Module 9.Doc

* Have difficulties with a small number of sounds – for example r, w, l, f, th, sh, ch and dz.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.(1.RF.2.c)

Now change the vowel sound to O: like to ote, ote, ote oh-ples and bo-no-nos

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

4 . Wou ld it b e b etter to tra n s m it a ll in voice in form a tion from th e origin to Ta m p a a n d for Ta m p a

a. Are there any unusual uses of verbs that could surprise or confuse students? To help children grow, which aspects of grammar might the teacher need to support? Explain your thinking for both questions.

One thing you will notice if you read this chapter is that these are techniques most educators already use to teach and assess language through our language arts programs. While reading this chapter, there wasn’t any point when I thought to myself either I can’t see myself using this or I haven’t used this already to instruct and assess my students. I will list several tasks in this blog. However, for a complete list, see table 10.1 on page 178.

3. Write the following words in phonetic transcription, according to your pronunciation. Examples: knot [nat]; delightful [dilaɪtfəl] or [dəlaɪtfəl]. Some of you may pronounce some of these words the same.

For Monday’s lecture, the students first reviewed the configurations of the verb “stare” and the verb “essere.” They did an exercise which involves comparing essere vs. stare, and to better understand the difference, they figured out when to use which verb. Then, we learned the numbers and certain patterns in numbers. For instance, the numbers between 11 and 16 end with “dici.” Furthermore, when two vowels are consecutive, we do not say both of the vowels consecutively, such as if we want to say twenty, we say “venti” but when we want to say twenty-one, but here two vowels are consecutive venti+uno. Thus, instead of saying ventiuno, we say “ventuno.” Additionally, we learned how to indicate today’s date, and the months of the year. Comparing

Diction also depends on the pronunciation of consonants. An exercise that is recommended for diction is simply working on the pronunciation of vowels and consonants in various words. You could also use this exercise when working with vowel shaped, but focus more on how the vowel is placed, in each word, also focus on how you shape your mouth. This exercise also works the same with consonants.

The exercise I have chosen is about a woman and what she can/can’t do. Learners will listen to the pronunciation of can/can’t and observe the difference carefully. I would also ask learners to look and observe at the mouth opening more and explain the long vowel in /ka:nt/. Learners are explained the stress and the open r in /ka:nt/. There will be lots of drilling chorally and individually. This would be done mid-way through the lesson after introducing the Grammar and listening to audio.

3. Explain what is meant by children being able to discriminate their own native language early in life. [Tip: relate to the 'universe of humanly producible sounds' as presented in class.]

Finally, practice the sound in a dialog. Read the following conversation in silence while underlining the /dʒ/ sound. Then, practice it with a partner.

Anticipated learner problems o Students may be confused by verbs in their past tense form combined verbs in their continuous form (-ing) and mix verb use and tense. o Students may put the past plural form of the verb to be (were) into the past singular form (was). o Students may omit the past tense of the verb to be when constructing the past perfect. o Students may be confused by the use of the past participle rather than past tense form of a verb when constructing the past perfect. o Pronunciation of the word students (stjuːdənts) may cause problems, especially with the weak e. o A clear context and use of concept questions must be used in order to furnish students with a clear understanding of the differences between the three sentences in relation to time and tense (see context as given at beginning of question 2.). o Some pronunciation issues

Students may discover it problematic to pronounce the “l” and “d”. Hence, the sound needs be honed with class, focusing to emphasize the ' l ' sound as it is stressed in standard communication.