A Course in English Language Teaching (ELT)
Teacher’s Worksheet
Theme:
Unit 6: Analysis of mock teaching
Periods needed:
2 periods
Teaching objectives：
Towards the end of this unit, the students should be able to:

develop an understanding of what a good lesson should be like

improve skills of managing and delivering lessons

identify key areas of improvement in teaching practice
The content of teaching:

Observation 2 video clips of students’ mock teaching

Discuss merits and drawbacks of the mock teaching
The procedure of teaching:
Activity 1: Observe 2 video clips of students’ mock teaching (done before class)
Activity 2: Analysis of the video clips
1. Group discussion: what are the merits and drawbacks of the mock teaching?
2. Students report
3. Teacher-led discussion and summary

How can we deliver a good lesson?

What are the areas of improvement for us?
Homework:
Each student observe his or her own homework (mock teaching video clips), write down
merits, drawbacks and list key areas of improvement for themselves.
A Course in English Language Teaching (ELT)
Teacher’s Worksheet
Theme:
Periods needed:
4 periods
Unit 7: Teaching pronunciation
Teaching objectives：
Towards the end of this unit, the students should be able to:

understand the role pronunciation plays in ELT;

know the goal of pronunciation teaching;

develop the understanding of the aspects of pronunciation that teachers need to teach;

know how to teach pronunciation more effectively.
The content of teaching:

What role does pronunciation play in language learning?

What is the goal of teaching pronunciation?

What aspects of pronunciation do we need to teach?

How can teachers help the students to practice pronunciation?
The procedure of teaching:
Period 1 & 2
Activity 1: The role of pronunciation teaching
1. Refer to the textbook for the statements about pronunciation teaching and discuss in
groups of 4 students’ views towards the statements. Examples are:

Adult learners need to focus on pronunciation, but young learners don’t.

Being able to read and write International Phonetic Alphabets (IPA) is essential for
English learning.
2. Whole class discussion
Activity 2: What does pronunciation involve?
1. Refer to the textbook for the aspects of pronunciation and its explanation
2. Level-2 Objectives of the NEC in terms of pronunciation
3. The goal of teaching pronunciation

Intelligibility

Communicative efficiency

Consistency
Activity 3: More knowledge about pronunciation
1. Explain the differences between RP and GA
2. Some examples to show the different strands of pronunciation, along with accents
Activity 4: Improve your own pronunciation!
1. Explain the importance for students to have good pronunciation
2. Work on pronunciation
(1) Pronunciation appreciation: appreciate Tony Blaire’s debate, what can you tell about
British people’s pronunciation?
(2) Pronunciation practice: A Strange Telephone Call
Mrs. Jones’ telephone number was 3464, and the number of the cinema in her town was
3463, so people often made a mistake and telephoned her when they wanted the cinema.
One evening the telephone bell rang and Mrs. Jones answered it. A tired man said, “At
what time does your last film begin?” “I am sorry,” said Mrs. Jones, “but you have the
wrong number. This is not the cinema.” “Oh, it began twenty minutes ago?” Said the man.
“I am sorry about that. Goodbye!” Mrs. Jones was very surprised. She told her husband.
He laughed and said, “The man’s wife wanted to go to the cinema, but he was feeling tired,
so he telephoned the cinema. His wife heard him, but she didn’t hear you. Now they will
stay at home this evening, and the husband will be happy!”
Period 3 &4
Activity 1: Thinking, discussing and doing
1. Suppose you are going to teach the sound [θ], how would you teach? What procedures
are you going to follow? Think for 10 minutes and role play in groups of 4.
2. Discuss in group procedures and strategies for teaching pronunciation.
3. Summarize the principles and procedures for teaching pronunciation and the rationale
for doing so. Examples are:

When work with drills, it is better not to work on individual sounds for more than a
few minutes a time because they becoming boring and demotivating

More playing, less drilling
Activity 2: Strategies for teaching pronunciation
1. Perception practices

Using minimal pairs
e.g. “Which word is read?”
will, well
till, tell
fill, fell

Which order
e.g. bit
bear
beard

bet
tear
beer
Same or different
e.g. You hear:
met, meet
pet
ear
bear
well, well
well, will

Odd one out
e.g. You hear:
bit, bit, bit, pit
lid, led, lid, lid
bag, bag, back, bag

Completion
Your task: design this activity for your students
You read and they complete:
_ate,

ate,
ate,
ate,
ate, …
Count the sounds
 Rhymes
grow-blow, snow, show, throw
pan-man, ran, plan, can
cry- fly, try, die, buy
beat-meat, meet, sweet
 Assonance
The leaf, the bean and the peach are all on the beach.
Six snails sell sodas and snails.

Story writing
My best friend is an apple. Her name is Ann. She lives in a black hat. She is a happy
girl.
2. Production practice

A tongue twister
I wish to wish the wish you wish to wish, but if you wish to wish the wish the witch
wishes, I won’t wish the wish you wish to wish.
3. Practising stress
 Use gestures. (by clapping hands or using arm movements.)
 Use the voice. (by raising the voice)
 Use the blackboard. (by underlining or colouring)
4. Practising intonation
 Use hand or arm movement.
 Use arrows (↘ for falling, ↗for rising)
 Draw lines under/above the words:
Example: Did you get some | tic|kets for the |con|cert ↗?
Homework:
Suppose you are going to teach the pronunciation of [æ] and [e] to grade 4 primary school
students, how would you teach? List the steps you would follow, the activities you would
use in each step, and explain your reasons for doing so.