Unit 4 - Teach spelling and pronunciation

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This unit explores sound-spelling relationships in English and techniques for teaching spelling and pronunciation.

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Unit 4 - Teach spelling and pronunciation
TESTSP001
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Unit 4 - Teach spelling and pronunciation
TESTSP001
Name of the Student
Name of the University
Author Note
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Unit 4 - Teach spelling and pronunciation
TESTSP001
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Unit 4 - Teach spelling and pronunciation
TESTSP001
Introduction
This unit explores sound-spelling relationships in English and techniques for teaching
spelling and pronunciation.
To complete this unit:
1. TESOL Made Practical For All Situations: Read Chapter 4.
2. TMPFAS Workbook: Complete the tasks in Unit 4.
3. Practice Teaching Task(s): Refer to PTT4A and 4B.
4. Complete all other tasks for the core units (see TESOL Study Guide for more
information)
To type the IPA character, please use the website:
http://ipa.typeit.org
Alternatively, to type in the IPA character:
1. Select Font: Arial Unicode MS;
2. Type in the code, then Alt+X. The code will be replaced by the IPA
symbol.
© 2018 LTi - Teach Spelling and Pronunciation (TESTSP001)
Tip: International Phonetic Alphabet (IPA) symbols for you to
use when doing your tasks for this unit are located in
Appendices E and F at the back of your text, TESOL Made
Practical For All Situations.
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Unit 4 - Teach spelling and pronunciation
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In the chart below, only the non-Roman Script characters have been
coded.
i: ɪ 026A u: ʊ 028A ɪǝ ǝʊ
e ɜ: 025C ǝ 01DD ɔ: 0254 ɑɪ ɑʊ
ӕ
04D5
ʌ 028C ɑ: ɒ 0252 ɔɪ ʊǝ
p f Ө
04E8
t ʧ
02A7
s ʃ
0283
k
b v ð
00F0
d ʤ
02A4
z ӡ
04E1
g
h l r w m n ŋ
014B
j
For a copy and paste option, go to
http://www.elang.co.uk/mackichan/call/pron/type.html.
Online IPA charts can be helpful (e.g.
http://www.stuff.co.uk/calcul_nd.htm). You may also find the a website
called “OneStopEnglish” helpful for its sample pronunciation lesson with
audio, lesson plan and worksheets. Alternatively, access dictionaries both
hard copy and online, such as https://dictionary.cambridge.org
Assessment method and description
The assessment is competency based. This means that students will be graded as
‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet
competent' for units as a whole. Students need to be assessed as ‘satisfactory’ in all of the
assessment tasks in order to be deemed ‘competent’ for the unit. If a student is graded ‘not
yet satisfactory’ or ‘not yet competent’ they will be given another opportunity for
reassessment and will be provided with specific feedback on areas needing improvement.
All students have the right to appeal any assessment decision. See your RTO for more
information on appeals.
All assessment tasks will be retained by the Registered Training Organisation (RTO). If a
student wishes to keep a copy of the assessment task then they need to make a copy prior
to submission.
Workbook Tasks 4.1 – 4.8:
Students must provide clear, concise and reasonable answers / submissions for all of the
workbook tasks within each unit. The purpose of the assessment is to see that a student:
can understand and apply knowledge they have learnt in a theoretical situation
can demonstrate knowledge of the unit content (see mapping)
can communicate the understanding and knowledge gained.
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Practice Teaching Task 4A & 4B:
Students must plan, deliver and evaluate an English Spelling and Pronunciation lesson in
accordance with the task requirements detailed in the Practice Teaching Task.
The purpose of the assessment is to see that a student:
can understand and apply knowledge and skills they have learnt in a practical
situation
can practically demonstrate the knowledge and skills required to meet the unit
requirements (see mapping).
Use the International Phonetic Alphabet (IPA)
Use the IPA to transcribe/or decode the following words and sentences.
