Phonetics and Phonology

Thursday, 8 May 2014

Reflection of Graded Task 1

This task is probably one of the hardest tasks ever given by a BENL lecturer to a student. It is complicated because all three of us in the group do not have the interest to go in the teaching area thus resulting to our lack of knowledge on how a proper lesson plan is to be conducted. As we struggled to create a proper lesson plan, we soon realized how hard it is to be a teacher; how a lesson plan should be thoroughly thought of and how we should consider the age and mentality of our own students and so many more. I therefore applaud all teachers in the world for being patient and most of all, amazing. I, for one, would not be going near that area because I know deep down I do not belong in the teaching world but who knows what will happen in the future anyway. This task has made me reflect so much about this.

Graded Task 1: CALL

CALL LESSON PLAN (Group 10)

Day/Date	:	Tuesday, 11 March 2014		Time	:	8:10 am – 9.30am
Standard Proficiency:	:	Six (6)/ Beginner		Duration	:	80 minutes
Enrolment	:	30 /30
Subject	:	English
Topic	:	Past Tense

General Objectives			By the end of the lesson, students should be able to understand when to use the simple past tense.


Learning Outcomes			By the end of the lesson, students should be able to: 1. Choose at least 10 regular past tense verbs correctly. 2. Identify regular past and irregular past tense correctly 3. Write at least 10 sentences correctly using the irregular past tense.

Language Skills			1. Grammar (simple past tense)
Sub Skills			Writing, listening


Values			1. Love 2. Appreciation 3. Commitment 4. Teamwork
Prior Knowledge			Students have learned the following items in previous classes: 1. Simple present tense
Instructional Aids			1. Handout of song 2. Computer (with internet connection) · http://www.englishclub.com/grammar/verb-tenses_past.htm · http://www.azlyrics.com/lyrics/celinedion/becauseyoulovedme.html
Set Induction			1. Teacher activates students' schema by sharing her stories what she did over the weekend and then asking them what they did over the weekend. She keys in the sentences on the power point to be shown through projector. 2. She induces the theme of love by asking the students whether they spent the weekend helping their parents or not.
Content Development			1. The teacher first directs her students to the website and tells the student they are going to learn past tense today. The teacher helps students recognise and use past tense by introducing the two types of past tense (regular and irregular). She tells them that they will focus on regular for this lesson first. She types five (5) regular verbs on the keyboard and then makes sentences from them. 2. Teacher then further explains past tense by showing them how and when do we use past tense by giving examples. 3. Teacher provides students with exercises for practice by having them go online and complete a quiz using the same website. The teacher pairs them up and they complete the exercise together. Teacher assesses them by walking around and checking on them. (Evaluation 1) 4. Teacher continues to introduce past tense by explaining the irregular verbs. She makes known to common used irregular verbs and makes some sentences with them. Teacher then assesses students’ ability to listen to the difference between regular and irregular verbs by having them listen to a song. She plays the song once for the students to listen to it leisurely. Afterwards, the teacher distributes a handout of the song lyrics but the past tense is left blank, so students write down the words as they listen to the song while the teacher plays it again. Then after the song has finished, teacher gives them 5 minutes to discuss and share answers in group of 3-4. Then teacher listens for the answers from the class and adds if missing. (Evaluation 2) 5. Teacher then assigns the students to individually type 10 sentences using regular past tense and the teacher goes around assisting. (Evaluation 3) 6. Teacher finishes the class by telling them to finish the 10 sentences work and give the students extended work.
Conclusion			1. Recall the rules of regular and irregular past tense. 2. Appreciating those who were in your lives.
Evaluation of Learning Outcomes			1. Evaluation of Learning Outcome 1 a. Students spelling at least 10 words correctly. 2. Evaluation of Learning Outcome 2 a. Students recognizing and writing at least 10 missing past tense words from the songs 3. Evaluation of Learning Outcome 3 a. Students writing at least 10 sentences using the regular past tense correctly.
Extended Work			Type a 60 word essay about what they did last weekend
Lesson Evaluation/ Reflection

Appendix
For all those times you stood by me
For all the truth that you made me see
For all the joy you brought to my life
For all the wrong that you made right
For every dream you made come true
For all the love I found in you

I'll be forever thankful baby
You're the one who held me up
Never let me fall, you're the one
Who saw me through, through it all

