INSTITUT PENDIDIKAN GURU KAMPUS PENDIDIKAN TEKNIK JALAN YAACOB LATIF KUALA LUMPUR ENGLISH FOR LANGUAGE TEACHERS

(ELE 3103) TASK III

NAME

MUHAMMAD AIZAT BIN FADIL MUHAMMAD ASMAWI BIN ISA

IC NUMBER

900221-01-5825 (MT 8126) 900203-14-5239 (MT 8125) 5 PISMP MATHEMATICS MADAM SARAH ABD. WAHAB SHAHARANI LANGUAGE DEPARTMENT 13 FEBRUARY 2012

CLASS LECTURER DEPARTMENT DATE OF SUBMISSION

LETTER OF DECLERATION

INSTITUT PENDIDIKAN GURU KAMPUS PENDIDIKAN TEKNIK KUALA LUMPUR

We admit that this work is our own work except for summary which was we explain the source.

Signature Author Date:

: ................................ : ................................ : .................................

Signature : ............................................ Author Date : ............................................ : .............................................

LANGUAGE DEPARTMENT OF IPG KAMPUS PENDIDIKAN TEKNIK

CONTENT
STUDENT PROFILE

1.0

INTRODUCTION

2.0

SPECIFICATION OF CURRICULUM

3.0

ACTIVITY ONE

4.0

ACTIVITY TWO

APPENDIX

BIBLIOGRPHY

STUDENT PROFILE

NAME: MUHAMMAD AIZAT BIN FADIL CLASS : 5 PISMP MATEMATIK IC NUMBER: 900221-01-5825 MATRIX NUMBER : MT 8126 LECTURER: MADAM SARAH ABD. WAHAB SHAHARANI

PERSONAL DETAIL

NAME: MUHAMMAD ASMAWI BIN ISA IDENTITY CARDS NUMBER : 900203-14-5239 GROUP : 5 PISMP MATEMATIK MATRIX NUMBER : MT 8125 TELEPHONE NUMBER : 019-3921256 EMAIL: mawi_muslim90@yahoo.com

ASSIGNMENT TASK III

1.0

INTRODUCTION What is pronunciation? Pronunciation refers to the way a word or a language is spoken,

or the manner in which someone utters a word. If one is said to have "correct pronunciation", then it refers to both within a particular dialect. A word can be spoken in different ways by various individuals or groups, depending on many factors, such as the area in which they grew up, the area in which they now live, if they have a speech or voice disorder, their ethnic group, their social class, or their education. There are three common problems with pronunciation that students in primary school pupils often have problems. The three problems were pronouncing groups of consonants, problems pronouncing certain vowels, and problems with the rhythm of English. Therefore, through education game, it will help the students to reduce that problem. Therefore, these activities are originally invented by us in order to make English learning more fun and interesting. As we know, teachers nowadays may front the difficult ways to maintain the focus of learning by students if they do not use appropriate strategies such game, song, outdoors and other fun activities. It is so important to ensure the student enjoy the teaching and learning process. In fact, these games are basically based on pronunciation activities where it challenges students to pronounce target lesson words correctly in a competitive game.

2.0

CURRICULUM SPECIFICATION

The activities are referring to the curriculum specification below:

Year

Learning Outcomes

1.2

Listen to and repeat accurately the correct pronunciation of words, and the correct intonation and word stress of phrases, expressions, and sentences.

Specification Words. Listen to and repeat:

Level 1 1.2.1 Listen to and repeat the pronunciation of 2-syllables

a) short and long vowels b) diphthongs

c) initial blends
d)

Problems

Pronunciation problems among primary school is students might substitute t for d or p for b .These sounds are so easily confused because their only difference is whether or not you use your voice to produce them. If you arent careful, you could be making mistakes like saying tuck for duck or pay for bay.

ACTIVITY ONE

3.0

ACTIVITY 1 :

SJOURS LINGUISTIQUES (JOURNEY OF LANGUAGE)

This game also focused on target word for the lesson which is minimal pairs. The goal of the activity is to enhance student to recognize, differentiate and realize that the stress, intonation and pronunciation of words affecting the meaning. So that, in this game, the student is encourage to recognize, identify and pronounce the word carefully. Aim Activity : Word form recognition together with pronunciation : Sjours Linguistiques (Journey of Language)

Illustration of game

Below are the steps of the teaching activity;

STEPS
STEP 1 (Pronounce it right) Teacher role:

REMARK

Show the words and guide the correct pronunciation.