Tip: You can also use a dictionary if necessary. Just make sure you
are using symbols the same as Appendices E and F. Collins Cobuild
Advanced Learner's English Dictionary is a good one for
TESOL because it has the word in IPA plus other valuable
grammatical information. The IPA symbols are the same as in
Appendices E and F of our text. Collins has a few extra symbols to
include some other pronunciations including American English
pronunciations. There are also online dictionaries that are useful,
such as http://dictionary.cambridge.org/
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Task 4.1
Decode the following proverbs.
a. [ǝ stɪʧ ɪn tɑɪm seɪvz nɑɪn]
A stitch in time saves nine.
b. [ǝ bɜ:d dʌzn sɪŋ bɪkɒz ɪt hӕz ǝn ӕnsǝ – ɪt sɪŋz bɪkɒz ɪt hӕz ǝ
sɒŋ]
A bird doesn’t sing because it has an answer – it sings because it has a song
c. [du: nɒt kʌt dɑʊn ðǝ tri: ðǝt gɪvz ju: ʃeɪd]
Do not cut down the tree that gives you shade.
d. [tǝ bend ǝ bӕmbu: stɑ:t wen ɪts ǝ ʃu:t]
To bend a bamboo start when it’s a shoot
e. [ðǝ kǝʊbrǝ wɪl bɑɪt ju: weðǝ ju: kɔ:l ɪt kǝʊbrǝ ɔ: mɪstǝ kǝʊbrǝ]
The cobra will bite you whether you call it a cobra or mister cobra.
Task 4.2
Tip: Use Task 4.1 IPA to help with transcribing these tasks.
a. Transcribe the following words into IPA:
oval [ˈəʊvəl]
circle [ˈsɜːkl]
square [skweə]
b. Transcribe the following sentences into IPA
From small beginnings come great things.
Answer: [frɒm smɔːl bɪˈgɪnɪŋz kʌm greɪt θɪŋz]
Don't ignore the small things - the kite flies because of its tail.
a. Answer: [dəʊnt ɪgˈnɔː ðə smɔːl θɪŋz - ðə kaɪt flaɪz
ˈkɒz ɒv ɪts teɪl]
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Task 4.3
Reflect on using the IPA with ESL students. Would it benefit the learners in the
following situations? Answer the following questions.
a. Would you use the IPA with pre-literate ESL learners?
Yes No
Why or why not?
No.
Pre literate ESL learners do not yet possess the knowledge of English required to
generate writing skills. Their Reading and Speaking skills would also be under
development. At this stage their focus should be on morphology and basic syntax. Once
they have acquired enough skills in understanding Alphabets and developed
conversational speaking skills, they can be introduced to IPA.
b. Would you use the IPA with a group of Japanese high school students in Australia
for an intensive English immersion program?
Yes No
Why or why not?
Yes.
For Japanese High School Students in Australia for an intensive English immersion
program, IPA can be used to help them understand phonemic variation in English words.
This can be used to teach them concepts of stress and intonation along with that of
minimal pairs and phonemic distributions. These would eventually help the students attain
accuracy in pronunciation.
c. Would you use the IPA with a group of elementary level migrants from Africa
studying for general English?
Yes No
Why or why not?
No.
Elementary level migrants from Africa should be given priority on building their
English Reading and Writing skills. Speaking skills should also be given attention but
doing that through IPA would be counterproductive as the learners might finding
acclimatizing with two different styles of orthography challenging.
Teach sound-spelling relationships
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Unit 4 - Teach spelling and pronunciation
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Task 4.4
Scenario: You are teaching a class of beginners the ways of spelling the [s] sound. You
are using these keywords for the most common spellings: socks, dress, mouse, celery
and dice. Use the following prompts to plan your lesson.
a. Describe how you will draw the attention of the learners to the different ways
of spelling the [s] sound. (min. 50 words)
Answer:
Since the students involved in this task are beginners, it would be beneficial for them
to identify that there are different ways of spelling a particular sound. For that, the
examples mentioned in the question can be used as references.
The first step would require the learners to identify the following characters –
[s] and [c], and provide input on their way of pronouncing those characters.
Afterwards, the aforementioned examples would be written on the
board/displayed on the screen and the teacher should read them out and highlight the
instances where [c] assumed the acoustic characteristic of [s].
