My interest in speaking skill comes from my personal experience of learning English. When I was in high school‚ where we were engaged inpassive learning and instructed mostly about grammar rules for English; I lost interest in English‚ feeling it was just too hard for me. Even though I had a good understanding of English grammar‚ it did not help much. After I got into the university‚ I took a survival English class in a non-intensive institute. There‚ I found another way of learning English. I became
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twenty-four university students to participate in this study. Peterson and Peterson announced a consonant syllable to the participant‚ which was followed by a three digit number (for example TRW 439). The experimenter made sure that none of the consonant syllables had any meaning (for example BBC)‚ as this may trigger an easier way to remember because it has a meaning. Immediately after hearing the consonant syllable and three digit number‚ the participant was asked to count backwards from this number
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Techniques Allegory Story with a double meaning: one primary (on the surface) and one secondary. The representation of abstract ideas or principles by characters‚ figures/ events in narrative‚ dramatic or pictorial form. Alliteration Repetition of consonants at the start of words or in a sentence or phrase. Anaphora The repetition of a word or phrase at the beginning of successive clauses. Anecdote A short and amusing or interesting story about a real incident or person. Illustrate a story. Assonance
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‘chronology of phonological processes’ (p175) which reflects a child’s phonological development in terms of the disappearance of simplifying processes between 2.0-4.6years. These processes are summarised in table 2 and show that reduplication and consonant harmony are the only structural simplification processes outgrown by age two‚ which agree with the findings of
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conditioning factor expresses the point or position in which the change took place f. the feature specifications before or after the dash line indicates the conditioning environment Notations: Subscript- number C0 = means none or more consonants (irrespective of the number
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be a little reading area in a corner with bean bags‚ a patterned rug‚ and a cubby style shelf filled with books for reading levels from pre-k to 7th grade. I’ll have a speech phonic flag banner at the front of the classroom with all the consonant blends and consonant digraphs and a cork board with a list of common issue articulation words. There’s no curriculum to follow so I’ll be free to create individualized lesson plans for each student. In this scenario‚ a student and I are sitting in the reading
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The sound patterns of language ( Chapter 6) ?Phonetics & phonology : which is which While phonetics deals with how speech sounds are actually produced‚ transmitted‚ and received in actual spoken language‚ phonology deals specifically with the ways those sounds are organized into the individual languages‚ hence dealing with abstractions on .a virtual basis Here see two useful defninitions for phonetics and :phonology Phonetics first of all divides‚ or segments‚ concrete utterances " into individual
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ideas. Identify supporting details. Make predictions. Retell the story in one’s own words. Make predictions on what the story is about. Grammar Subject – verb agreement Adjectives to describe qualities Vocabulary Antonyms Sound System Consonants /k/‚/r/ 1. Express one’s feelings and experiences. 2. Ask for and give advice. 3. Answer Wh- questions. 4. Match words with meanings. 5. Write an informal letter. ICT Skills - dedicate a poem Preparation
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are some typical examples. Techniques such as alliteration can be found multiple times in the poem. In the first line "Call out. Call loud… Come and find me!"‚ the consonant ’c’ is repeated various times‚ accentuating the boy’s eagerness‚ also giving the poem a certain enthusiastic feeling from the very beginning. In line 11 the consonant ’d’ in ’don’t breath’ and ’don’t move’ draws our attention to the sense of urgency and heightened excitement experienced by the boy. In the end‚ Scannell winds it
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Romani‚ the language apart from the Indo-Aryan family consists of a group of dialects that are spoken throughout Europe. The Romani language alone consists of 24 million speakers. This language contains a rich history of its earliest origins‚ changes of it phases and contains a history of oppression. Through its diverse history‚ we are able to see how this language has made changes and additions to its language as a whole. To start off‚ the Romani language can be traced down its diverse lineage
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