TM | Teaching Pronunciation (4)

When is the best time to teach pronunciation according to the provided information?

• Only at the beginning of the lesson

• Only at the end of the lesson

• Throughout the entire lesson

• Only during break times

Tags

CCSS.RI.11-12.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4

How can phonemic symbols aid in teaching pronunciation?

• By discouraging students from speaking

• By making pronunciation easier

• By making pronunciation more difficult

• By helping students understand and produce sounds accurately

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

What is one possible problem with teaching pronunciation?

• Lack of materials

• Difficulty in explaining sounds

• Lack of student interest

• Lack of time

Tags

CCSS.RI.11-12.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4

What technique is suggested for teaching pronunciation during an integrative phase?

• Introducing new words without pronunciation

• Ignoring pronunciation entirely

• Including pronunciation work as an integral part of the lesson

• Teaching pronunciation only at the end of the lesson

Why do we need phonemic symbols in teaching and learning a language?

• To confuse students

• To emphasize written language over spoken language

• To help students understand different phonemes

• To reduce speaking practice

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

What is emphasized regarding the pronunciation of the new words in the teaching demo?

• Pronunciation is not important

• Pronunciation is the only focus

• Pronunciation is crucial for understanding

• Pronunciation is irrelevant

Tags

CCSS.RI.11-12.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4

What is the primary objective of the teaching demo provided?

• To practice speaking skills

• To focus on reading comprehension

• To teach vocabulary and pronunciation

• To enhance writing skills

Tags

CCSS.L.11-12.6

CCSS.L.8.6

CCSS.L.9-10.6

CCSS.W.11-12.2D

CCSS.W.9-10.2D

What is one tip provided for teaching pronunciation?

• Don't divide students into groups

• Ask if students have finished

• Use transitions to shift to the next activity

• Avoid stating objectives

Tags

CCSS.L.11-12.6

CCSS.L.8.6

CCSS.L.9-10.6

CCSS.W.11-12.2D

CCSS.W.9-10.2D

What should be the focus of pronunciation teaching according to the provided information?

• Only grammar

• Only vocabulary

• Sounds, stress, and intonation

• Reading speed

Tags

CCSS.RI.11-12.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4

How are students engaged in practicing the language point in the teaching demo?

• By watching videos

• By listening passively

• By completing exercises in a book

• By ignoring pronunciation

Tags

CCSS.RI.11-12.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4