Once they have identified the difference, a breakdown using IPA would be
beneficial to show the rules behind such a formulation.
b. Using the words “socks”, “dress”, “mouse”, “celery” and “dice”, make a list of
words you could use with beginners to give examples of other words that have
the same spelling for the same [s] sound. The first example has been done for
you.
socks dress mouse celery dice
Cats Press House Centre Choice
Pets Mess Rose Century Mice
Books Brass Arouse Cinnamon Dice
Mops Cross Blouse Ceremony Once
Tips Miss Noise Certificate Face
© 2018 LTi - Teach Spelling and Pronunciation (TESTSP001)
Tip: Keep in mind that the student group in this task are
beginners. You can check on levels at:
http://esl.about.com/od/teachingenglish/a/ESL-Level-

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maps Kiss Abuse Cereal Juice
c. Choose a theme or topic; write a short paragraph, suitable for beginners, using
words relevant to the theme. Include at least two words from each of the ways
of spelling [s] above.
Answer: Theme – Cruise
‘Seagulls’ is a luxury cruise that allows the travelers an amazing experience of the
South pacific. The cruise was launched in 2012 in a grand ceremony. It can carry upto
4000 guests, so one can imagine the amount of noise that is there on the decks. Many
people call it the grandest cruise of the century because of its size and luxury. The
ship is owned by a Swiss businessman and is intended to take its guests on a journey
across the Pacific Ocean. The cruise features, among other things a massive library
dedicated to maritime history. It has thousands of books and old maps made by the
early sailors. It also has a huge playhouse dedicated to children. Overall, the cruise is
nothing short of a palace on water and one glance is enough to make anyone fall in
love with it. “You will miss an amazing experience if you don’t go” is the advice of
almost everyone who has been on the cruise.
d. Using the above paragraph in questions c, describe a practice activity you could
use to develop accuracy in the recognition of the different spellings of [s].
Answer: A practice drill task can be used to develop accuracy in the recognition of
different spellings of [s].
The task incorporates the aforementioned spelling types as standards to
identify and differentiate between the different spellings of [s]. The learners will be
asked to refer to the above paragraph and build paragraphs of their own that would
show their understanding of the concept and ability to pin point examples.
Afterwards, the learners would be asked to separate the lines that exemplify
the different types of spellings of [s]. Once the separation is done, all the learners
must present their examples. They will be prompted to identify examples that were
unknown to them and learn them.
Since a practice drilling activity involves repetition to enforce a knowledge,
the examples that have been identified for each of the different types of spellings
would be re-used for multiple conversational exercises. One example is provided as
follows:
Learner 1 – Why are you not wearing the black dress?
Learner 2 – Because it is in a mess after last week’s party.
Learner 1 – What happened at the party?
Learner 2 – The Brass Cross that I used to wear got stuck in the dress and it got torn.
Similar examples in conversations would be used to reinforce the concept through
multiple testing and trialing.
The learners are expected to make mistakes in which case, the teacher should help
them identify the cause of the mistakes instead of providing direct solutions.
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e. Using the above paragraph in question c, describe a practice activity you will
use to develop fluency in the recognition of the different spellings of [s].
Tip: Can you think of a game that would give the students
practice with words with "s" spelling and sound?
Answer: Building fluency in the concept would require the learners to understand how
each particular word is pronounced. In order to achieve that, a practice activity can be
developed that focuses on stress and intonation, pitch, meaning changes owing to
change in phonemes etc.
This activity requires students to identify similar word structures but with
different pronunciation and meanings through research. One such example would be
Mass Vs. Mess. Afterwards these words would be used again in conversational
contexts and the learners would be asked to articulate and reflect in order to solidify
the concept in their minds.
The next step would involve the learners building impromptu materials, either
conversational or pieces of poetry or song and they will be presented in the class. The
rest of the learners would be asked to identify the specific words that pertain to the
aforementioned categories and iterate their meanings based on knowledge or context.
Finally, these words will be tallied against similar sounding words whose
examples should be produced by the teacher. The learners would be asked to provide
meanings for those words and use them in another conversational context in the
following class sessions.
Teach spelling rules
Task 4.5
Scenario: You are teaching narrative texts to an intermediate class and you want to
focus on the use of adverbs to help your students make their storied more exciting. In
the context of teaching this grammar, you need to include some instruction on adding
‘ly’ to adjectives to form adverbs. Use the following prompts to plan this section of the
lesson.
Tip: Keep in mind what the class level is for this task is
intermediate. The task is a combination of grammar and spelling.