Using flash card, show the words given. fast tuck van late get kick car line rice right vast duck fan date set tick tar whine lice light low wake Teaching resource: Flash card. Student role: Students listening and imitating the sound of pronunciation correctly.

y y y

row lake

y y

Teacher pronounces them with correct pronunciation. Students listening and imitating the sound of the words.

STEP 2 (Find the pair)

Teacher role: Ask the student to pronounce correctly and find the partner that has a word that similar

y y

Teacher gives students the flash cards. Teacher asks the student to find a partner that has a word that similar sound to them. For example, student A has vast card. So that, he/she must find her/ his friend that have a similar sound which is fast.

sound to them. Student role: Pronounce the word correctly and find the partner for the word. Teaching resource: Flash card.

When they are searching, pronounce the word loudly and correctly to their friends and ask them to match the word that has similar pronunciation.

Teacher asks the student to sit with his/her partner.

STEP 3 (Game Of Sjours Linguistiques) Teacher role: Give instruction and guide them to play the game. Help the student to pronounce the word correctly. Student role: Play the game and pronounce the words with correct pronunciation. Teaching resource: Game of Sjours Linguistiques.

1. Students divide themselves by choosing their group members. There must be at least 2 persons and atmost 4 persons for each group.

2. Each student will be given 6 cards showing a word.

Example :

Fast tuck van late get kick

# 6 cards each

3. Then, they throw the dice to take their turn to play the game.

4. The first player rolling the dice then move from the entry point to the forwarding place according to the value of the dice. For example, the dice is 5, so they step forward 5 steps and so on.

5. Students require to follow the step of the game such instruction to move forward, losing a turn, adding and giving the cards.

6. Students that reached at CHANCE, they have the opportunity to show the card that have a similar sound. (if they have it)

7. Then, they show the two cards to their group members and say Eureka mean I find it. The player needs to pronounce the words correctly in front of members. For example, fast vast. Notice that only one pair of minimal cards can be draw for a turn.

Eureka!!!
fast vast

8. In addition, find the meaning and the differences between two words.
fast: the movement to show uses of less time(very quick) vast: a place to plant flower or small tree.

9. A player who successfully completes its first and do not have any cards is the champion of the game.

Fast Van Late Vast Fan Let

STEP 4 (Conclusion) y y y Teacher asks simple questions to students. Teacher asks students whether they enjoy the activities. Give the summary and exercise on what they have learnt today.

Teacher role: Asking question and give conclusion. Student role: Give responses to the teacher.

ACTIVITY TWO

4.0

ACTIVITY 2 :

BINGO OF WORDS

Practicing minimal pairs can help students localize the often minute differences in pronunciation between one word and another. It also helps students practice the finer elements of common consonant sounds which are common to English pronunciation. The following lesson provides a game based on BINGO with a handout minimal pairs sheet.

Aim Activity

: To improve recognition and pronunciation skills of words. : Bingo of Words.

B B I N G O

FREE

Illustration of game

Below are the steps of the teaching activity;

STEPS
STEP 1 (Listen and Write)

REMARK

Teacher role: Select some of words that have similar pronunciation. Student role: Students listen and write the words at the board.

Teachers choose some words that have only one difference in the initial sound. (Initial blend). E.g. :

Kill Lot Wet

Gill Rot Yet

y y

Teacher will pronounce a few words based on above. Then, choose several students to come out to front and write the words on the board.

STEP 2 (Pronounce it right)

Teacher role: Do the correction of writing words and guide the correct pronunciation. Student role: Students listening and imitating the sound of pronunciation correctly. Teaching resource: Flash card.

Using flash card, show the students actual writing of the words given.

Then, they compare the words and do correction if there are any mistakes.

Teacher shows other words and pronounces them with correct pronunciation.

Students listening and imitating the sound of the words.

STEP 3 (Mix and Match) y Teacher show the students a teaching aid for the Mix and Match. y Teacher selects the student and asks them to match the word that has similar pronunciation. y Then, pronounce the words and determine the different of the sound.

Teacher role: Introduce and ask the student to determine the different sound of the words. Student role: Say and pronounce correctly Teaching resource: Flash card, Mix and Match board.

STEP 4 BINGO Game.

y y

Teacher asks the students to sit into pairs.

Teacher role: Give instruction and guide them to play the game. Help the student to pronounce the word correctly.

