Anjuman I Islam's STD VII
PROBLEM NO 2
STRESS AT SUPRASEGMENTAL LEVEL
In English language stress at suprasegmental level is very important because it is a stress on sentences which have a ‘regular’ or a ‘usual’ stress pattern rather than on sentences which may vary accordingly to different contexts and situations . Focusing on suprasegmental features ofpronunciation enables students to improve their overall intelligibility from an early stage as an integral part of lessons.
It is introduced to the beginner learners:
1) Syllable stress at the suprasegmental level across whole utterances.
2) Typical stress patterns in short, familiar, personally relevant questions.
Presentation-I
Stress At Suprasegmenal Level
Step-I
The teacher reminds the learners of the words pronunciation and stress. Teacher confirms them that stress refers to syllable sounds that are ‘long and loud’ or the important words. Teacher writes the sentence What’s his address? On the board, and the class identifies the number of syllables (four) and which ones are stressed.
What’shis address?
● • • ●
Da di di Da
The learners practice this pattern by repeating it after the teacher.
Step- II
Teacher shows the learners green cards with short questions written on them and orange cards marked with dotted stress patterns. She first demonstrated the activity, using the questions .How old are you? She asks three learners holding orange cards to pronounce their stress patterns to see if they correspond with his question card. How old are you? The third learner she asks has a stress pattern matching the questions.
Step-III
Teacher divides the class into two groups and distributes green or orange cards to the two groups. After individually practising their questions (green cards) or stress patterns (orange cards) the learner circulate to find their partners.
Step-IV
When most learners appear to have found partners teacher assembles them in a circle. They place their cards on the floor and together they check which ones match. Where learners cannot find a match or their match is incorrect. Teacher helps them find their partners.
Step-V
Teacher concludes the sequence with a class drill of the sentences used in the activity.
Materials used by the teacher
Flash cards with questions written on them (green cards) and orange cards marked with dotted stress patterns.
Green card what’s your address
Orange Card ● •• ●
Green card Are you married or single?
Orange card • • ● • • ● •
Green Card What was your job in china?
Orange Card ● • • ● • ●
Green card When did you come to Australia?
Orange card ● • • ● • • ● •
Green card Do you have any children?
Orange card • • ● •• ● •
Depending on the level of the learners, develop a short dialogue on a topic of interest to them. When the learner are familiar with stress patterns, get them practice the dialogue in pairs. Note how accurate they are in producing the stress patterns.
Evidence Before And After Activity
Name Of The Students.
1) Ansari Tasleem Fatima
Problem: Evidence before activity
Her major problem is incorrect syllable stress (for example) Remember as reemember, Forgotten as frgotun.
Solution: She would benefit from awareness raising regarding the use of schwa (neutral vowel) to help avoid errors such as pronouncing correct as crRect she has the tendency to use an o sound for r.
Evidence After The Activity
She is able to identify herself correctly syllable stress is done correctly.
2) Khan Nishat Sohail
Problem: She is aware that her major problem is incorrect syllable stress and gives an example Im/por/tant. Another instance of incorrect word stress is balance, Urgent . As well as incorrect syllable stress.
Solution: Speech reveals the need to focus on the schwa sound and to understand the role of schwa in achieving correct stress at word level.
Evidence after the activity:she is able t
3) Shaikh Shiza Shehzad
Problem: Her major problem is word stress exchange, valuable
Solution: She needs to focus on sounds in achieving correct stress at word level.
Evidence after the activity: She is able to focus on correct stress at word level.
CONTEXTULISING PRONUNCIATION – PROBLEM-1
POST OBSERVATION FEEDBACK
NAME OF TEACHER:- MRS PARVEEN SHAIKH.
NAME OF THE OBSERVER :- MS NAZNEEN KHAN.
CLASS OBSERVATION VII A
DATE OF OBSERVATION 13TH FEBRAUARY 2013
AIMS OF LESSON :- TO CONTEXTUALSE PRONUNCIATION.
AIMS OF OBSERVATION :-
To focus on both macro (suprasegmental) and micro (segmental) aspects.
WHAT WE DISCUSSED IN FEEDBACK
In the feedback it was discussed that the lesson enable the learner to practise pronunciation at both discourse (micro and macro) aspect and a single sound level within a communicative activity.
FOLLOW ON ACTION
Develop a short lesson sequence where possible and discuss the sequence.
NEXT REASERCH OBJECTIVES
Stress at the suprasegmentals level.
Objective – To improve their overall intelligibility from an early stage.
Pronunciation activity should stand as integral part of lesson.
STRESS AT SUPRASEGMENTALS LEVELS – PROBLEM – 2
PEER OBSERVATION FORM.
