Kerja Kursus English 2 Aktiviti

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: [email protected]

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






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






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






Student B’s Sheet

Direction of words

B I N G O






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






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/

Documents

Kerja Kursus English 2 Aktiviti