Internet links to help with adverbs and their formation include:
http://www.perfectyourenglish.com/grammar/adverbs-formation.htm
http://www.englishclub.com/grammar/adverbs.htm
http://www.youtube.com/watch?v=0WMzIzzPwi0
a. Research and write the rules for adding ‘ly’ in the following situations:
To form adverbs, e.g. late lately
Most adjectives add ‘ly’ at the end to produce an adverb.
e.g. Beautiful + ly – Beautifully.
Slow + ly – Slowly.
Polite + ly – Politely.
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When ‘y’ changes to ‘i’, e.g. happy happily
When the word ending is ‘y’ which is preceded by a consonant, the suffix would
change the ‘y’ to ‘i’ before adding itself.
e.g. Day+ ly – Daily.
Angry + ly – Angrily.
Hasty + ly – Hastily.
Adjectives ending with consonant + ‘le’, e.g. idle idly
For adjectives ending in a consonant + ‘le’, the ‘e’ is replaced with ‘y’.
e.g. Noble + ly = Nobl – e + y – Nobly
Terrible + ly = Terribl – e + y - Terribly
Adjectives ending in ‘ic’, e.g. tragic tragically
For adjectives ending in ‘-ic’, the suffix ‘ally’ is added after ‘ic’.
e.g. Ironic + ally – Ironically.
Realistic + ally – Realistically.
b. Choose one rule and describe how you will make it clear to your class.
Tip: Keep in mind what the class level is for this task is
intermediate.
Answer: Rule - When the word ending is ‘y’ which is preceded by a consonant, the
suffix would change the ‘y’ to ‘i’ before adding itself.
This rule would be explained by providing multiple examples of the
phenomenon and breaking them down into individual alphabets.
For example, for the words ‘Angry’ and ‘Angrily’, the teacher must show that
the ‘i’ is replaced by ‘ly’ and not merely added as a suffix.
Thereafter more examples of the same phenomenon should be provided to
show that this is a common scenario across all the cases of the English language and
not just a one-time phenomenon.
c. Using your chosen rule in (b); create a written activity for your students to
complete. Try to be more creative than, “add ‘ly’ to these adjectives.”
Activity: This activity is meant to identify and convert words into adverbs and vice
versa from the passage given below.
Instructions
a. Read the passage well, identify words that end with y.
b. From those words, categorise those words that can be converted to adverbs.
c. Based upon your previous knowledge of conversion of words ending in ‘y’ to
adverbs, convert the selected words.
d. Further identify adverbs already present in the passage and from them, convert
only those adverbs to their subsequent root words ending in y.
Passage –
The playhouse is a happy place for the kids to spend their time and energy. There
are lots of games, toys and craft materials designed specially for the kids to have
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fun and learn while merrily engaging themselves. I remember my first playhouse
experience very well. I went there during winter but the room had a heater which
made the environment very cozy. I was a lazy child but I was always up and ready
for the playhouse. I used to get hastily dressed up and run for the playhouse.
Inside the playhouse was very messy. There were kids my age running and
screaming when the game period was ongoing. They would be very clumsy and
throw toys all around. However when the story session was on, they would sit
quietly and listen attentively to the storyteller. The story teller was really good.
She used to make various expressions like happy and angry, sometimes she would
sadly tell a story while sometimes she would be very jolly and active. Those
stories were always told very meaningfully and we were always taught a lesson by
the end.
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Teach pronunciation
Task 4.6
Scenario: You are teaching an elementary class to give an oral recount of a past event.
This involves using past simple verbs. After teaching regular past simple verbs (ending
with ‘ed’) and irregular past simple verbs, you want to include some pronunciation
practice of verbs ending with ‘ed’. Use the following prompts to plan a pronunciation
lesson.
Tip: Keep in mind that it is an elementary class this time, so
there should be less advanced English than the class in Task 4.5.
You will need to make sure that your lesson doesn’t get too
complicated for a class at this level. There are a lot of rules for ‘ed’
pronunciation but you wouldn't teach them all to an elementary
class, even though you might be aware of them yourself.
Below is the URL for a useful site with the pronunciation rules,
sounds, IPA symbols and spelling-sound relationships.
https://pronunciationstudio.com/the-sound-of-english/
Some sounds have voice (+voice) and some others haven't (-
voice).
