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Conducted By: Muhammad Ali Khan Centre of English Language The Aga Khan University

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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Conducted By: Muhammad Ali Khan Centre of English Language The Aga Khan University

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  1. Phonetics Workshop Presentation, 2011 Conducted By: Muhammad Ali Khan Centre of English Language The Aga Khan University

  2. 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

  3. SECTION I EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  4. Phonemic Symbols EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  5. Why Learning Phonetics is Important? EXTENDING THE BOUNDARIES OF THE CLASSROOM

  6. EXERCISES EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  7. 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

  8. 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

  9. Exercise 1 • 26 • Latin • 44 • 5 • 12 • 21 • 3 • 3 EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  10. EXERCISE 2 EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  11. Exercise 2 EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  12. CONVERSATIONAL PARAGRAPH EXTENDING THE BOUNDARIES OF THE CLASSROOM

  13. Sound Quiz 1 EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  14. EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  15. Answer Key to Sound Quiz 1 V EXTENDING THE BOUNDARIES OF THE CLASSROOM

  16. SECTION II Connected Speech EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  17. Mind your Language EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  18. 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

  19. EXERCISES EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  20. 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

  21. 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

  22. 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

  23. 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

  24. Quiz 2 EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  25. 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 EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  26. 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

  27. 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

  28. Discussion on Myths & Facts EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  29. Tips for Dealing With Spelling Errors EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  30. 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

  31. 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

  32. 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

  33. 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

  34. Discussion EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  35. QUESTION & ANSWER SESSION EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

  36. 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

  37. THE END EXTENDING THE BOUNDARIES OF THE CLASSROOM EXTENDING THE BOUNDARIES OF THE CLASSROOM

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