MY PORTFOLIO

STUDENT: ALICIA DEZA

TEACHER: ANNE PARKLE
COURSE: METHODOLOGY 4
SCHEDULE: 4:30-5:00
INDEX
1: SUMMARIZED CHAPTERS 10 AND 11.
2.: Chapter quizzes (only the image of the grade)
3. Demo class lesson plan
4. Reflection on each chapter.
5. Reflection MET 4.
SUMMARIZED CHAPTER 10
1. Approaches to listening
are essential for students to improve their
language skills. While they may have a strong
grasp of grammar and lexis, they may
struggle with words, pronunciation, details,
and understanding the message. They may
also lack knowledge of attitudes and the most
important parts of a speaker's speech. To
help students become more skilled at
listening, it is crucial to provide guidance and
support in understanding the language and
its various aspects.
2. The task-feedback circle
Teachers often use a graded sequence of
tasks as a route map in listening lessons.
They start with a simple task, let students
succeed, and gradually increase difficulty on
the same recording. This approach allows the
class to find its own level, stopping new
tasks when students find them too difficult.
The task-feedback circle can be a valuable
tool for planning effective listening lessons. It
involves setting a sequence of tasks,
checking students' ability, and repeatedly
replaying recordings. Teachers often plan
their tasks from general overviews to more
detailed, tightly focused tasks, ultimately
addressing language-study issues. This
approach can be beneficial for students to
improve their listening skills and enhance
their overall listening experience.
The task-feedback circle and 'big to small'
task sequence are effective planning aids for
standard coursebook and classroom
recordings, such as radio discussions,
overheard conversations, lectures, and texts
that require comprehension of both general
messages and smaller details. However, this
approach may not be suitable for real-life
situations where listeners only listen
inattentively to the bulk of the text and focus
briefly on a small piece of information. In
such cases, starting with a detailed question
may be more effective. Top-down background
scene-setting is still needed to make listeners
aware of the situation. To ensure a lesson is
useful for students, it is essential to consider
why someone might listen to a text in real life
and the skills or strategies they would use.
Designing tasks that closely reflect real-life
needs or help them improve skills will be
beneficial in the future.
Some guidelines for listening skills work in
class
• Keep the recording short: two minutes of
recorded material is enough to
provide a lot of listening work.
• Play the recording a sufficient number of
times. (This is one point that teacher
trainers and supervisors often comment on
when they observe teachers’ lessons:
the teachers did not give the students
enough opportunities to hear the recording.
The students found the material a lot more
difficult than the teacher realised.)
• Let students discuss their answers together
(perhaps in pairs).
• Don’t immediately acknowledge correct
answers with words or facial
expressions; throw the answers back to the
class: What do you think of Claire’s
answer – do you agree?
• Don’t be led by one strong student. Have
they all got it?
 • Aim to get the students to agree together
without your help, using verbal
prodding, raised eyebrows, nods, hints, etc.
Play the recording again whenever
they need to hear it, to confirm or refute their
ideas, until they agree.
3. How do we listen?
Listening involves various strategies to
understand a message. Some involve
understanding the "big" picture, such as
understanding the structure of the text, gist,
and using previous knowledge. This is known
as "gist listening" or "extensive listening."
Other strategies involve focusing on the
small pieces of the text, such as accurately
hearing sounds, understanding individual
words, and catching details. In the
classroom, there are two starting points for
listening: top-down (sounds, words, and
details) and bottom-up (background topics,
overall structure, and organization). Both
methods help students gain a better
understanding of the message and its
meaning.
 Top-down and bottom-up
Listeners traditionally built up their
understanding of a text by working out
individual sounds and adding them up into
words, understanding the word, and checking
its meaning with the surrounding words. This
theory, known as 'bottom-up', may seem
appealing but is virtually impossible due to
spoken English being too fast. It is likely that
we use bottom-up skills to fill in missing gaps
rather than as a general comprehension
method. On the other hand, when listening to
a new dialogue, we start processing the text
using skills associated with 'top-down', which
involves using our existing knowledge to
predict the structure and content of the text
and obtain a general impression of the
message.