+voice -voice
b p
v f
z s
g k
d t
If a verb ends in a +voice sound, ‘ed’ will be pronounced ‘d’
(+voice)
If a verb ends in a -voice sound, ‘ed’ will be pronounced ‘t’ (-voice)
Try reading stopped as ‘stopd’ or robbed as ‘robt’ and you'll see
that it is very difficult to do so. Watch out for the verbs ended in ‘t’
or ‘d’. It is necessary to add ‘id’ because otherwise we wouldn't be
able to hear the past tense. How would wanted sound if we didn't
read it as ‘wantid ‘? ‘Wantt’?
If the base word ends in an unvoiced sound, then ‘ed’=(t).
If the base word ends in a voiced sound, then ‘ed’=(d)
If the base word ends in the letter t or d, then ‘ed’=(ed).
a. What are the three ways that ‘ed’ can sound at the end of words?
1. When preceded by a voiceless consonant, the ‘ed’ sounds like /t/.
For example – Booked - / bʊkt /
2. When preceded by a voiced consonant, ‘ed’ sounds like /d/
For example – Bagged - / bægd /
3. When preceded by /t/ or /d/, ‘ed’ Sounds like /ɪd/
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For example – Gutted - / gʌtɪd /
Limited - / ˈlɪmɪtɪd/
b. Complete the table with a list of regular past simple verbs that match the IPA
sounds given.
1. /t/ 2. /d/ 3. /Id/
walked watched greeted
worked pushed Hated
Hoped Assumed Regretted
Booked Loved Hunted
Mopped Begged Crafted
c. Describe how you will teach the three sounds.
Answer: The three sounds will be taught by using auditory aid and IPA.
Examples of words ending in these sounds will be played, first at a normal pace and
then at a slow pace. This will be followed by the IPA notation of the words to show
that these sounds are used under specific scenarios.
For example, for a word like ‘Booked’, the ending sound is /t/.
For a word like ‘gagged’, the ending sound is /d/.
These two occur when the preceding sound is voiceless and voiced
respectivelt.
/id/ in the end occurs when the preceding sound is either /t/ or /d/, for instance in
‘hated’.
d. Describe a listening activity you could use to help learners develop awareness
of the three sounds.
Answer: In classroom listening game can be used to develop awareness of the three
sounds. In this activity, the learners are prompted to listen to instances in the class and
identify instances where those three sounds are used. They are expected to write
down the words whenever they hear it used in conversation.
In order to prevent distraction, the activity will have a dedicated time period
within which the learners in pairs or groups will stage a conversational act where they
will deliberately use the sounds in various contexts. The rest of the learners are
expected to find the instances where those words have been used, note them down
and try to analyse if the way it was spoken was right or wrong. If a certain word feels
wrong, at the end of the act, they should ask the performers to repeat, the way the
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spoke before, a certain word.
This would determine whether the listening skill was developed enough in the
learner to have identified the mistake. It would also ensure that the performing learner
would have either identified the proper usage or would have guessed the usage might
have been wrong. Therefore s/he would also attempt to rectify their mistakes.
e. Describe a speaking activity you could use to help learners develop awareness
of the three sounds.
Answer: A speaking activity in which the learners would be able to develop
awareness about the three sounds would include identifying the rules and contexts in
which those three sounds occur.
The learners would be first asked to articulate voiced and voiceless sounds.
Afterwards, they will be given a set of words to produce which would have the three
aforementioned sounds within them.
While the learners are reading out the words one at a time, they are asked to
focus on the sounds that they are producing. They would be asked to pinpoint on the
sounds directly before (or after) the target sounds. They should be able to answer
whether those sounds are voiced or voiceless.
Once they have identified the voiced and voiceless sounds, they would be able
to formulate the rules behind the pronunciation of those three sounds. Thus they
would develop awareness of the three sounds.
Task 4.7
Choose a language then research a pronunciation problem that speakers of this
language have. Answer the questions below.
Tip: Example - Spanish speakers have problems with the
pronunciation difference of b and v sounds. Google may be helpful
here. A good explanation of pronunciation difficulties in English of
various Asian countries is available at:
http://answers.yahoo.com/question/index?
qid=20090130040705AAOqWUw
Below is the URL to a site with diagrams of the mouth, explanations
and audio.
https://pronunciationstudio.com/the-sound-of-english/
a. Describe the pronunciation problem of the language that you have chosen.
Answer: In Italian, there is no distinction between /t/ and /d/. Both of them are
pronounced as dental stops. Thus both will become / ð /.
