Module 1 (1 of 3)

TASK 1

COMPLETE THE FOLLOWING ACTIVITIES

Terminology IN PHONOLOGY AND PHONETICS

Look at the sums overleaf. Complete each one with an appropriate word, as has been done in the first example. Choose different words from those exercise above.

+

= cheer

+

= tourist

e +

=e hair

a+

=a how

e+=e paint

+= toy

a+=a pride

+= show

TASK 2

Action Research

Choose and carry out ONE of the action research projects outlined below.

Project A

With a class, plan and teach a lesson which involves an introduction to the phonemic chart. In your presentation of the project include class profile, brief individual learner profiles, lesson plan, rationale, materials, and reflections on the lesson.

In a class composed of Korean students, I first introduce the phonemic chart with some basic vowel sounds monothongs and diphthongs.

In my class with Korean students, I was able to understand that their writing system is pretty easy and actually follows the phonemic alphabet. So then, I introduced each vowel using their Korean phonemic counterpart:

In this method, my korean students realise how similar the English vowel sounds are to their languages. For instance

Is the same as

Its Korean phonemic counterpart.

I then ask my students to provide examples for each vowel sound with more varied words.

Reflection:

It is highly crucial that an English teacher has basic knowledge in his students mother tongue. Knowing a little of their language helps me to teach pronunciation to my students more easily. Vowels are a bit challenging though because I need to illustrate to them the correct the correct positioning of the tongue and shape of the mouth. Illustrations/pictures of mouth and tongue position are not as helpful as coming up with this way of teaching the English vowels sounds. This method, I hold, makes it simplier and easier for me to teach and bridge the difference and similarities.

TASK 3

Choose and use in a lesson one activity from Hancock. Write a short class profile.Give a detailed description of how you conducted the activity, any adaptations you made of the material, and an assessment of the usefulness of the material for your students learning.

The lesson below is taken from Mark Hancocks English Pronunciation in Use Book, Unit 3:

I basically follow the lesson plan by Hancock. I also include my own strategy which is introduce the lesson by using the counterparts of the English consonants in this way:

I let my students produce this sound by pressing their upper and lower lips and making a sound without vibrating the vocal cords.

The students are asked to reproduce this sound by pressing their upper and lowers together and making a sound while clearly vibrating the vocal cords.

In addition, I also used minimal pairs:

Beginner: B P bar Pa bay* pay be P bear* pair berry perry* bet* pet big pig blaze* plays but putt* butter putter* buy pie by pie bye pie cub* cupPre-Intermediate band panned* bat pat* beer pier* belt pelt* bill pill bin pin bit pit* blade* played blain* plane bland* planned bore poor bored pawed* bought port braid* prayed bull* pull lib* lip pub pup* tab* tapIntermediate banned panned* bare pare* base pace beak* peak bear pear beat peat* bee pee* bitch* pitch blain* plain blank plank* blot* plot board pawed* bow pow* braise* prays bride pride browed* proud burr* per robe ropeUpper-Intermediate bah* par bead peed* beak* peek bier* peer blaster* plaster bleed plead* blink plink* bore pour braise* praise breast pressed breech* preach brick prick* cab cap rib rip tribe tripe*Advanced batty patty beep peep beet peat bi pi blade plaid bleat pleat bloom plume blunder plunder blush plush boar paw boar pour boo poo braise preys brat prat brawn prawn brig prig brim prim burr purr butt putt

TASK 4

LABELLED DIAGRAMS TO SHOW:

The position the speech-organs move through in pronouncing the word afterwards.Transcription: ftwrdz

//stress the first syllable/f/ dont vibrate vocal cords /t/dont vibrate vocal cords

// make unstressed schwa sound

/w///make unstressed schwa sound /r/ vibrate the vocal cords /d/vibrate the vocal cords/z/ vibrate the vocal cords

TASK 5

Prepare to write ONE essay. Arrange for a colleague to supervise the writing of the essay. Do not use any reference materials or rouge notes. Do not write for more than 40 minutes.

To what extent, in your opinion, are the symbols of the International Phonetic Association useful for (a) teachers and (b) learners at different levels?

The International Phonetic Association symbols are very functional for teachers and learners at different levels. Owing to the fact that the subtle English language does not really have a distinct or clear-cut set of rules for spelling is indeed challenging and difficult. Hence, learning usually just happens by following and imitating the teacher. However, anyone who is not a native of the English language would easily lose focus as to how to articulately pronounce an unfamiliar word. The IPA symbols is designed to exclusively aim at this weakness of the English Language. Learners of the English language nowadays keep their learning of the language handy by checking on the accurate enunciation of unfamiliar words in their electronic dictionaries. It is also advantageous for teachers to discover the most widely acknowledged ways of enunciatiating a word. Whilst it could be easier for a non-native English teacher to please a learner at elementary level, still a a teacher has to be cautious and conscious when teaching learners of the English language at advanced level. In addition, the IPA symbols benefit both teachers and students to learn the differences between some vowels and consonants. With conscientious practice, both non-native teachers and students will be able to enhance their pronunciation and command of the English sounds.