The Important of Phonetics in English Language Learning


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The Important of Phonetics in English Language Learning

  1. 1. The Importance of Phonetics in English Language Learning A Webquest for EDGT940 Designed by Mohammad Al-Jararwah
  2. 2. How confident are you when speaking English? Do you find yourself shy to communicate because of your level of pronunciation? Fear Not!This unit plan will provide you with the knowledge ofphonetic symbols to enhance your pronunciation.With a little guidance, you will learn the interactiveskills necessary to speak the English language morefluently and with correct pronunciation.
  3. 3. Course Goals: You Will....• develop positive attitudes towards yourself and others• develop your competence, confidence and responsibility in learning English• expand your pronunciation and literacy skills in English By taking part in....• group and pair work• listening, speaking and literacy activities• in class quizzes• having fun!
  4. 4. Task• Your task will be to willingly engage and contribute to class discussions and activities throughout the unit• Hand in a physical portfolio of all quizzes, activities and entries in your exercise books.
  5. 5. The process- the steps we’ll take1. As you are a group of various levels of proficiency in pronunciation (and this is nothing to worry about), let’s begin by watching the introduction Pronunciation Tips Video2. You will then discuss the video as a group. How did you find the video? What are the main aspects of this video that can provide help?3. Next break into groups of 5 and share and discuss your phonetic knowledge and where you feel improvements can be made. What are your weaknesses? How would you like to change you pronunciation problems?4. Two speakers from each group will then present their group’s comments to the class5. Look up and view the next Pronunciation Tips Video s on short vowels and come prepared for a lesson on vowels tomorrow.
  6. 6. 6. Briefly discuss the Pronunciation Tips video on short vowels and refer to your hand out of the Phonetic Symbols Chart.7. You will notice that the vocabulary is simplistic. Write a page of practice words in your exercise books by substituting the vowel sounds for the symbols, this should take around 20 minutes.8. Individual students should go to the front of the class and read aloud words from the Syllables/ Word stress Chart. The class should write the word and mark down the number of syllables and where word stress is encountered.9. Once the activity is completed, swap books with your partner and mark each other’s work.
  7. 7. 10. It is review time, so check through your papers and prepare for a quiz! List the numbers 1-24 in your books10. Complete the adapted Jamie Wilmott Verb quiz and swap books with your neighbour before checking the Verb quiz answers. How did you go?12. Your reward for finishing the quiz is to watch some funny sketches about Bad Grammar and Learning English with Steve Martin. Can you relate to any of these characters? If so , why. These are the things you can overcome with some conversation practice!13. Get into pairs and have fun She sells sea shellsPlaying around with Tongue Twisters. by the seaTry to get faster with practice, but keep shore!focussed on the words.
  8. 8. After all that hard work...• It’s time for a party!• But before that, there is one more thing to do.• Complete the timed IPA Quiz. Good luck!
  9. 9. Evaluate• Your success is evaluated by your attendance and willingness to contribute to class discussions and group work. The tasks and activities that have demonstrated your knowledge will be handed in for marking as a portfolio. By the end of this unit, students should have had the capability to perform well in the final IPA quiz.
  10. 10. Concluding remarks• By completing this unit with the support of your colleagues, your confidence in pronouncing English words should be increased. The strategic and collaborative enquiry should have provided a less pressured learning environment. Would you agree?• Perhaps having more topics of interest to talk about within the classroom has engaged you, and you were able to make new friends with phonetics 
  12. 12. Syllables Chartone syllable must cantwo syllables study examthree syllables diligent analysefour syllables analysis registrationfive syllables environmental durabilitysix syllables permeability anthropologicalWord Stress Chart environment probable secondary church able protect walked coughed subtract probability productive enthusiastic economy interfaces purchased
  13. 13. Pronunciation Quiz: Adapted from Jamie Wilmott to the verb endings and choose the correct answer. Good luck!a. /t/ b. /id/ c. /d/ 1 13 2 14 3 15 4 16 5 17 6 18 7 19 8 20 9 21 10 22 11 23 12 24
  14. 14. Pronunciation Quiz: Adapted from Jamie Wilmott to the verb endings and choose the correct answer. Good luck!a. /t/ b. /id/ c. /d/1 Answered c 13 Learned c2 Asked a 14 Liked a3 Believed c 15 Listened c4 Ended b 16 Lived c5 Entered c 17 Looked a6 Finished a 18 Loved c7 Fixed a 19 Moved c8 Happened c 20 Needed b9 Helped a 21 Opened c10 Hoped a 22 Planned c11 Interested b 23 Rained c12 Laughed c 24 Started b
  15. 15. Write the following words using the IPA system.1. Multiculturalism2. Pronunciation3. Association4. Endemic5. Power6. Stalling7. Transcended8. Globalisation9. Superfluous10. Straight
  16. 16. Tongue TwistersPeter Piper picked a peck of pickled peppers.Did Peter Piper pick a peck of pickled peppers?If Peter Piper Picked a peck of pickled peppers,Wheres the peck of pickled peppers Peter Piper picked?She sells seashells by the seashore.The shells she sells are surely seashells.So if she sells shells on the seashore,Im sure she sells seashore shells.How much wood would a woodchuck chuckIf a woodchuck could chuck wood?He would chuck, he would, as much as he could,And chuck as much as a woodchuck wouldIf a woodchuck could chuck wood.