origin highlighting its strengths and weaknesses. (10 marks) Question Two (20 Marks) a) Describe the following sounds in terms of voice‚ place and manner of articulation. (5 marks) d j m i b) With an example of each‚ distinguish between a phoneme and an allophone. (5 marks) c) Discuss the main parameters for describing vowels. (10 marks) Question Three (20 Marks) a) Briefly explain what constitutes the difference between semantics and pragmatics. (4 marks) b) Explain the following meaning
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Phonology: Students might wrongly pronounce been by extending the “ee”. /i:/ rather than /i/. Students might not use the contraction I’ve‚ you’ve‚ he’s etc. Students might put stress on wrong syllables. Solution: Drill and model on fingers‚ write phonemes on whiteboard. Concept: Students might think “waiting” only refers to something that happens now. Solution: Draw timeline on whiteboard It suits you -versus- It fits you 1. Meaning Suits: It looks good on you. You and the item go
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Causes of Poor School Performance There are many reasons for children to underperform at school‚ such as‚ medical problems‚ below average intelligence‚ specific learning disability‚ attention deficit hyperactivity disorder‚ emotional problems‚ a poor sociocultural home environment‚ psychiatric disorders‚ or even environmental causes. (1) Medical Problems These conditions have been reported to have an independent effect resulting in poor school performance. (a) Preterm birth and low birth
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Using Morphological Analysis to Teach Vocabulary In English and French Classes By Constance O’Sullivan and Charlotte Ebel Teachers as Scholars Institute Princeton University July‚ 2004 Marguerite Browning‚ Professor Foreword Vocabulary instruction via morphological analysis requires syntactic knowledge and an awareness of the multiple levels of cognitive ability whether the target vocabulary is in English or in a second language. In this project‚ we will posit several strategies for accomplishing
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Teaching Speaking To Intermediate Adult Learners |Contents | | |Introduction…………………………………………………………………………….. |3 | |Chapter I Theoretical Part………………………………………………………………
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Critique the “Top-Down and Bottom-Up” Models of Reading and Outline Their Relevance To Reading Instructions Sherry Ann Osborne The ability to read is thought to be fundamentally important for functionality in our modern world. Nations measure the success of educational institutions by the ability to produce highly literate citizens and funding for many educational institutions in the United States and elsewhere hinges on the literacy attainment of student populations. The international
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hypothesis that immediate memory span is not constant‚ but varies with the length of the words to be recalled. Results showed: (1) Memory span is inverselyrelated to word length across a wide range of materials; (2) When number of syllables and number of phonemes are held constant‚ words of short temporal duration are better recalled than words of long duration; (3) Span could be predicted on the basis of the number of words which the subject can read in approximately 2 sec; (4) When articulation is suppressed
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that a standard strategy for teaching reading was devised. In his report‚ Rose reviewed the way early reading was taught and advised that all children should have a secure foundation of phonics knowledge so that they are able to link graphemes to phonemes and blend these into words. As a result‚ it became statutory for schools to use a daily‚ systematic‚ synthetic style of teaching phonics. To help schools instigate this new teaching style‚ the Communication‚ Language and Literacy Development Plan
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Action Reading Let’s Get Started Denise Kersey February 14th‚ 2011 EDU371 Phonics Based Reading and Decoding Instructor: Therese Schultz-Nourse Action Reading Let’s Get Started Action reading FUNdamentals is a phonics-based program designed to assist an instructor with effective methods of reading instruction. The intention of this program was to allow students or adults a way to enhance their skills of reading. The idea behind this program is to help develop a love of reading. This course
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Standard Statement Know basic skills in listening‚ speaking‚ reading and writing Descriptor B1 DB3 Recognize and articulate initial‚ medial and the final sounds in single syllable words Evidence B1 DB3 E1 Able to pronounce and articulate the phonemes correctly a. /s/ /a/ /t/ /p/ b. /i/ /n/ /m/ /d/ c. /g/ /o/ /c/ /k/ d. /ck/ /e/ /u/ /r/ e. /h/ /b/ /f‚ff/ /l‚ll/ /ss/ f. /j/ /v/ /w/ /x/ g. /y/ /z‚zz/ /qu/ h. /ch/ /sh/ /th/ /ng/ Activities Steps : a) Name
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