4. listening ideas
News headlines
A popular lesson using the task-feedback
circle involves using radio-recorded news
headlines for classroom use. Teachers record
these headlines daily, and the Worksheet for
news headlines resource provides a complete
lesson procedure for any recording. This
lesson is suitable for Intermediate-level or
above classes. Set tasks before listening and
replay the recording as needed to help
students find answers to one task before
moving on to the next.
jigsaw listening
Jigsaw listening is a popular technique for
teaching, allowing learners to work at their
own pace by controlling a CD player or
taperecorder and repeatedly playing parts of
a text until they are satisfied with their
understanding. This technique involves
message-oriented communication and group
cooperation. In small groups, learners listen
to separate parts of a longer recording,
meeting in pairs or groups to compare ideas
and reach conclusions or consensus. To run
a jigsaw task, technical preparation is
required, including a separate CD player for
each group and the same number of
recordings. To prevent accidental hearing,
recordings may need to be rerecorded and
edited, if available in the coursebook.
the gallery
A variation on jigsaw listening involves
recording ten short jokes, stories,
advertisements, or poems onto a different
CD. Place two or three CD players at different
locations, and let learners choose their
favorite recording. Encourage them to
wander freely, changing CDs or locations at
will, and play recordings softly. Leave control
of the activity to them, and gather feedback
on what they enjoyed or learned.
home recording
Teachers often find it beneficial to create
short recordings for classroom use, offering
listening topics relevant to their course or of
interest to learners. One popular tactic is to
interview other teachers in the staff room. It
is often possible to complete the briefing,
rehearsal, and recording process in about ten
minutes. It is better to give speakers a
briefing on what they want to talk about, any
specific points to mention, language items to
include or avoid, and the speed and clarity
they want to speak. Offering brief written
notes or fully scripting the recording text can
help speakers remember the conversation
structure.
It is also worth doing a quick rehearsal or
read-through before recording. Making a
home recording can be time-consuming, and
it can be challenging to produce high-quality
voice recordings for classroom use.
Live listening
Live listening has gained popularity in recent
years, allowing students to listen to real
people speaking in class instead of
recordings. To try this, invite a colleague with
a spare five minutes to come into class,
ensure a clear task, and sit in front of
learners for a live conversation on the same
topic as the book. While incorporating
diverse vocal styles from visitors can be
valuable, it's also possible to do live
listenings independently, such as reading or
improvising conversations in one's own voice
or acting a range of characters.
 Guest starts
Prepare notes for a short monologue in
character about a famous pop star or
celebrity. In class, announce a guest star, but
don't reveal their name. The guest chats
about their life, typical day, and feelings.
Listen to the guesses and write them down.
After the monologue, compare them in small
groups and check with the teacher.
When the guest is known, ask additional
interview questions. Repeat the activity
regularly in lessons, or students can play the
guest themselves.
5. Approaches to Reading
Reading to oneself is a receptive skill, similar
to listening. Similar teaching methods can be
used to help learners. Task-feedback circles
and adaptable guidelines are effective in
reading texts. People read at different speeds
and in different ways, allowing them to
control their reading activity and focus.
Reading for detail
In-class reading has traditionally focused on
intensive reading, which involves closely and
carefully reading texts to gain an
understanding of as much detail as possible.
This approach is often used to answer
comprehension questions and is a stop/start
type of reading. In everyday life, we tend to
do more extensive reading, such as fluent,
faster reading, often of longer texts, for
pleasure, entertainment, and general
understanding, without paying attention to
the details. When we don't understand words
or small sections, we continue reading,
sometimes only returning when there has
been a major breakdown in our
understanding. While intensive reading in
class can help students uncover and
accurately understand details in a text, it's
not the only strategy a good reader needs.
Being able to read fast and fluently is also
crucial.
skimming and scanning
Skimming and scanning are two techniques
that increase reading speeds. Skimming
involves reading quickly to understand a
 passage's gist, such as key topics, main
ideas, and overall theme. This can be
achieved by speed-reading through certain
portions of the text without reading every
word. Scanning involves moving eyes quickly
over the text to locate specific information,
such as a name, address, fact, price, number,
or date, without reading the entire text or
unpacking subtleties of meaning. Both
activities involve processing the overall
shape and structure of the text, moving eyes
quickly over the entire page, and searching
for key words or clues from the textual
layout.
This allows readers to focus on smaller
sections of text that they are likely to get
answers from. Both techniques are
considered 'top-down' skills, allowing readers
to focus on smaller sections of text for better
comprehension and comprehension.
6. Extensive reading
Extensive reading has a significant impact
on language learning, as it helps students
acquire vocabulary and grammar from texts,
often without realizing it. This widening
language knowledge increases linguistic
confidence, which in turn improves their
skills in other language areas. To encourage
students to read a lot in the target language,
teachers can provide a library of readers,
train them on selecting suitable reading
material, create a book club environment, and
allow classroom time for reading. A library
doesn't need to be large, but it should include
relevant and suitable items for the class. For
a teen class, a few recent magazines on
popular themes and a small set of graded
readers can be beneficial. Overall,
encouraging students to read in the target
language, both in and outside the classroom,
can significantly improve their language
skills.

