[Solved] ENG507 GDB 1 Fall 2020
ENG507 GDB 1 Fall 2020 Solution Idea:
Q. IPA symbols are introduced to secondary school students in their English textbooks. Being a trainee English Language teacher, discuss a classroom activity you will use in your classroom for effectively teaching IPA symbols.
Activity one: Pronunciation Maze using /z/ and /s/
Instructions: Find a way from start to finish. You may not pass a square if the word contains the sound /z/. You can move horizontally (↔) or vertically (↕) only. Or Give out the prepared cards Read out the words from the cards in random order. Tick off the words so as to avoid repeating them twice. When the player completes a horizontal or vertical line they shout BINGO!. Lastly, have the winner read back the words and check
Activity two: Practicing Linking
(Sound Foundations Adrian Underhill Macmillan, 1994) Instructions:
1. When a sentence comes in class that could be more fluent with better linking you can ask a learner to write it up on the board.
2. Ask the class to say each word separately.
3. Ask them to join the words together using the chart to identify any linking sounds, and putting the stresses or weak forms where they think appropriate.
4. Now ask them to write up the fully linked sentences in phonemic script for example:
/aɪ jɒftən gəʊ w aʊt ɪn ðɪj ɑːftənuːn/ or
/aɪ ɒfənn gɜː aʊt ɪn ðə ɑːftənuːn/ It is also used to address pronunciation issues and to distinguish differences between similar sounds, (e.g. voiced /z/ in ‘close the door’) and (e.g. unvoiced /s/ in ‘I’m close to my mother’) or (e.g. Lazy - voiced /z/; or lacy - unvoiced /s/). Hence, importance needs to be placed on recognizing the differences between the way the learner produces the sound and the way it should be produced. It also provides an opportunity to address manner, place, and voice by separating problematic phonemes.
Activity Three: Intonation and grammatical structure.
1. Prepare or use a dialogue or short monologue.
2. Give learners a copy and read out the dialogue. Next re-read and have learners mark one the 5 English intonation e.g. ↙ (fall) ↗ (rise) ↘↗ (fall rise) ↗↘ (rise fall) → (flat) or for more advance learners choose a few. Additionally, have the learners identify a feature of connected speech, such as juncture, assimilation, deletion, or intrusion. Now take a breath, pronunciation and intonation does not have to be something to fear in your lessons. Finding a few tasks, learning the IPA (not in one go), and understanding aspects of intonation and connected speech will enhance and improve your learners pronunciation while developing fluency.
Q. How far do you think, the course on Phonetics and Phonology will lend you help in being a good language teacher?
In my opinion, I think the relevance of studying phonetics and phonology especially for an English teacher is to master the sound of English language well. It is because English language sound is differing with other languages including L1. Thus, it is important for English teacher to know the phonetics since the phonology is about study of the sound. Plus, phonology also will help English teacher to have better pronunciation as well as will have strong grasp on intonation, accent and dialect in English language. This is because when the teacher knows the language well he or she can make differentiate how American and British dialect and accent better. Besides that, learning phonetics and phonology would also help English teacher in term of their skill and knowledge on the way of how to produce the sound correctly using the correct articulators. Plus, the study of this also calls as “articulatory phonetics”. It is very crucial for English to master this since there are so many English words and sounds that require different way of produce it. Thus, if we produce it in wrong way articulators it would probably be heard in different way and the listener will get different meaning which may lead to misunderstanding
All in all, the teaching of pronunciation has witnessed a considerable amount of changes in both approaches and techniques. Since the rise of traditional approaches to language teaching, teaching pronunciation has gained momentum. However, with the increased focus on the learner in learner- centered approaches and with the continuing emphasis on the communicative aspect of language teaching, teachers have sought new ways of incorporating pronunciation with other language skills. This has resulted in pronunciation being linked mainly to speaking and listening. Nevertheless, one should not deny the role of phonetics and phonology in the teaching of pronunciation since the more students are aware of the precepts and underpinnings of these branches of study, the more they will become aware of the idiosyncrasies of the target language and the more they are likely to achieve a native-like pronunciation.