‘There’ and ‘Dare’ in Italian would become homophones in this context.
b. How would you address this problem? (min. 50 words)
Answer: The best way to address this problem would be through auditory inputs and
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IPA breakdown. The audio of same words spoken in English and Italian with the
same sounds, would show how the pronunciation differs in Italian from English.
Based on that understanding, the learners would be taught the articulatory
mechanism of the two languages that creates both the distinctions.
c. How would you describe or indicate the physical motion (mouth, tongue, lips)
needed to address this pronunciation problem?
Tip: Include a diagram to complete this question.
Answer: The physical motion can be describe either through a video or through self-
inspection. Self-inspection would be a better and faster way of learning.
In this process the learners would be asked to produce two rhyming words
with /t/ and /d/ respectively in English. They would hear the Italian counterparts of
the words and try to produce that as well.
During their production, They will be asked to focus on the way they are
producing the sounds inside their mouths through their articulators. They would be
asked to identify if or not their tongue is touching the teeth and producing a dental
stop instead of a dental and an alveolar.
Lastly, they would be shown a diagram that would illustrate how the
articulatory organs function differently during articulation in both the languages.
Diagram:
The portion rounded in red is where the tongue and the teeth would come in contact to
produce a dental stop.
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Teach rhythm, stress and intonation
Task 4.8
You are teaching an advanced class who are developing skills in persuasive spoken
language. The task you are leading up to is one in which pairs role play a variety of
situations involving persuasion (e.g. a shift worker trying to talk a co-worker into
exchanging a shift, a salesperson trying to offload a superseded model, a couple with
different destination preferences trying to plan a holiday, etc.)
To prepare them for these role plays, you need to give some instruction and practice in
how rhythm, stress and intonation can be used to make speech more persuasive.
a. List five resources (eg. songs; poems; conversations, etc.) you could use to
illustrate the use of rhythm, stress and intonation?
i) Songs
ii) Poems
iii) Everyday conversation
iv) Public Speeches
v) Promotional Advertisements
b. Describe how you will use one of the above resources to illustrate the rhythm.
What will the learners be doing while you demonstrate the impact of rhythm?
(min. 50 words)
Answer: Songs would be used to perfectly describe rhythm. A few songs with good
sense of rhythm would be played in the class and the learners would be asked to listen
to the teacher with attention. The teacher would them pause the song and take two
lines with similar beats. Then the teacher would highlight the number of beats in the
first line and sing the next line with the same beats. Then the learners would be asked
to identify the difference in the two lines. The ideal response should be that some
words in the second line have different number of syllables than the first line. This
would show that they have understood the concept of rhythm as a calculated flow of
words through a phrase/line depending upon the stress.
c. Describe how you will use one of the above resources to illustrate how the
meaning of a communication can be influenced by stress. What will the learners
be doing while you demonstrate the impact of stress? (min. 50 words)
Answer: Public speeches can be used as an example to describe the change in
meaning of a communication under the influence of stress. For this, the learners
would be asked to come up with certain sentences that they would use if they were
giving a public speech as an election candidate. Next a few sentences would be
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chosen for demonstration.
One examples can be –
“I assure you that the system will see an upgrade in the next six months”
I Assure you that the system will see an upgrade in the next six months
I Assure you that the system will see an upgrade in the next six months
I Assure you that the system will see an upgrade in the next six months
In the first example, assurance is the objective of the line whereas the next one
has emphasis of the system and finally the last example focuses on how much time
would be needed to get the job done. The learners would be asked to identify similar
differences across their sentences.
d. Choose a simple sentence and write it three times. In each sentence underline
the word that will be stressed in order to give a particular meaning. Explain the
meaning of each sentence.
1. Rome was not built in a day
2. Rome was not built in a day
3. Rome was not built in a day.
Stressing the word ‘Rome’ means that the sentence talks about Rome not
being built in a day. Stressing the word ‘not’ tells that the act of building Rome in
one day did not happen. Stressing the word ‘day’ means that the time taken to build
Rome was not one day, but more.
e. Describe how you will use one of the above resources to illustrate how the
meaning of a communication can be influenced by rising or falling intonation.
What will the learners be doing while you demonstrate the impact of
intonation? (min. 50 words)
Answer: Using an example from everyday conversations can illustrate the influence
of rising and falling intonation of meaning.
