ЭТО НЕ Я!! Что делает эта фотография в твоей ленте? Наверняка, такой вопрос мне зададут. Тогда уж сразу всем отвечу - это @dasha.english , она же @dear.dasha.usa , и еще с десяток ипостасей наберется. Я не сноб, и совершенно спокойно могу сказать, что учусь у нее многому. Мне не зазорно об этом говорить. Училась на курсах "Фразовые глаголы" и "Вся грамматика". Супер!!! Читаю почти все посты. Доходчиво. Не по книжному. Актуально. Прямые эфиры - 🔥. Короче, ( это не совсем из моего лексикона, но раз уж пост про Дашу, то и словечко одно такое можно), рекомендую всем!! #sfs_dashaenglish

Need​ The​ mobile English pronunciation aid 3 in 1?👌 ⠀ Sounds​ by Macmillan is highly recommended to be tried. ⠀ ​ Based on the best-selling “Sound Foundations” by Adrian Underhill,​ ​ it​ helps you study, practise and play with pronunciation wherever you are. ⠀ 🔖Works with Apple iPhone, iPad and Android OS devices. ⠀ Features for 🆓️: ⠀ 1)Practise, practise, practise! ⠀ In the App you’ll find three different practice modes – 🎧listening 🖍writing 📑reading ⠀ You can either work using a random selection of words from the Wordlist, or select a particular sound (or combination of sounds) that you’d like to focus on and practise just those. ⠀ 2) Interactive phonemic chart (BTW more about phonology here #abcschool_pronunciation) The chart shows all the sounds of English, divided into three sections: vowels, diphthongs (double vowels) consonants. ⠀ You can tap on a symbol to hear the sound, or tap and hold to hear the sound plus an example word. Listen to either B or AE. ⠀ You can view the chart in either portrait or landscape mode, just by rotating your device. We’ve made a short​ video guided tour​ of the chart, You can also view this video from inside the App.

ФЛЕШМОБ? Почему бы и нет? Спасибо коллегам за прекрасную идею мероприятия под названием #яучительятворю! Рисовать я любила очень, в детстве. Потом в водовороте событий, иногда приятных, иногда не очень, как-то увлечение мое, не скажу, что сошло на нет, но на второй план, а может и третий, отодвинулось. А в прошлом году, когда отдыхала в Крыму в отеле "Ливадийский" я взяла урок рисования замечательной крымской художницы @siniaeva.art. Это удивительно, но руки вспомнили, как держать кисть, как накладывать краски... Я не ожидала, что у меня получится так красиво, почти по-настоящему (в карусельке моя красавица😏) По приезду домой, купила все, что нужно для рисования, но за год не нашлось времени взять кисть в руки... Может надо поехать в Крым за новым вдохновением?

WHAT THINGS FROM TKT PREPARATION ​ COURSE DO I USE WITH MY STUDENTS? ⠀ I’ve started about TKT here #abcschool_tkt ⠀ I’m sharing with two Module 1 activities ​ which ​ syllabus area ​ is Phonology and which seem to be really useful when thinking about meaning-focused ​ vocabulary input​ while teaching vocabulary (for more details read #abcschool_teachingvocabulary) ⠀ Activity 1: The phonemic script “Phoneme fun” (the example is in the carousel) ⠀ How to play: ⠀ Write the phoneme / ​ / on the board. ⠀ Elicit words that contain this sound at the beginning, in the middle or at the end of the word, and that fit into the categories listed. ⠀ A student has to find words for the categories. ⠀ A teacher has to write the words (in English spelling, not phonemic script) on the board, underlining where in the word the sound appears. ⠀ Activity 1: Homophone bingo game​ (the example is in the carousel)​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ⠀ How to play: ⠀ Dictate some words, e.g. the following ones: won, too and for. ⠀ Do not spell the words or confirm the meanings. ⠀ Ask students to write what they have written on their boards, then write won, too and for next to them. ⠀ Ask student to compare the answers with their own. ⠀ It is very likely some people will have written one, two and four. ⠀ Explain/elicit that the words are homophones. ⠀ Explain this game of bingo: ⠀ Each bingo game board has 5 squares with a different part of speech on it. ⠀ To win, a student must cover all five squares on their board with counters. ⠀ When the teacher calls out a word which is an example of a part of speech on a student’s board, the student should call out the name of that part of speech. ⠀ The student must then prove that the word is an example of that part of speech by giving both: ⠀ 1.​ an example sentence / a context / a mime, and 2.​ the spelling in that part of speech. ⠀ If the teacher is satisfied with the answer, a counter is given to the student to cover the part of speech on their board. ⠀ When a student has covered all five squares, he/she shouts ‘Bingo!’👇👇👇👇👇👇