You were my strength when I was weak
You were my voice when I couldn't speak
You were my eyes when I couldn't see
You saw the best there was in me

Lifted me up when I couldn't reach
You gave me faith cause you believed
I'm everything I am
Because you loved me

You gave me wings and made me fly
You touched my hand, I could touch the sky
I lost my faith, you gave it back to me
You said no star was out of reach
You stood by me and I stood tall
I had your love, I had it all

I'm grateful for each day you gave me
Maybe I don't know that much
But I know this much is true
I was blessed because I was loved by you

You were my strength when I was weak
You were my voice when I couldn't speak
You were my eyes when I couldn't see
You saw the best there was in me

Lifted me up when I couldn't reach
You gave me faith 'cause you believed
I'm everything I am
Because you loved me

You were always there for me, the tender wind that carried me
The light in the dark shining your love into my life
You've been my inspiration, through the lies you were the truth
My world is a better place because of you

You were my strength when I was weak
You were my voice when I couldn't speak
You were my eyes when I couldn't see
You saw the best there was in me

Lifted me up when I couldn't reach
You gave me faith 'cause you believed
I'm everything I am
Because you loved me

You were my strength when I was weak
You were my voice when I couldn't speak
You were my eyes when I couldn't see
You saw the best there was in me

Lifted me up when I couldn't reach
You gave me faith 'cause you believed
I'm everything I am
Because you loved me
I'm everything I am
Because you loved me
Celine Dion - Because You Love Me Lyrics

Reflection 1

1.) Which courses incorporate the use of computer in the teaching and learning.

We chose 'Twentieth Century Literature' taught by Dr. Mahmudul Hassan as one of the courses that uses computer in the teaching and learning process

2.) Were the computer-based activities related to any of the THREE stages of CALL?

Yes, this course uses a mix of behaviorist and integrative CALL approach.

3.) What are the important concepts in the THREE stages related to the activities?

Dr.Mahmudul uses the computer as a tool when he gives out link to the students a day before the class to let them study about the topic first. And he would ask the students question to see if they have read the link or not. The uneasiness of not being able to answer his answer forces the students to study the topic thoroughly before entering the class. He also would give out tasks to do through emails and the use of Google Group. Thus the learner-teacher-computer interaction was emphasized.

Article: FUN FACT: 8 BIZARRE SOUNDS YOU'VE PROBABLY MADE WITHOUT KNOWING IT

1. Bilabial trill
What? When you roll an r, that's a trill. What's a bilabial trill? When you "roll" a bor a p.
Who does that? Speakers of a few languages in Africa (Kom, Ngwe), Indonesia and New Guinea (Kele, Nias, Titan), the Pacific Islands (Unua), and South America (Pirahã, Wari').
When did I do that? Last time you blew a raspberry.

2. Pharyngeal fricative
What? Fricatives are sounds that buzz or hiss, like "s," "z," "f," and "v." Pharyngealmeans you make the sound in your pharynx, which is deep in your throat.
Who does that? Lots of people. Speakers of Arabic, Hebrew, and Somali, but also speakers of some European languages (Galician, Maltese) and various North American indigenous languages.
When did I do that? More than likely sometime when you were trying to clear your throat or cough up a popcorn hull.

3. Implosive velar stop
What? A velar stop is "k" or "g." An implosive stop is one where your windpipe is closed and you create a suction effect with your tongue to release the stop with a more emphatic sound. Implosives are usually done with voiced stops ("g" in this case).
Who does that? Speakers of some African languages (Ega, Fula, Tera, Zulu) and at least one South Asian one (Sindhi — with nearly 60 million speakers).
When did I do that? If you've ever imitated someone drinking a bottle of water by making a glugging "gukgukgukguk" sound, you may have made this sound.

4. Uvular trill
What? Your uvula is the little punching bag hanging at the back of your mouth. We've already talked about what a trill is above.
Who does that? It shows up in dialects of quite a few European languages, including Dutch, French, Portuguese, Romani, Swedish, and German.
When did I do that? You may have done it when gargling or when imitating a dog growling.

5. Alveolar click
What? Clicks are those famous sounds used in the languages of some South African peoples, and made known to much of the world by the early 1980s movieThe Gods Must Be Crazy. An alveolar click is a click made in the same place you say "t."
Who does that? Clicks are used in the Khoisan language family of southern Africa; a few centuries ago they spread into some neighboring Bantu languages, most notably Zulu and Xhosa.
When did I do that? Tsk. Come on. Last time you said "tsk."

