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INSTITUT PENDIDIKAN GURU
KAMPUS PENDIDIKAN TEKNIK
JALAN YAACOB LATIF
KUALA LUMPUR
NAME MUHAMMAD AIZAT BIN FADIL
MUHAMMAD ASMAWI BIN ISA
IC NUMBER 900221-01-5825 (MT 8126)
900203-14-5239 (MT 8125)
CLASS 5 PISMP MATHEMATICS
LECTURER MADAM SARAH ABD. WAHAB SHAHARANI
DEPARTMENT LANGUAGE DEPARTMENT
DATE OF SUBMISSION 13 FEBRUARY 2012
LETTER OF DECLERATION
ENGLISH FOR LANGUAGE TEACHERS (ELE 3103)
TASK III
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 : ................................ Signature : ............................................
Author : ................................ Author : ............................................
Date: : ................................. 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 CARD’S 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
:
3
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 Level 1
1.2.1 Listen to and repeat the pronunciation of 2-syllables
Words.
Listen to and repeat:
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 aren’t careful, you could be
making mistakes like saying ‘tuck’ for ‘duck’ or ‘pay’ for ‘bay’.
ACTIVITY
ONE
3.0 ACTIVITY 1 : SÉJOURS 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 : Word form recognition together with pronunciation
Activity : Séjours Linguistiques (Journey of Language)
Illustration of game
Below are the steps of the teaching activity;
STEPS REMARK
STEP 1
(Pronounce it right)
Using flash card, show the words given.
Teacher role:
Show the words and guide the correct
pronunciation.
Student role:
Students listening and imitating the sound of
pronunciation correctly.
Teaching resource:
Flash card.
fast vast
tuck duck
van fan
late date
get set
kick tick
car tar
line whine
rice lice
right light
row low
lake wake
Teacher pronounces them with correct pronunciation.
Students listening and imitating the sound of the words.
STEP 2
(Find the pair)
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.
Teacher role:
Ask the student to pronounce correctly and
find the partner that has a word that similar
sound to them.
Student role:
So that, he/she must find her/ his friend that have a similar
sound which is fast.
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.
Pronounce the word correctly and find the
partner for the word.
Teaching resource:
Flash card.
STEP 3
(Game Of Séjours 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 :
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 Séjours Linguistiques.
# 6 cards each
3. Then, they throw the dice to take their turn to play the
game.
Fasttuck
van
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.
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.
STEP 4
(Conclusion)
Teacher asks simple questions to students.
Teacher role:
Asking question and give conclusion.
Teacher asks students whether they enjoy the activities.
Give the summary and exercise on what they have learnt
today.
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 : To improve recognition and pronunciation skills of words.
Activity : Bingo of Words.
Illustration of game
B I N G O
B
I
NFREE
G
O
Below are the steps of the teaching activity;
STEPS REMARK
STEP 1
(Listen and Write)
Teachers choose some words that have only one difference in
the initial sound. (Initial blend).
E.g. :
Kill Gill
Lot Rot
Wet Yet
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.
Teacher role:Select some of words that have similar pronunciation.
Student role:Students listen and write the words at the board.
STEP 2
(Pronounce it right)
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.
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.
STEP 3
(Mix and Match)
Teacher show the students a teaching aid for the Mix and
Match.
Teacher selects the student and asks them to match the word
that has similar pronunciation.
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.
Teacher asks the students to sit into pairs.
Students have given a BINGO worksheet contained 24 words at the
right of the paper.
Teacher pronounces the words. Then, students listening and
imitating the sound of pronunciation correctly.
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:
BINGO worksheet.fast vast
tuck duck
van fan
late date
get set
kick tick
car tar
line whine
rice lice
right light
row low
lake wake
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.
Empty box
B I N G O
B
I
NFREE
G
O
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.
Already written (student A’s worksheet)
B I N G O
B fast car set wake duck
I van whine rice fan lake
N get right FREE late lice
G line kick row date low
O tuck tar light tick vast
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.
Student A’s Sheet
B I N G O
B fast car set wake duck
I van whine rice fan lake
N get right FREE late lice
G line kick row date low
O tuck tar light tick vast
Student B’s 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.
B I N G O
B van line whine tick wake
I lice set duck light lake
N tuck kick FREE fan row
G get rice late right car
O date vast low fast tar
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.
Student B’s Sheet
B I N G O
B van line whine tick wake
I lice set duck light lake
N tuck kick FREE fan row
G get rice late right car
O date vast low fast tar
Student A’s 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 I N G O
B fast car set wake duck
I van whine rice fan lake
N get right FREE late lice
G line kick row date low
O tuck tar light tick vast
Student B’s Sheet
Direction of words
B I N G O
B van line whine tick wake
I lice set duck light lake
N tuck kick FREE fan row
G get rice late right car
O date vast low fast tar
Students who can complete the 5 sets of lines must say BINGO.
Therefore; the student is the winner of the game.
Student B’s Sheet
# FREE Box is available with all direction.
B I N G O
B van line whine tick wake
I lice set duck light lake
N tuck kick FREE fan row
G get rice late right car
O date vast low fast tar
STEP 5
(Conclusion)
Teacher asks simple questions to students.
Give the summary on what they have learnt today.
Teacher gives exercises to improve the comprehension of students.
Teacher role:
Asking question and give conclusion
Student role:
Give responses to the teacher
APPENDIX
Instruction: Please fill the box with the words given.
BINGO OF WORDS
B I N G O
B
I
N FREE
G
O
fast vast
tuck duck
van fan
late date
get set
kick tick
car tar
line whine
rice lice
right light
row low
lake wake
Name: ____________________________
EXERCISE 1 :
Look at each word and determine the beginning blend for each.
bl br fl dr pl fl gr
cr pl br cl fr gl sl
1. ………ain 2. ………. ain
3. ……….ant 4. ……….. ink
5. ……….idge 6. …...……ight
7. ……….eep 8. ………... own
9. ……….een 10. ….……..ank
11. ……... ower 12. ………....ean
13. ………ozen 14. ………….obe
EXERCISE 2Match the words that have similar sound.
free groom
cat lick
lot tree
thick rat
broom 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/
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