Readers
Books of stories or content are designed for
learners to gain extended exposure to
English. They are often graded to specific
levels, such as Elementary, to ensure
successful reading. These books often have a
specific vocabulary size and include
footnotes or glossaries. The main goal of
readers is to provide opportunities for
 extensive reading for pleasure. To ensure
successful reading, avoid integrating
comprehension checks, tests, and exercises
into teaching.
Instead, let students read, enjoy, and move
on, rather than reading and then doing
numerous exercises. Creative extensive
reading activities can be found at the end of
this section.

SUMMARIZED CHAPTERS 11

1. Pronunciation starting points

Pronunciation is often overlooked in
language teaching due to teachers'
uncertainty about it. However, when they take
the risk, they often find it enjoyable and
useful. Some ideas don't require phonemic
symbols or detailed background knowledge
of phonology. Try these ideas and then, when
more confident, move on to the other parts of
this chapter.
Model new words in context
Teaching lexical items involves giving
students natural exposure to the item in a
short phrase or sentence context. Stress
naturally rather than as a perfect sentence.
Encourage repetition, provide honest
feedback, and remodel the phrase if
necessary. Allow students to work out their
differences.

Modelling intonation
To teach grammar, model real-life sentences
with real feelings, such as "I've been waiting
here for two hours!" to create memorable
sentences. Encourage students to repeat
these sentences, avoiding flat, dull intonation
and encouraging them to say them with real
feeling. This approach helps students
develop a deeper understanding of grammar
and its various uses.
Recognise the feeling
Write short phrases on the left board and
moods on the right. Read one phrase in each
mood, adjusting intonation and stress.
Compare ideas and decide which was used.
Students can play the game in small groups
later.

Use dialogue
When working with printed dialogues,
encourage students to think about their
words by marking stressed syllables in the
text. Practice, read out, and eventually
perform these dialogues without scripts to
help them speak naturally. Avoid word-perfect
learning and focus on the feeling rather than
grammar. Provide feedback on whether
students understand the dialogues correctly
rather than focusing on grammar.
Chants
A chant is a poem or dialogue suitable for
reciting aloud, often featuring strong
rhythms, clear everyday conversation,
exaggerated feelings, and repetition. Use
published chants or write your own to help
students learn by heart, confidently saying
them with suitable pronunciation. Teach by
modeling and asking students to repeat the
chants. Avoid offering dull flat intonation or
students responding with dull intonation.
Instead, enjoy exaggerating feelings and
volume. The Chant resource on the Resource
Centre offers a sample short chant for
practicing Wh-questions, allowing practice of
weak forms, elision, and assimilation.
Shadow reading
Reading simultaneously with a competent
reader is beneficial for students. For
instance, read a dialogue out loud, playing all
parts, while students follow the text and read
aloud themselves. This technique is most
effective when done multiple times, allowing
students to improve. Consider using short
texts rather than long texts, and consider
using a recording as an alternative.

voice settings
A unique approach to pronunciation involves
starting with the larger holistic picture of the
voice, rather than focusing on small details
like phonemes and stress patterns. This
involves recognizing distinctive impressions
of a foreign language's spoken language,
such as a mouth position with pushed lips,
flat tone delivery, hunching shoulders, and
high pitch.
To help students mimic native speakers,
consider watching videos of native speakers,
discussing noticeable speech features, trying
nonsense words in a "comedian" voice
setting, and practicing reading short
dialogues in as native a way as possible. This
may seem funny to students, but encourage
them to risk looking and sounding as real as
a native speaker.
A teacher should also consider which
pronunciation variety they will be teaching
before moving on to more complex aspects
of pronunciation.

