REACHING CONSENSUS

UNIVERSITY OF CARABOBO

SCHOOL OF EDUCATION

DEPARTMENT OF MODERN LANGUAGES

SUBJECT: PHONETICS AND PHONOLOGY

 

TEACHER´S HANDOUT

        Communicative Practice and Feedback

 

        Reaching a Consensus

 

Ask students to work in groups of four. Envisage that you and your learners will take a tour around England following the steps provided to carrying out the talkative activity.

1. Firstly, each of the individuals choose 2 destinations from the list below
2. Secondly, join a partner, share your choices, and make list with the two final places.
3. Thirdly, the groups utterly argue what places they selected, and choose one final last stop
4. Finally, every cluster of people presents their top one to the rest of the class and justifies their answer.

PLACES TO VISIT	LOCATION WORDS	CLASSY THERE-WORDS
South Dock /sauθ  dɑːk/           OR Rotherhithe /rɑːðɜːhaiθ/	Southern  /ˈsʌðən/ Adj. From south, in the south	Thereafter /ðɛərˈɑːftəʳ/    Loc adv (from then)           a partir de ahí
St. Katherine Docks / saint ˈkæθərɪn dɑːks/	Southwest [ˈsaʊθˈwest] Adj.  (south-western region)	Therein   /ðɛərˈɪn/ formal loc adv (in that thing or place) en eso
River Thames /ˈrɪvəʳ tems/	Northernmost  /ˈnɔːðənməʊst/ Adj. Sample: the northernmost town in Europe	Thereabouts /ˈðɛərəbaʊts/ Loc adv (near that place) por ahí por allí, por allá
Southwark Park / sauðəʳp pɑːʳk/	Northbound   /ˈnɔːθbaʊnd/ Loc adj. (going towards the north) en dirección norte Adv (towards the north) Hacia el norte loc adv.	Thereby /ˈðɛəˈbaɪ/ Loc adv (by that means) así, de este modo, de esa manera
		Thereupon /ˈðɛərəˈpɒn/ Formal Loc adv  (immediately after that) inmediatamente después, a continuación, enseguida

 

River Thames	Possible Discussion   Student A: I would pop in The River Thames because I reckon I may hook up with the Queen of England, therein learn about the Beefeaters.  Student B: Yes, I agree to your plan We even delight in the corridor of the bridge, and see its structure.
South Dock	Possible Discussion   Student A: I was thinking of going to South Dock. This is the northernmost dock in the lower part of England. Student B: Today could be your lovely-jubbly day, I reckon I shall go northbound to Skelmersale as yestreen.
Southwark Park	Possible Discussion   Student A: Hi, mate, have you spent a day at Southwark Park? Student B: No, I haven´t. Would you fancy going to another one? Student A: I do not know the onions about the other parks thereabouts. Student B: They are nice as well. Student A: I ok your plan.

 

 

 

 

 

 

 

 

UNIVERSITY OF CARABOBO

SCHOOL OF EDUCATION

DEPARTMENT OF MODERN LANGUAGES

SUBJECT: PHONETICS AND PHONOLOGY

 

STUDENT´S HANDOUT

Communicative Practice and Feedback

        Reaching a Consensus

 

 

Work in groups of four. Envisage that you will take a tour around England.

Follow your teacher´s instructions.

(BRING A PRONUNCIATION DICTIONARY TO CLASS IF NECESSARY)

PLACES TO VISIT

River Thames                           South Dock                                Southwark Park Here, you must place an image of the place.

LOCATION WORDS	CLASSY THERE-WORDS
Southern  from south, in the south	Thereafter (from then)
Southwest (south-western region)	Therein formal (in that thing or place)
Northernmost Sample: the northernmost town in Europe	Thereabouts (near that place)
Northbound (going towards the north) (towards the north)	thereby  (by that means)
	Thereupon formal (immediately after that)

RAISING CULTURAL AWARENESS

Sometimes, when students make mistakes, they do not comprehend why this occurs. Just because they are in front of the situation that when living in a foreign country, they are not corrected straightaway. This is a matther that for most that are settled at any place outside their fatherland are exposed. Commonly, in English Speaking Countries, learners are wrong in sense, but Natives do not vision that circunstance ramdonly. This is what makes teachers be worried about the future of thier language learners. In front of speaking time, there must be more chances to be corrected in a appropriate moment. Except that, who cares about when you do not belong to that region? Really hard, isn´t is? So, what is the best piece of advice that a learner could recieve? I just tell you do not be afraid of making mistakes, but practice makes you perfect. However, the best teachers do not necessarily have to be from native regions, the best teacher is yourself making a commitment with your current expectations about what is also available in the language, but using common sense and well-built knowledge. 

PRECONCEPTIONS AND STEROTYPES. BLOCK 4.

All of the overgeneralised beliefs that give us bases conceptualised that look for (making sense) outside of what is going on around everyone, People aren´t having no influence on personal feelings or opinions. Where and when others are concerned. This is what makes sterotypes tough to overcome. Even when we ought to give an explanation about any proof or evidence that those who think of that way are wrong.

Sterotypes are going to continue existing, only because these are established and rooted as part of the culture and being part of those secrets, myths and truths in our everyday life. These tend to supply reasons for harmful and prejudicial thoughts. 

