1 DAY

NTT
PRE-TASKS AND DISCUSSION POINTS
HI TEACHERS!

Please take some time to look through the material and answer the questions
to the best of your ability. For background knowledge about Chinese Speakers
Phonological Issues, read the first two pages (no answers required).
The purpose of this pre training task material is for you to learn more about
the topics that will be discussed during your NTT. The practice and application
part will be done during your NTT. This material is provided simply to help you
review/preview the topics before attending the NTT.

Have fun and see you soon!

-Training Team
PHONEMIC CHART You can refer to this link for listening and
Please take some time to study the IPA
Practice. Thanks!

https://www.teachingenglish.org.uk/article/phonem
i
 PHONOLOGY-CHINESE SPEAKERS
EXTRACT FROM JUNG CHANG “LEARNER ENGLISH”

Vowels
There are more vowel contrasts in English than in Chinese, so English
vowels are closer to each other in terms of position of articulation…this
means that more effort is required to distinguish them.

• The contrast between /i:/ and /ɪ/ has no equivalent in Chinese

• The same applies to /u:/ and /ʊ/
• /æ/ does not occur in Chinese. Learners to tend to nasalize it. It may
be confused with /ɑ:/ /ʌ/ or /e/
• /ɒ/ has no equivalent in Chinese. Learners sometimes make it sound like /ɔ:/
/aʊ/ /ʊ/
PHONOLOGY-CHINESE SPEAKERS
EXTRACT FROM JUNG CHANG “LEARNER ENGLISH”

Consonants

• /v/ is absent from most Chinese dialects and is sometimes treated

like /w/ and /f/: e.g. invite – inwite live – lif
• Many Chinese dialects do not have /n/. Learners may find it hard
to distinguish between night and light
• /θ/ and /ð/ do not occur in Chinese. /θ/ is likely to be replaced by /t/, /f/
or /s/, and /ð/ by /d/ or /z/
• /ʤ/,/ʧ/ and/ʃ/are distantly similar to a group of three different Chinese
consonants. Many learners’ pronunciation of these is therefore
heavily colored and sounds foreign.
• Some southern Chinese find /l/ and /r/ such as flied lice
• Final consonants in general cause a serious problem…learners tend
either to add an extra vowel at the end, or to drop the consonant and
produce a slight glottal or unreleased stop. E.g. Duck /dʌkə/ wife /waɪfu:/
ENGAGEMENT
Discussion: Pre Task

1.How can you engage a young learner in an

online classroom? What about an adult student?

2. What should you do if your student

looks unengaged?

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TOTAL PHYSICAL RESPONSE
Discussion: Pre Task

1. What is Total Physical Response?

2. What are the uses of TPR?

GIVING INSTRUCTIONS
Discussion: Pre Task

1.What are the six steps for giving

instructions in the ESL classroom?

2. What is ICQ and CCQ?

3. What should you keep in mind when you

give instructions to young learners? To
Adults?
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GRADING LANGUAGE
Discussion: Pre Task
1.What is “Grading Language?”

2. How do you grade your language

to adult learners? Kids?

3. What are the DO’s and DON’Ts of

Grading Language?

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FEEDBACK AND ERROR CORRECTION
Discussion: Pre Task

1. What is the difference between feedback and correction?

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LESSON PLANNING
Discussion: Pre Task
1. What are lesson aims?

2. Any particular learning styles, previous learning experience,

and other student background a teacher needs to keep in mind
when he plans a lesson?

3. List some anticipated problems and solutions a teacher might

experience in the following areas during a lesson (Language,
Timing and Instructions)

4. What are some contingency plans/flexibility that a teacher

should have/exhibit before he enters the online classroom?
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THANK YOU!