6. Palatal click
What? See above. This click is done on the roof of your mouth, where peanut butter sticks.
Who does that? See above.
When did I do that? Sometime when you were imitating knocking.

7. Lateral click
What? This click is done not with the tip of your tongue, like the previous two, but with the side of your tongue.
Who does that? As above. You can't even say the name of the language Xhosa without making this click.
When did I do that? You may have done it when summoning a horse or a dog. More likely, you did it as a sort of vocal nudge-wink, possibly twice together.

8. Pulmonic ingressive voiceless lateral fricative
What? "Pulmonic ingressive" means you do it while inhaling. "Voiceless" means it sounds the same whether you're speaking or whispering. "Lateral fricative" means it's like "l" but a little tighter.
Who does that? Hmm, well, almost no languages have distinct pulmonic ingressive consonants, actually. But it's theoretically possible. It's very hard to change from breathing out to breathing in in the middle of a word. Some will do it as variants on a regular lateral fricative. A regular voiceless lateral fricative is used in assorted languages, including Welsh and Icelandic.
When did I do that? If you're my mother (or maybe even if you're not), you did it every time you saw someone almost get into a nasty accident.

The link to the article - Here

List of Exercises

You can click on these links for exercises on phonetics
Exercise 1
Exercise 2

Check your pronunciation of English sounds
HERE

Transcription Exercise
Phonetic Transcription

Single Words
Phonemic transcription 1
Phonemic transcription 2

Short Phrases
Short phrases 1
Short phrases 2

Play Games
Phonetics focus

IPA Online Practical Exercises

Vowel charts

Clickable IPA charts

IPA keyboard

http://weston.ruter.net/projects/ipa-chart/view/keyboard/

Sound labelling / basic transcription

Intonation

Overview of Phonetics and Phonology

Phonetics is one of the branches of linguistics. Linguistics is an academic field of inquiry that embraces the study of language as a whole, whereas phonetics narrowly focuses on examining, describing and understanding the sounds of human speech.

As a discipline, phonetics is further broken down into three different fields — articulatory, acoustic and auditory phonetics — with each one contributing its own perspective to the study of human speech sounds. Taken together, these three fields focus on how sounds are produced by the human speech organs, what their actual physical properties are and, finally, how the hearer of the sounds perceives them.

Articulatory phonetics is the oldest of the three fields and is the one in which the concepts that are fundamental to phonetic study were first defined. This field focuses on the speaker and studies how air and the different parts of the vocal tract move and interact to produce the actual sounds of speech. For example, research might be done on how the lips, teeth and air are used to produce the sound at the beginning of the word "far." In addition, this field devotes study to the classification and categorization of speech sounds, such as vowels and consonants, to be able to assess and provide therapy for different speech disorders by teaching pronunciation and how to correctly form sounds and words.

Phonology is a branch of linguistics concerned with the systematic organization of sounds in languages.

It has traditionally focused largely on study of the systems of phonemes in particular languages (and therefore used to be also called phonemics, orphonematics), but it may also cover any linguistic analys is either at a level beneath the word (including syllable, onset and rhyme, articulatory gestures, articulatory features, mora, etc.) or at all levels of language where sound is considered to be structured for conveying linguistic meaning. Phonology also includes the study of equivalent organizational systems in sign languages.

The word phonology (as in the phonology of English) can also refer to the phonological system (sound system) of a given language. This is one of the fundamental systems which a language is considered to comprise, like its syntax and its vocabulary.

Phonology is often distinguished from phonetics. While phonetics concerns the physical production, acoustic transmission and perception of the sounds of speech, phonology describes the way sounds function within a given language or across languages to encode meaning. For many linguists, phonetics belongs to descriptive linguistics, and phonology to theoretical linguistics, although establishing the phonological system of a language is necessarily an application of theoretical principles to analysis of phonetic evidence. Note that this distinction was not always made, particularly before the development of the modern concept of phoneme in the mid-20th century. Some subfields of modern phonology have a crossover with phonetics in descriptive disciplines such as psycholinguistics and speech perception, resulting in specific areas like articulatory phonology or laboratory phonology.