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Phonetics Workshop Presentation, 2011. Conducted By: Muhammad Ali Khan Centre of English Language The Aga Khan University. Session Plan. Section I. Why Learning Phonetics is Important?. What do I know about Phonemic Symbols?. How can I learn and teach them?. Section II.

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Presentation Transcript
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Phonetics Workshop Presentation, 2011

Conducted By: Muhammad Ali Khan

Centre of English Language

The Aga Khan University

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Session Plan

Section I

  • Why Learning Phonetics is Important?
  • What do I know about Phonemic Symbols?
  • How can I learn and teach them?

Section II

  • What are weak forms?
  • Do I know rules of linking?

Section III

  • Exercises and Quizzes

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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SECTION I

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Phonemic Symbols

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Why Learning Phonetics is Important?

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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EXERCISES

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Exercise 1

1 Choose the correct number of letters in English Alphabets. Put a cross in the correct box.

26

24

36

2. From which Language English alphabets have been borrowed?

French

Latin

German

3. How many sounds are there in English Language?

26

44

36

4. How many letters in English alphabet represent vowel sounds?

26

5

7

5. Choose the correct number of vowel sounds in English Language

5

26

12

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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6. How many letters in English alphabets represent consonant sounds?

21

44

26

7. The word ‘ CAT’ has three letters and three sounds but the word ‘ CATCH’ has five letters but still only has ______ number of sounds?

3

6

5

8. The word ‘CATCH’ has five letters but has ________ number of sounds?

3

4

5

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Exercise 1

  • 26
  • Latin
  • 44
  • 5
  • 12
  • 21
  • 3
  • 3

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

exercise 2

EXERCISE 2

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Exercise 2

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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CONVERSATIONAL PARAGRAPH

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Sound Quiz 1

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EXTENDING THE BOUNDARIES OF THE CLASSROOM

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EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Answer Key to Sound Quiz 1

V

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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SECTION II

Connected Speech

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Mind your Language

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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LINKING

  • do it
  • I am
  • /w/ or /j/ sound
  • fried eggs
  • switch off
  • I am a bit tired
  • good girl
  • there
  • there is

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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EXERCISES

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Linking ‘r’

British speakers often do not pronounce final ‘r’, for example there- no ‘r’ sounds at the end, but if the next word begins with a vowel then it is pronounced, for example there is- ‘r’ sound is pronounced

Task

In which of the following do you think ‘r’ will be pronounced by British speaker of English:

1. Four 2. Where is the car?

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Sounds can also change

Good… girl. She is a good girl. Good…. Girl. Good girl.

The sound at the end of the first word is taking on the quality of the sound at the beginning of the second. So the /d/ at the end of good becomes the /g/ at the start of good. It does not disappear, it actually sounds like a /g/.

Task

Now read out the following:

1.White…. Paper. I only use white paper. White…. Paper. White paper

2. Can….. go. Can go

3. Hand….. bag. I cant find my handbag. Hand….. bag. Handbag [A handbag!]

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Final consonant to initial consonant, for example- bit tired

When this happens, British speakers don’t pronounce both the consonants but join the two together. We don’t hear the first‘t’ at the end of bit.

Task

How do you think the following will be spoken by native speakers?

1.We have a lot to do

2. Tell me what to say

3. Next week

4. Just one

5. Can’t Swim

6. Postman

7. Westminster

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Final consonant to following vowel sound, for example- fried eggs

  • Task
  • Identify and underline final consonant- initial vowel linking in the following:
  • a few streets and a handful of roads
  • not because of cars but because of cows
  • out of order
  • switch off the fan, please
  • Final Vowel sound to initial Vowel, for example- do it, I am, go out
  • When a word ends in o or u, we can hear a w sound. When it ends in i or ee I, we can hear j
  • Task
  • Which of the following phrases are going to add w or j sounds?
  • See it go out go in go up no entry, two eggs, three eggs