FIRST CONDITIONAL WITH MR.ED

SENTENCES THAT ARE GENERALLY CONDITIONAL CONSIST OF TWO CLAUSES (ONE: WHICH IS SUBORDINATED TO THE MAIN CLAUSE AND THIS ONE IS ALSO FINITE DUE TO THE “IF” OR SUBORDINATOR). THE OTHER IS THE ONE THAT CARRIES MORE SEMANTIC CRITERION AND IT´S GOING TO BE CONSIDERED THE MAIN REASON WITH THE BROADEN VIEW OF THE MODAL AUXILIARY (WILL). IT IS ALSO USED WITH TO BE GOING TO. THE MAIN CLAUSE ALWAYS HAS MORE MEANINGFUL DESCRIPTION BECAUSE IT IS TAKEN AS A POSSIBLE RESULT OF THE OTHER ONE. THIS IS EITHER CALLED HYPOTHETICAL SITUATIONS IN THE FUTURE. I PERSONALLY NAME THIS TYPE OF IF CLAUSE THE (WILLY-NILLY CLAUSE) OWING TO WHETHER WE LIKE OR NOT ANY PARTICULAR MATTER FOR THAT TO HAPPEN IT IS NECESSARY THAT SOMETHING OCCURS FIRST AND THEN THE OTHER THING.

GENERAL VIEWS TO TAKE INTO CONSIDERATION:

 

 

WHAT WE SEE HERE, IT´S THE USUAL FORM ON ONE OF THE BASIC STRUCTURES OF THE FIRST CONDITIONAL. IF WE SEE THE IF CLAUSE FIRST, WE ALWAYS SEPARATE THE CLAUSES WITH A COMMA, ESPECIALLY IF ONE CLAUSE IS LONG OR LONGER THAN THE COMMON NUMBER OF WORDS WE COULD FIND IN A SIMPLE S+V+C/DO(DIRECT OBJECT) SENTENCE.

 

FOR EXAMPLE: IF THE CATS FALL OUT OF THE ROOF, THEY WILL HURT THEMSELVES VERY HEAVILY.
SI LOS GATOS SE CAEN DEL TEJADO, ELLOS SE HERIRÁN MUY FUERTEMENTE.

WE CAN EVEN USE THEN IN THE MAIN CLAUSE TO MAKE THE INFORMATION MORE EMPHASISED AND THE RESULT BANKS ON THE CONDITION BEING ACHIEVED.

FOR EXAMPLE: IF THE CATS FALL OUT OF THE ROOF, THEN THEY WILL HURT THEMSELVES VERY HEAVILY.

WE CAN PUT IF CLAUSE IN THE MIDDLE OF ANOTHER INFORMATION, BUT IT IS VERY RARELY SEEN.

EXAMPLE: IT MIGHT BE ALLOWED TO RESEARCHERS TO GET LAB FREELY, IF THE GOVERNMENT PERMITS THEM TO HAVE IT, TO REDUCE THE INFLUX OF PEOPLE LOOKING FOR ONE.

 

IN ORAL CONVERSATION WE NORMALLY USE ONLY THE MAIN CLAUSE; THE IF CLAUSE IS IMPLIED: IN FACT, IT WILL BE PRETTY DIFFICULT. (IF WE DO AS YOU ASK).

ANYWAY, IF THERE IS A FIRST CONDITIONAL, WHY NOT ZERO CONDITIONAL?

THIS IS KNOWN AS THE HABITUAL CONDITIONAL:

IF + TENSE (PRESENT) ASPECT (SIMPLE) ———————– (PRESENT SIMPLE AGAIN)

IF YOU DON´T LOOK AFTER THE CHILDREN,                          MY MUM SCOLDS THEM.

WE CAN USE OTHER PRESENT TENSES IN BOTH CLAUSES AS WELL, e.g. TENSE (PRESENT) +ASPECTS (CONTINUOUS AND PERFECT).

PAWNS ARE VERY RISKY TO EAT OF THEY HAVEN´T BEEN KEPT AT THE RIGHT TEMPERATURE.
IF HE´S TRAVELLING ABROAD ON BUSINESS, HE USUALLY PHONES HIS MOTHER EVERY MORNING.

 

WE CAN USE MODAL VERBS IN EITHER CLAUSE, MAINLY CAN AND MAY:

IF YOU CAN CHECK THIS POST, YOU´RE IN THE RIGHT POSITION!

WE ALSO USE THIS TYPE OF CONDITIONAL TO EXPRESS INFO ABOUT EVENTS OR SITUATIONS THAT CAN OCCUR AT ANY MOMENT, MORE OFTEN OCCUR MORE THAN ONCE, AND THE RESULTS THEIRS:

IF I CHANGE MY PERSONALITY, I GET ALONG BETTER WITH PEOPLE.

TO TALK ABOUT ACTIONS WHICH ALWAYS HAVE THE SAME RESULT:

IF YOU USE A VERY HOT IRON ON NYLON, IT MELTS.

TO GIVE A GENERAL INSTRUCTION WE USE THE IMPERATIVE:

IF A CHIP PAN SETS ALIGHT, THROW A FIRE BLANKET, NOT WATER, ON IT.