Reference no: EM133116799

Exercise 1

Part A- Theory

Use your own words to describe the following single vowels and diphthongs taking into account the position of the tongue (its horizontal position, i.e., front, central or back; and its height, i.e., high, mid or low), the lip position and the length of the single vowels. In the case of the diphthongs, describe the horizontal position and height of the glide, and the lip position. Give four examples of words containing these sounds that are not mentioned in the online course material. Underline the sound you are describing in the words you have chosen.

Part B- Classroom Application

Brazilian students confuse the diphthong /o?/ and /?/. The word ‘boat' will sound as ‘bot'. You need to train them to pronounce /o?/ correctly.

a. Describe the main difference between these two sounds with regard to tongue position, height, length, glide, and lip position and how you would help the students to go from /?/ to /o?/

b. Give four examples of minimal pairs containing both sounds (/?/ and /o?/ )

Exercise 2

Part A- Theory
Describe according to place and manner of articulation and the presence or absence of voice the consonants in the following words. Do not describe repeated consonants.

Part B- Classroom Application
Explain how the knowledge of voicing, manner and place of articulation would help you train students with the pronunciation problems described in a. and b. What techniques or tools will you use to show them how to pronounce these sounds correctly? (The ‘repeat-after-me' type of answer as a solution to this problem will not be considered as a correct answer. Students will not change their manner and place of articulation just by repeating the sound.)

/θ/ / and /s/ = the student pronounces ‘thin' as ‘sin'.
/w/ and /v/ = the student pronounces ‘wheel' as ‘veal'.

Exercise 3

Part A -Theory

How is ‘ed' pronounced in the adjectives below? Write them down under the correct heading. (4 points)

What other grammatical structures or topics follow the same rule of voicing Give at least 4 examples. (4 points)

PART B: Classroom Application

Your students do not pronounce word ending in ‘ed' correctly. Please explain to them why ‘ed' is pronounced /t/, /d/ or /id/ by introducing the rule of voicing. Refer to the examples in Part A and B if necessary.

Exercise 4

Theory
Identify the vowel sounds underlined. Write the words in the correct box.

pull -lest - feast - utter - blood - painter - first - soon - pushing - breathe - architect - pit - caught - accordion -according - banish - visit - one - ambulance - mop- acupuncture job annoy cord

Exercise 5

Theory

What is the place of articulation described in the profile?
Which consonant sounds can be pronounced in the diagram below taking into account their place of articulation, not manner?
Which words contain these sounds? (Give one example for each sound. It could be in any position in the word: initial, middle or final position.)

Exercise 6
How would you explain the term "elision"? Give examples.
What organs of speech articulate in a palatal sound?

How would you explain the differences in intonation in the following sentences? What intonation rules do they follow?

Where did you go on the weekend?
Would you close the door, please?
Is he a bartender or a policeman?)

Exercise 7:

Part A:
Read the following passage and underline the stressed words.

Revitalizing a wood floor usually involves stripping the old finish off. Chemicals can be used to strip the old coat, but can also damage the wood or person using them. You can also use tools to hand scrape your wood floors. The internet has lots of how-to guides for home maintenance.

Part B: Classroom application

English is a ‘stress-timed' language - words and sentences have strong and weak parts. Explain to your students
what parts of speech are stressed (strong) in English and what parts of speech are not stressed (weak), what each group is called, and why they are call that way?
what aspect of pronunciation will this knowledge help your students with?

Exercise 8

Classroom application- Correcting students' pronunciation mistakes

a. Identify the pronunciation problem (i.e., is it a voicing, place and/or manner of articulation, vowel length, word stress, sentence stress (weak/strong form) problem, etc.?

b. After identifying the problem, explain how you would help the student improve his/her pronunciation using the knowledge acquired in the module.

1. It is a long road
2. He is looking at the sky.
3. He plays soccer every day
4. What a beautiful cat

Attachment:- Linguistics-phonology.rar