HOW TO HELP STUDENTS TO MOVE RECEPTIVE KNOWLEDGE INTO PRODUCTIVE ONE? ⠀ ​(about receptive knowledge 👉 #abcschool_teachingvocabulary) ⠀ Meaning-focused output​ is necessary! ​ In the meaning-focused output strand, the aim is for learners to strengthen and deepen their vocabulary knowledge by using recently encountered words in speech and writing. ⠀ The main learning goal is not to mechanistically reproduce what has been said in the lecture but to PRODUCE language by conveying the message based on text contents. ​ ⠀ The point is that there are spaced multiple encounters with each word. The general consensus is that there should be at least somewhere between 7 and 16 meetings with each word. ⠀ One of the challenges of this strand for teachers is to design tasks that require the use of the target vocabulary in original contexts. ​ ⠀ Some examples of meaning-focused output: ⠀ 1) Responding to the content of a text either orally or in writing while also using target vocabulary encountered in the text. ⠀ 2) Metalinguistic (reflective) tasks​ while​ reconstructing a text. ⠀ 3) Keeping a diary, writing notes, blogging, having conversations. ⠀ 4)​ Writing​ and getting feedback from native speakers while communicating in forums. For instance, after watching​ a lesson on ENGVID.COM a student may leave​ a comment​ asking extra questions or just expressing his or her impressions and something like this (I'm attaching the example in the carousel). ⠀

WHAT DO YOU KNOW ABOUT TKT? ⠀ TKT is divided into separate modules. ⠀ Background to language learning is tested in Module 1. ⠀ Lesson planning is tested in Module 2. ⠀ Classroom management in Module 3. ⠀ The TKT tests teachers’ knowledge of teaching, not their language skills, but it is strongly advised that you have at least an intermediate level of English (CEF: B12 / PET level). ⠀ Many people claim that this exam is easy to pass getting band 4 without spending any time for preparation, only experience at school or somewhere does matter. ⠀ According to my own experience, I can say that: ⠀ 1. Teaching students for several years doesn’t automatically entail that you have become an expert. ⠀ 2. Knowing General English doesn’t necessarily mean you’ll pass this exam perfectly. ⠀ Exam is always about format, so you have to spend some time getting used to the exam format.​ What is more, this exam is about specific glossary as well. ⠀ My experience-based inference: ⠀ 1. I’m absolutely sure that candidates preparing for specific modules should, therefore, ensure that they are familiar with all task types. ⠀ WHAT ARE THE TASK TYPES? ⠀ If you answer this question “Which of the following is NOT one of the task types in the TKT? ⠀ Matching \ multiple-choice \ sequencing \ odd-one-out \ true and false”, you will know it ⠀ (your suggestions are welcome) ⠀ ​ 2. I’m 100 % certain that candidates preparing for specific modules should ensure that they are familiar with all the terms in the glossary. ⠀ There are some examples of tasks (from Module 1 only). Try to solve them to see whether you are already ready for this exam and there is no need to be prepared for it or you need to spend some months in order to be sure you are certainly to be awarded band 4. 1) Which sentence does NOT contain a verb that is used transitively: ⠀ I really can’t explain the reason why I felt that way. ⠀ He wants to retire as soon as he can. ⠀ Nobody knows what she’s going to do next year. 👇👇