RP
The abbreviation ‘RP’ refers to received
pronunciation, a UK pronunciation variety,
originally from south-east England, but
sometimes regarded as a kind of standard
educated British English pronunciation.
When teaching pronunciation, do you want
your students to aim to approach an RP
accent themselves? Why? Why not?

2. Sounds
Individual Sounds of the english language
as spoken in the UK RP accent.
Vowels
Vowels are voiced sounds that do not have
closure or friction, allowing air flow from the
lungs. Teachers in good schools respect
learners' autonomy, trust, participation, and
cooperation. To learn phonemes, use
mnemonics, simple stories, or encourage
students to devise their own sentences.
Additionally, try more poetic versions, such
as diphthongs. Teachers should also
encourage students to participate and
cooperate in learning phonemes.

Diphthongs
A diphthong is the result of a glide from one
sound to another within a single
syllable. These form three phrases: clear pure
air, great joy, bright hopeful sounds
Consonants
A consonant is a sound produced by
restricting or closing air flow, resulting in
friction. It can be voiced or unvoiced.
Consonants are divided into three sets: food,
positive human characteristics, and words
associated with kitchens. Students of foreign
languages may encounter some English
phonemes that are unfamiliar, such as having
two phonemes for a sound that appears to be
a single sound or having a phoneme that
does not exist in their own language. To
overcome these challenges, it is essential to
raise students' awareness of the need to work
on these sounds and to encourage them to
hear the difference. Receptive awareness
comes before productive competence.
3. Word Stress

Stress and unstress are crucial aspects

of English pronunciation, and
misunderstanding them can significantly
impact understanding. Words have
distinct stress patterns, with water,
cricket, and justice being stressed on the
first syllable, while enough and today are
stressed on the second. A stressed
syllable is noticeable by being louder,
longer, and higher in pitch than its
adjacent syllables.

4. Prominence
Stress is a crucial aspect of sentences,
also known as prominence or sentence
stress. Analyzing utterances in tone
units, we analyze syllables with one main
stress, the tonic syllable (nucleus), and
may also have secondary stresses.
Changes in prominence significantly
impact meaning.
 5. Connected Speech

Weaks Froms
Prominence plays a crucial role in marking out
rhythms and dramatic effects on unstressed
words in a sentence. For example, unstressed
words are often pronounced fast, as if trying to fit
themselves into the spaces between the beats of
the rhythm. This is a common feature of student
English, where each word in the sentence has
equal time in the rhythm. These unstressed
words are pronounced weakly, with shorter vowel
sounds. This weak form makes listening
comprehension more difficult for students, as
they are less likely to recognize words when they
hear /tə/ or /wəz/.
The Schwa
The schwa, the most common weak form vowel
sound in the English language, is often confused
with full vowel sounds. It is a short and
unassertive sound, which can lead learners to
believe that using full vowel sounds is correct.
However, focusing on the schwa in classroom
sentences may lose its naturally weak character.
To address this, awareness-raising and practice
ideas can be implemented to help learners
understand the pronunciation of schwa in natural
English.

De-schwaed texts
The schwa, a weak form vowel in English, is often
confused with full vowel sounds. Its short and
unassertive nature may lead learners to believe
full vowel sounds are correct. To improve
understanding, awareness-raising and practice
ideas can help learners understand the
pronunciation of schwa in natural English.
Stress and Unstress
This activity involves teaching learners to mark
stressed syllables in a short text and practice
reading it to each other. They should emphasize
these syllables and find a rhythm in saying them.
The next task is to maintain the stress and
rhythm while inserting other syllables in the
spaces between stresses without slowing down
too much. This helps learners understand the
crucial structure and timing effect of stress in
English and encourages them to keep weak
syllables weak.