Students have given a BINGO worksheet contained 24 words at the Student role: Play the game and pronounce the words right of the paper. Teacher pronounces the words. Then, students listening and imitating the sound of pronunciation correctly. fast tuck van late get kick car line rice right row lake Teaching resource: vast duck fan date set tick tar whine lice light low wake BINGO worksheet. with correct pronunciation.

Then, at the left of the worksheet contains columns and rows for the BINGO game with size 5 x 5. The parcel does not have any writing on it except the center which is FREE box.

B B I N G O

FREE

Empty box

y y

Then, ask students to fill the empty box with the words in given. The order of words in the box depends on their strategies, skill and creativity of students.

B B I N G O
fast

I
car

N
set

G
wake

O
duck

van

whine

rice

fan

lake

get

right

FREE

late

lice

line

kick

row

date

low

tuck

tar

light

tick

vast

Already written (student As worksheet)

At the beginning of the game, student A chooses a word fast (blue). Then the student must clearly and correctly pronounce the word that he/she had chosen to student B. Then student A and student B shading the word in their BINGO sheet.

B B I N G O
fast

I
car

N
set

G
wake

O
duck

van

whine

rice

fan

lake

get

right

FREE

late

lice

line

kick

row

date

low

tuck

tar

light

tick

vast

Student As Sheet

B B I N G O
van

I
line

N
whine

G
tick

O
wake

lice

set

duck

light

lake

tuck

kick

FREE

fan

row

get

rice

late

right

car

date

vast

low

fast

tar

Student Bs Sheet After that, student B will choose a word vast (red) which is the word that has similar sound to the word had given by student A before, (vast = fast). Then, pronounce it correctly. Thus, both will shade the word in their BINGO sheet.

Then, student B has to choose a new word. Example such as duck. Then the student A will find the other word in the BINGO sheet that the sound is similar. The answer is tuck and they will shade it together at their own BINGO paper. Their turn will repeat alternately.

B B I N G O
van

I
line

N
whine

G
tick

O
wake

lice

set

duck

light

lake

tuck

kick

FREE

fan

row

get

rice

late

right

car

date

vast

low

fast

tar

Student Bs Sheet

B B I N G O
fast

I
car

N
set

G
wake

O
duck

van

whine

rice

fan

lake

get

right

FREE

late

lice

line

kick

row

date

low

tuck

tar

light

tick

vast

Student As Sheet

After that, students must get a line consisting of 5 complete sets mentioned either transverse, horizontal, tilt and so on. So that, one set of BINGO complete.

B B I N G O
van

I
line

N
whine

G
tick

O
wake

lice

set

duck

light

lake

tuck

kick

FREE

fan

row

get

rice

late

right

car

date

vast

low

fast

tar

Student Bs Sheet

Direction of words

Students who can complete the 5 sets of lines must say BINGO. Therefore; the student is the winner of the game.

B B I N G O
van

I
line

N
whine

G
tick

O
wake

lice

set

duck

light

lake

tuck

kick

FREE

fan

row

get

rice

late

right

car

date

vast

low

fast

tar

Student Bs Sheet

# FREE Box is available with all direction.

STEP 5 (Conclusion)

Teacher role: Asking question and give conclusion Student role: Give responses to the teacher

y y y

Teacher asks simple questions to students. Give the summary on what they have learnt today. Teacher gives exercises to improve the comprehension of students.

APPENDIX

BINGO OF WORDS
Instruction: Please fill the box with the words given.

B B I N G O

fast tuck van late get kick

vast duck fan date set tick tar whine lice light low wake

FREE

car line rice right row lake

Name: ____________________________ EXERCISE 1 : Look at each word and determine the beginning blend for each.

bl cr

br pl

fl br

dr cl

pl fr

fl gl

gr sl

1. 3. 5. 7. 9.

ain .ant .idge .eep .een

2. . ain 4. .. ink 6. ...ight 8. ... own 10. ...ank 12. ....ean 14. .obe

11. ... ower 13. ozen

EXERCISE 2 Match the words that have similar sound.

free cat lot thick broom

groom lick tree rat rot

BIBLIOGRAPHY

1. http://englishpronunciationcourse.com/pronunciation-problems-top-5/

2. http://teacherjoe.us/ConvSkills01.html

3. http://www.tdf-esl.com/TeachingPronunciation.html

4. http://www.confidentvoice.com/blog/pronunciation-problems-for-chinese-speakers/

5. http://www.english-at-home.com/pronunciation/improving-your-pronunciation/