HOW TO TEACH VOCABULARY? (I'm writing today about exercises which help you to teach vocabulary effectively) ⠀ Meaning-focused ​ vocabulary input involves learning through extensive reading and listening, with the primary goal being comprehension and enjoyment, at a level which is suitable ⠀ for the learner. ⠀ In this strand the lexical demands should be minimal and approximately 98 % of the words that are encountered should be known to learners, in other words, around 2 % of the running words are outside of the learners' present knowledge. ⠀ knowledge.This still means that there will be one unknown word in every five lines of the text, and between 4 to 6 unknown words per page on every page. By the way, it is connected to The Magical Number Seven, Plus or Minus Two (read about it here​#abcschool_teachingvocabulary). ⠀ In meaning-focused input learners make gradual gains in vocabulary knowledge through repeated encounters with unknown words in context. However, it is to keep in mind that encountering words in context can lead to gains in all aspects of knowledge, but the extent to which learners may be able to successfully use those items may be limited. such reading learners may wish to use bilingual dictionaries. This is perfectly acceptable. ⠀ ​ ⠀ How to deal with those words (some ways of semantization): ⠀ ​ ⠀ QUICKLY GIVE THE MEANING by: ⠀ using L1 translation ⠀ - using a known L2 synonym or a simple definition in the L2 ⠀ - showing an object or picture ⠀ - giving quick demonstration ⠀ - drawing a simple picture \ diagram ⠀ - breaking the word into parts and giving the meaning of the parts and the whole word ⠀ - giving several example sentences with the word in context to show the meaning ⠀ - commenting on the underlying meaning of the word and other references. ⠀ ​ ⠀ What ways of semantization do you like? use? ⠀ ​

PHONEMIC GAMES RESOURCE FOR ONLINE AND OFFLINE AS WELL ⠀ How to make transcriptions teaching and learning more attractive? ⠀ Enjoy this resource 👉 cambridgeenglishonline.com/Phonetics Focus/ with its wonderful games (I promised to talk about it here #abcschool_pronunciation) Some of them are shown in video attached to this post 1) PHONEMIC CHART – click on the phonemic symbols to hear how they sound and to see words that use the sound ⠀ 2) WHICH PHONEME – listen to the word find the correct phoneme for the underlined part of the word ⠀ 3) PHONEMIC HANGMAN – read the phonemic spelling and try to spell the word (type the letters) ⠀ 4) PNONEMIC PELMANISM (like MEMORY GAME) – match the phonetic spelling with the real spelling. ⠀ 5) PHONEMIC LINK – find the phoneme that links two words of the pair ⠀ 6) PHONEMIC FLIP – look at the phonetic spelling and try to think what the word is and say it ⠀ 7) PHONEMIC SEARCH – find (highlight the phonemes that you think make up the word) the phonemic spellings (10 of them) hidden in the in the grid. It’s like wordsearch game, only harder. Audio and visual clues are given. ⠀ 8) PHONEMIC CHART PUZZLE – test your jigsaw puzzle and learn the phonemic chart at the same time ⠀ 9) SHOOT A SYMBOL – look at the word and try to shoot the phonemes in the right order. ⠀ Extra: PHON CHART POSTER, PHON FLASHCARDS in pdf format. ⠀ ​

КАК РАБОТАТЬ С ТРАНСКРИПЦИЕЙ? ​ Продолжаю разговор о транскрипции (а начало здесь #abcschool_pronunciation) ​ Для начала я бы​ ​ отметила, что вводить обозначения транскрипций необходимо постепенно, не​ выплескивая сразу​ всю информацию. ​ Всегда идем от простого к сложному: ✔Не сложно будет запомнить бóльшую часть согласных, /k/, /l/, /m/, так как они пишутся также, как и буквы. ​ ✔Сложнее с​ запоминанием​ гласных звуков.​ ​ ✔Такие сложные звуки как​ ​consonant​ blends (sh, ch, ng и др.)​ разбираем в последнюю очередь. ​ 🏷Транскрипция и квест. Как вам такая идея? Предложите ученикам​ разгадать шифр (прочитать загадку \ пословицу \ цитату \новое выражение и т.д.​ в транскрипции) Например: ˈnɑləʤ​ ɪz​ ˈpaʊər Для большей загадочности🤗 зашифруйте послание с помощью QR-code)). ​ Вам это будет не трудно - для конвертирования текста в IPA используйте​ https://tophonetics.com (возможные его опции см. в карусели). На каком этапе урока использовать? ❤Мне нравится идея использования такого приема как части метода формирования познавательного интереса, например на этапе warm-up, в результате ​ ученики смогут с удовольствием включится в работу на уроке. А вам?