Count the Words

Record six to ten naturally pronounced
sentences at a fast, natural speed to ensure
consistent pronunciation. Avoid
over-pronunciation and encourage students to
listen and count the number of words in each
sentence. Replay a few times and encourage
discussion and agreement, possibly
reconstructing missing words by considering the
surrounding language.
Learn a limerick
Poems are a good way to pull together some of
these ideas. Teach a short poem
line by line, modelling it and getting students to
repeat it. Make sure rhythm and
stress are accurate. When it’s really well learned,
hand out the text and ask students
to mark it first with stresses, then with schwas.
Here’s a silly limerick that you
might be able to make use of:
A curvaceous young phoneme called schwa
Said ‘I never feel strong. It’s bizarre!
I’m retiring and meek
And I always sound weak
But in frequency counts – I’m the star!’
Intonation

Intonation, also known as the "music" of the

language, is an oral equivalent of written
punctuation and is closely connected to
pronunciation. It begins at the tonic syllable and
can be upwards, downwards, rise-fall, fall-rise, or
flat. Intonation affects meaning and conveys the
speaker's attitude. Teaching intonation
systematically is challenging due to few clear
rules and the difficulty of recognizing and
categorizing patterns. However, it is essential to
include work on intonation in most courses to
avoid flat intonation, which can sound boring or
uninteresting. Using wrong intonation can also
lead to offense.
Chapter quizzes
REFLECTION OF CHAPTER 10
In my opinion This chapter emphasizes the importance of a
task-feedback circle in a listening lesson, as it provides a basic
sequence and is easy to follow. It emphasizes that correct
answers are not the most important element of a listening task,
but rather the effort a student puts into the activity. In a
listening activity, questions should be included before the
recording, allowing students to know what they will look for.
There are two types of listening lessons: bottom-up, which
goes to the "small pieces" of the text, and top-down, which
starts with catching the general meaning of the text and then
analyzes specific information.
The jigsaw technique is particularly interesting for students, as
it allows them to work in groups and complete the recording
parts together. Teachers should prepare materials before
class, such as separate CD players and edited recordings.
Extensive and intensive reading is also discussed, with the key
being to give students a variety of topics to choose from.
Extensive reading has numerous benefits, including expanding
vocabulary, grammar, increasing language confidence, and
providing students with an opportunity to learn while having
fun.
Finally, the chapter discusses skimming and scanning, which
are both helpful skills for students. Students may use one
depending on the situation, such as scanning exam questions
or writing a tittle for a text. Overall, the task-feedback circle
and the jigsaw technique are essential components of effective
listening lessons.
REFLECTION OF CHAPTER 11
In my opinion This chapter discusses the importance of
pronunciation in teaching English, highlighting the challenges
faced by teachers. Many feel uncertain about teaching
pronunciation due to lack of training and confidence. However,
it is crucial for conveying different meanings and phonemic
symbols are essential. The book provides strategies to teach
pronunciation, such as using dialogues, recognizing feelings,
and RP (received pronunciation), which is a UK pronunciation
variety.
Some teachers may try to give students a personalized lesson,
focusing on the British or American accent, but this approach
is not effective as each person has their own accent. The main
goal of a pronunciation teacher is to allow students to be
understood, and teaching pronunciation is about allowing
them to construct their own way of speaking.
Intense is a crucial aspect of pronunciation, as it defines the
meaning of a sentence and provides information about the
speaker's attitude. Without proper intonation, students may be
affected. The schwa sound is crucial in American daily
conversations, but some students may not get the exact
pronunciation due to full vowel sounds.
To address this issue, future teachers should consider using
Rachel's videos, which teach the exact pronunciation of
weakform sounds. They may also incorporate techniques like
counting words or de-schwaed text in their lessons. By
incorporating these strategies, teachers can better teach their
students the importance of pronunciation and its impact on
their communication.
Reflection of met 4
This time I learned a lot about how to carry out a
reading and listening lesson, the task feedback
circle was something very important to me, in the
constant tasks and presentations, we had to use it
and at first it was somewhat difficult but later I was
able to guide myself better, more at see and evaluate
some presentations from my classmates, regarding
the Phonology chapter, I really enjoyed it too much,
because practicing the pronunciation was super fun
for me and learning to teach it was spectacular, I
really felt very comfortable learning it, see the
presentations of my classmates to explain more on
the subject was curious since they share and
present their ideas, then I realized that many people
interpret it differently, all this will be very useful to
me in the future since I plan to be a teacher and it
helps me plan my future classes and how to
organize myself, grateful to the teacher and
classmates for all the shared knowledge, eternally
grateful, I enjoyed this cycle and the companions on
this beautiful learning journey too much.
THANK
YOU SO
MUCH