually.
Reflection
The lesson took place on 19th of May, in Ort Orot Hazoreem High School .My ninth
graders cooperated and collaborated nicely with each other in our session. The students
worked seriously during lesson which was the last one in my project. It was great to see that
most of my students used the accurate pronunciation and articulation of the target sound
elements in their speech.
In the first part of the lesson we spoke about the importance of technology in our life. The
students tried to explain their thoughts in English even when they have worked in pairs.
They enjoyed using the “turn-taking” rule during the tasks and activities which is an
essential element in communication.
The second part of the lesson my students took a test based on the target unit. The students
liked the exercises including the writing activity. Finally they worked individually on my
18
questionnaire. Some of my students mentioned they need more “special lessons” when we
would use our sound list chart for accurate pronunciation and intonation.
I decided I would spend more time on this topic and integrate it into my future lessons. I
believe teachers should teach accurate pronunciation and intonation as an integral and
essential part of their lessons. My major take away from this project is, I should continue
study and investigate the topic, so I will be able to give up-to-date information for my
students’ questions.
19
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