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Quiz 2

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EXTENDING THE BOUNDARIES OF THE CLASSROOM

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12. (a) occasion

13. (a) assistant

14. (a) repetition

15. (a) privilege

16. (a) irresistible

17. (b) dependent

18. (a) consensus

19. (a) accommodate

20. (a) occurrence

21. (a) conscience

22. (a) commitment

  • (b) grammar
  • (b) argument
  • (b) surprise
  • (a) achieve
  • (b) anoint
  • (b) definitely
  • (a) separate
  • (a) desirable
  • (b) development
  • (a) existence
  • (b) pronunciation

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EXTENDING THE BOUNDARIES OF THE CLASSROOM

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23. (a) embarrass

24.(a)indispensable

25. (a) allotted

26. (b) liaison

27. (a) proceed

28. (b) harass

29. (a)perseverance

30. (b) ecstasy

31. (a) antiquated

32. (a) insistent

33. (b) exhilarate

34. (a) vacuum

35. (a) ridiculous

36. (a) nickel

37. (b) oscillate

38. (a) tyrannous

39. (a) drunkenness

40. (a) dissention

41. (a) connoisseur

42. (b) sacrilegious

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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43. (a) battalion

44. (a) prerogative

45. (a) iridescent

46. (a) inadvertent

47. (b) genealogy

48. (b) vilify

49. (a) inoculate

50. (a) dilettante

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Discussion

on Myths & Facts

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Tips for Dealing With Spelling Errors

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EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Greek – Style Spellings

  • ‘Ch’ with the sound value /k/: chaos, archetype, orchid, cholesterol, monarch
  • Word-initial silent ‘m’ and ‘p’: mnemonics, psychology
  • Use of ‘ph’ rather than ‘f ’: amphibian, pharmacy
  • Initial ‘rh’ and medial and final ‘rrh’ as in rhetoric, rhythm, diarrh(o)ea
  • Use of ‘y’ rather than ‘i’: analysis, synthetic, psychology

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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A vernacular-style Spelling

  • Syllable initial sets of consonants: ‘kn’ - with silent ‘k’ in knave, knife, know, knuckle: ‘sk’ in skate, skill, sky
  • Syllable final sets of consonants: ‘sh’ in bash, mesh, dish; ‘tch’ in batch, hutch, ditch; ‘ck’ in back, deck, tick; ‘le’ in kettle, sizzle; ‘dge’ in badge, hedge, dodge

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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A Romance-style Spelling

  • Soft ‘c’ and ‘g’ before ‘e’ and ‘i’; ginger, city, cell
  • Prefixes (unaltered or assimilated): ‘ad’ in admit, adopt, adjective, apparent; ‘con’ in conclude, commensurate, collection; negative ‘in’ inconclusive, ignoble ‘iln’ literate, impossible; ‘post’ in post-date, postpone; ‘pre’ in prescribe, prevent
  • Suffixes: ‘-ity’ in adversity, centrality; ‘-ion’ in addition, admission, condition

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Words.. Words.. Words!

  • They sound alike but do not look alike, example, four - for, their-there, course-coarse, right/rite/write/wright. They are called ________
  • They look alike but do not sound alike such as lead-lead, entrance- entrance. They are called___________
  • They have the same sound and spelling such as tender in tender feelings, tender one’s resignation, bank/slope, bank/ place to deposit money. They are called __________

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Discussion

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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QUESTION & ANSWER SESSION

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EXTENDING THE BOUNDARIES OF THE CLASSROOM

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Spelling Bee Resources

Subscribe to our Blogwww.dawnineducation.wordpress.com

Spelling Bee Website www.dawnspellingbee.com

National Words Resources

9-11 Age Group

YOUNG WORLD from June 18, 2011-August 27, 2011

12-14 Age Group

YOUNG WORLD, SPORTS PAGES from June 18, 2011 – August 27, 2011

Spider magazine (June, July and August issues)

15-17 Age Group

SPORTS PAGES, EDITORIAL, IMAGES ON SUNDAY, June 19, 2011-August 28, 2011

Spider and Herald magazines

(June, July and August issues)

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM

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THE END

EXTENDING THE BOUNDARIES OF THE CLASSROOM

EXTENDING THE BOUNDARIES OF THE CLASSROOM