КОМУ НУЖНЫ ЭТИ ЗАКОРЮЧКИ? ⠀ Многие негативно​ относятся​ к транскрипции:​ ⠀ дети ее откровенно​ не понимают, ⠀ родители​ нервничают и​ возмущаются, почему их детей ею​ мучают, ⠀ учителя многие просто​ уверены, что она абсолютно не нужно и можно научить читать и без нее. ⠀ ​ Разберемся, надо ли учить детей читать транскрипции? ⠀ ​ Я уверена - надо!​ Умение понимать транскрипции - это дополнительный​ навык, который помогает в работе со словарем и при работе с произношением слов. ⠀ Разумеется, кто-то может возразить, мол, ученики могут открыть онлайн-словарь и послушать произношение слов. ⠀ Согласна, могут. ⠀ Но как быть​ ​ тем, кто “не слышит” и никак не может разобрать, какой звук произносится, какой долготы, где ударение?​ (это те, кто пишет​ произношения русскими буквами, да я даже таких учителей знаю!) ⠀ Таких учеников спасет​ транскрипция.​ ⠀ Как быть с омографами, у которых одинаковое написание, но​ разное произношение?​ ⠀ read (читаю)- read (прочитал) ⠀ reading (читающий, чтение)​ - Reading (название города) ⠀ live (жить)​ - live (живой) ⠀ Для меня ответ очевиден -​ показать это с помощью транскрипци. ⠀ Если эти доводы кажутся неубедительными, то я бы хотела спросить: ⠀ а зачем же во всех англоязычных умк (на которые многие ведь смотрят с пиететом) включены задания, связанные со звуками, когда, например, нужно соотнести слово с определенным транскрипционным знаком? ⠀ зачем издаются словари английского произношения? ⠀ зачем издается и переиздается пособие Pronunciation in use (обзор​ которого я сделала в трех предыдущих постах, их можно найти по тегу #abcschool_pronunciation) ⠀ зачем​ Международной ассоциацией клинической фонетики и лингвистики официально был​ принят​ единый международный фонетический алфавит​ IPA​ (International Phonetic Alphabet) и на его основе Phonemic chart? (см. в карусели). ⠀ ​ ⠀ Другое дело, что с транскрипцией нужно правильно работать. ⠀ Расскажу в следующем посте.

📚Обзор замечательной​ Кембриджской​ серии​ учебников фонетики АЯ (#abcschool_pronunciation) English Pronunciation in Use​ by​ ​ Mark Hancock, Sylvie Donna, Jonathan Marks, Martin Hewings Данный УМК -​ трехуровневый. Elementary: The best-selling English Pronunciation in Use is a comprehensive reference and practice book suitable for self-study or classroom work. English Pronunciation in Use Elementary includes 5 sections: A. Sounds and spelling B. syllables and words C. Phrases, sentences and grammar 50 easy-to-use units cover all aspects of pronunciation, including: individual sounds, word stress, connected speech intonation. Each unit is supported by audio material in a range of accents, available on audio CD. An additional reference section offers a glossary of specialized terms, help with the pronunciation of numbers and geographical names and fun exercises on phonemic symbols and minimal pairs. The CD-ROM provides a wide variety of additional interactive activities to reinforce the pronunciation covered in the book, as well as tests, progress checks, games and animated diagrams of the mouth showing learners how to produce individual sounds. Students can also record themselves and compare their pronunciation with one of the many models provided.​

📚Обзор учебника фонетики АЯ. English Pronunciation in Use​ by​ ​Mark Hancock, Sylvie Donna, Jonathan Marks, Martin Hewings Данный УМК -​ трехуровневый,​ можно сказать​ стал классическим курсом отработки произношения АЯ (#abcschool_pronunciation) Intermediate: English Pronunciation in Use is a comprehensive reference and practice book for learners of intermediate level and above and can be used by individual learners working alone, or in class. ✔The book focuses on pronunciation for listening as well as speaking and includes both receptive and productive practice ✔There are 60 easy-to use units with key pronunciation points presented on the left-hand page with a range of exercises on the facing right-hand page. ✔All units are supported with audio material which is available in CD format. ✔The audio material uses a clear model of a standard British accent for presentation and repetition exercises. ✔In receptive exercises different accents used to give learners the opportunity to listen to a range of English accents. ✔There is a useful reference section including phonemic symbols and sound pairs, a self-diagnostic test, a guide for speakers of specific languages and glossary.​