The word ‘really’ can be said with both rising and falling intonation. During
rising tone, the word is usually meant in the sense of a confirmatory question whereas
a falling tone is suggestive of sarcasm.
The learners should be paying close attention to the demonstration following
which they are expected to innovate and replicate the concept with their own
examples.
f. Describe an activity for accuracy that you could use to get learners practising
phrases using either rhythm, stress and/or intonation. (min. 50 words)
Answer: Poem building is an activity for accuracy that can be used to help the
© 2018 LTi - Teach Spelling and Pronunciation (TESTSP001)
Tip: For example: If saying “The cow jumped over the
moon.” Stressing the word “cow” indicates that it was the
cow that jumped, not the dog, etc. However, if saying “The
cow jumped over the moon.” Stressing the word “jumped”
indicates that the cow jumped, not stepped, etc.
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Unit 4 - Teach spelling and pronunciation
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18
learners practise rhythm and stress. In poetry, the rhythm is created by the stressed
and unstressed syllables and is called ‘Meter’. Meter helps identify the rhythmic
pattern in the lines of a poem.
The second aspect of poetry building is to identify the number of ‘feet’ in a
poem. A ‘Foot’ is the groups of stresses and non-stresses that determine the meter of
a poem.
An example of stresses and feet in poetry would be given as –
my PIG | is NICE.
my PIG | is BIG.
my PIG | is CUTE.
i LIKE | my PIG.
The above example also shows us how rhythms are formed because of the
stresses and the non-stresses working together.
This example, used as a reference can help the learners build rhythmic phrases
of their own after understanding how meter and feet work in poetry. Firstly the
learners would be asked to identify rhyming words along with their meanings and
separate word pairs of which can be used in a meaningful poetry.
Secondly, the learners would be asked to refer to the example and come up
with simple rhymes of their own and read them to the class. The class should repeat
each line and try to highlight the stresses through proper intonation.
g. As an activity for fluency, write role cards for three pairs of learners, describing
their individual roles in role plays involving persuasive spoken interaction.
Role-play 1 – Student A Role-play 1 – Student B
© 2018 LTi - Teach Spelling and Pronunciation (TESTSP001)
Tip: Be aware that you do not need to write a whole dialogue just
the roles that your students will be playing. A template for the role
cards is available below.
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Unit 4 - Teach spelling and pronunciation
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19
Student is a child asking for a new
computer for himself to his parents
The student needs to ask for a new
computer from his parents stating the
reason that he is getting a lot of work
from school and the family computer is
not sufficient for him because everyone
wold spend time on it. Thus during a
bigger assignment, the student will need
to use a computer for a prolonged
period of time and that would not be
made possible by a family computer.
Student is the parent of the child.
The parent should ask the child why he
needs a new computer and why he
cannot use the family computer. Then
considering his points about school
assignments would suggest a schedule
for using the computer by everyone.
The considering the child’s argument
about bigger assignments should think
about the prospect.
Role-play 2 – Student A
A salesman of local handicrafts
trying to sell products to a tourist.
The salesman should ask the
tourist information about his choices in
handmade crafts and attempt to sell a
few of the local products. He needs to
stress specifically on how the local
handmade products are functional and
cheaper than the company made
products. He should also emphasize
how buying local handicrafts boosts the
local economy.
Role-play 2 – Student B
A tourist who is interacting with a
local salesman trying to sell
handicrafts.
The tourist should not be
interested in the products in the
beginning. But upon listening to the
points made about cost effectiveness
and helping local economies, should
reconsider his decision.
Role-play 3 – Student A
Student is a promoter of a particular
product that would not be used by a
lot of people.
The promoter should try to
sound as persuasive as possible during
the promotion. This would be achieved
through speaking with stress upon the
particular keywords that enhances sale.
He should focus on words like build
quality, usability, ease of access and
most importantly price. Besides the
promoter should also emphasize how
the product will benefit a particular
person or a household.
Role-play 3 – Student B
Student is a prospective buyer of a
product but is hesitant to buy because
it doesn’t have much use.
The buyer would try to argue
with the seller saying that the product
doesn’t find much use in present
context and scenario. Emphasis would
be on words like difficult to use,
backdated, space consuming or
anything that is of concern to a buyer.
Here the final decision will depend on
who can make the stronger argument.
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