Phonology PPT 2 PDF

PHON CONT O LOGY INUE D P PT 2  T HI S P P T AIM S I N REVISE HOW YOUR BODY IS DESIGNED FOR SPEECH If time – look at the McGurkle effect UNPACK PHONOLOGY and see how relevant it is to us as teachers honology ppt 2...

PHON CONT O LOGY INUE D P PT 2  T HI S P P T AIM S I N REVISE HOW YOUR BODY IS DESIGNED FOR SPEECH If time – look at the McGurkle effect UNPACK PHONOLOGY and see how relevant it is to us as teachers honology ppt 2 2  h i n gs for Revise 3 t speech 1 energy – breath from our lungs 2 phonation – making the sound – our vocal cords 3  t s for sp eec h Bod y p ar Most speech sounds are produced by pushing air through the vocal cords Glottis = the opening between the vocal cords – Larynx = ‘voice box Pharynx = tubular part of the throat above the larynx Oral cavity = mouth Nasal cavity = nose and the passages connecting it to the throat and sinuses 4 3rdly 3: articulation – the parts of the body that manipulate our breath and vocal cords to make the sounds – usually the lips and tongue ADD A FOOTER 5  nd unvoi c ed Voic ed a We looked our vocal cords and that some of the sounds/letters of the alphabet make the vocal cords contract and others are made with the “curtains” of our vocal cords open. ADD A FOOTER 6 Vowels Vowels are always voiced – so the air flows freely while we are saying them. Let’s check Put your fingers to your voice box ADD A FOOTER 7 Cons ona nt s What is a consonant? How are the consonant sounds produced? Consonants are either voiced or unvoiced B P M – how are they produced By bringing the lips together ADD A FOOTER 8  B and m are voiced but p is voiceless (no resonating) ADD A FOOTER 9  V is voiced – f is voicelss ADD A FOOTER 10 Ph onolo g y If you look at the work PHONOLOGY – and you had to guess what do you think you would say looking at the word? You listen and speak on a phone. So phonological awareness is being able to hear individual sounds in a word LEE 121E 11  nd of word s T h e s ou Next year in B.Ed 2 Language you will learn about phonological awareness so we are just going to touch on it now as it relates to teaching reading and writing. Phonological awareness is an umbrella term with lots of little bits under it. One of these bits is called a phoneme. A phoneme is the smallest sound you hear in a word for example the word cat The first phomeme is [c] 12 and the second is [a] and finally [t] So if we are teaching phoneme g Would you use a picture of a giraffe?  So if we are teaching phoneme c Would you use a picture of cheese or chicken? Or c e ll p h one ADD A FOOTER 15  rs of t h e 26 lette alphabet 16  4 4 s ound s Over 17 18  The IPA looked at each of these phonemes (sounds) and developed a symbol for them. It didn’t matter IPA that when written the sound was two letters e.g. ee Linguistics developed something called the IPA (individualised phonics alphabet. It was supposed to help standardize spoken languages so they developed a symbol for each phoneme. Our spelling system in English has specific ways of writing a sound in different ways. beet beat be All these chief Keith have ee sound jetty 19 I could ask you to write out a sentence in plain English 20  Dipthong are two vowels together within one syllable – the vowel glides to the next e.g coin side. The tongue moves Mono = 1 so it is 1 vowel sound tongue stays still eg. sheep21  n g books Readi 22  1 9 6 0 /1 9 7 0 ’s I n t h e 23  me word s Make so Use the IPA to write the following words: cheese Shoot Hair Pack Tap 24  nd is s een Sou Have you ever heard someone say “ I didn’t hear what you said because I couldn’t see you?” Knowing the sounds of language also involves knowing (instinctively) how the face looks when the sound is made 25  k Effect Mc Gur https://slate.com/human-interest/2014/06/mcgurk-effec t-you-think-you-re-hearing-da-when-you-see-ga-and-hea r-ba.html Watch the video and then discuss. 26 ADD A FOOTER 27  k Effect Mc Gur This is when you hear ba ba but what is pronounced is da da and the lips move for ga ga. So the lips and the sound you are expecting are not the same. ADD A FOOTER 28  le ar ners EFAL WE never LAUGH OR MAKE FUN OF SOMEONE WHO IS LEARNING ANOTHER LANGUAGE My isiXhosa pronunciation is not good and it is not a laughing matter. If we laugh at children when they try to speak English they will be reluctant to do so. BUT we need to try through practice to get their pronunciation to a standard that they are understood 29  s The poor man at the Look at t h i hotel reception is a bit confused. He is not understanding what the customer wants 31  rooms t od a y Our c la ss Our classrooms are racially mixed. So often we are teaching learners in English/Afrikaans whose Home Language is not English. Or even English 32 speaking children who have different language capabilities  nal Pa irs Nomi Look at the next couple of slides and can identify the word that I am saying What difficulties do you think 2nd language speakers would experience? 33  o rd s – t h e s e Say t h e w al p a irs are minim As a t e ac h er We don’t make fun of the children we try not single them out But we do need them to read, write and understand the correct instructions so we might need to practice these pronunciations with the whole class. Play different kinds of games with minimal pairs. Make it fun and non-threatening 37 Thank You! Karin H ac k m ac k