To be filled in by the teacher
NAME: - MRS PARVEEN SHAIKH.
DATE
CLASS:-VII A
TIME OF CLASS:-1 / HR.
TIME FOR POST LESSON FEED BACK 60 MINS.
Aims of observation
To words with sentence which have a regular or a usual stress pattern rather than sentences which may vary according to different context and situation.
I would like you to help me with.
Class drilling of the sentences in the activity.
During the lesson I would like you
Pair the students and give them the dialogue to narrate.
To be filled in by the observer
Name: - Ms Nazneen Khan.
My note
What I learned from watching the lesson
Proper pronunciation , syllable stress , typical stress pattern meta language to be used in the lesson.
My feedback to the teacher
The lesson was interesting. more activities can betaken where children are involved.
BEYOND THE CLASSROOM – LEARNER STRAGEIES – PROBLEM-7
POST LESSON EVALUATION
DID I ACHIEVE MY AIMS ?
Yes, I achieved my aim because different words were focused from phonemic chart and the students were able to identify the words and sounds while reading aloud from the text.
WHICH PART OF THE LESSON WENT WELL ?
Reading aloud from the short text.
HOW WOULD I CHANGE THE LESSON NEXT TIME ?
Instead of reading the text – listen to the audio and repeat the sentences.
WHAT DID I LEARN FROM TEACHING THIS LESSON ?
Learners became aware of pronunciation errors and are able to focus on most stressed words in phrases or sentences.
Activity 3
Topic: Intonation Patterns
Grade: 7
Time: 3o minutes
Introduction: In this activity all pronunciation including sounds are utilized. It is for the development of the pronunciation skills including articulation, the use of rhythm, stress and intonation. These skills are taught and practiced.
Presentation Sequence
Step 1: Introducing the learners to the overall context and theme of the activity.
Step 2: Making the learners read a paragraph or two from their English text book. (Diagnosis of their errors)
Step 3: Making them aware of their errors in reading. The teacher reads the same content with proper intonations. She teaches them proper intonations with explanation.
Step 4: The teacher plays an audio recording of a semi-scripted dialogue. The learners listen to it carefully.
Step 5: Here the activity focuses on the identification of the stress pattern. She plays the recording again.
Step 6: She repeats the Video once again on the A.V.
Step 7: She distributes the work sheets or writes on the board the same extract or dialogue without any punctuations or stress syllables.
Step 8: She asks the students to copy the content in their books and mark the punctuations according to the intonation patterns in the video.
Step 9: In the final step the learner use the dialogue to integrate all the pronunciation skills they have practiced.
Step 10: The learners read aloud the script with proper pronunciation.
Reflection Point
1. The teacher shows her learners how to use a notation system.
2. She teaches them how to mark the stress marks and punctuation according to the voice recording in the video.
Materials Used
1. Voice recording system through devices such as Audio- Visual voice recording system.
2. Chalk board.
3. Sheets of papers or note books for writing.
Or
4. Readymade worksheets.
Learners Observation
Activity 3 (Intonation Pattern)
Grade: 7
Name: Ayesha Sonde
Problem: Had a problem of pronouncing with incorrect syllable stress improper pauses, voice modulations and improper intonations.
Solution: The activity conducted gave the child the idea regarding proper patterns of pronunciation. They need to practice the language by continuous exposure to it with proper pronunciation. The use of Audio visual sound system makes it better for the learners.
Did I achieve my aims? |
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Yes |
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Which part of the lesson went well? |
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Discussion with the students after the activity was conducted. |
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How would I change the lesson next time? |
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If, I have to make any changes next time. I will plan for something in action like using word games or flash cards according to the topic. |
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What did I learn from teaching this lesson? |
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My conclusion after the lesson is that the explanation and the activity requires more time and much of detailed explanation because the learners are not aware of the basic features of sounds, required pauses while reading and speaking and intonation pattern. The learners should be clear with the basic concepts of Grammar and skills of speaking. Constant drilling and practice is required. Slight improvement is observed. |
After the lesson the learner was tested and asked to mark herself from 1 to 10 on the basis of their understanding, level of interest, how much they enjoyed and how useful the activity was.
Example score cards.
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Learner’s response on their improvements in Pronunciation after the activity was conducted:
Pronunciation of difficult words:
Very difficult easy very easy
Usage of intonation patterns:
Excellent Useful not very useful
How did you find the activity?
Very enjoyable enjoyable very boring
Student journal questions:
1. Date: 14/02/13
2. What did you study in this lesson?
Intonations Pattern
3. What part of the lesson did you most enjoy?
Explanation and use of sounds.
4. What part of the lesson did you find most difficult?
The exercise of drilling because, I was not aware of such intonations and sounds.