Workbook 4 - Teach spelling and pronunciation v220628

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© Language Training Institute (LTi) | Page 2 of 21 © Language Training Institute (LTi) v220701 | Page 2 of 21 Introduction NAT11020004 - Teach spelling and pronunciation explores English sound-spelling relationships, spelling rules, pronunciation, rhythm, stress and intonation. It develops skills to teach the patterns of English spelling and convey the regularities to be found within the English spelling system. This includes knowledge of the relationship between sounds and spelling. It focuses on strategies for teaching spelling and teaching pronunciation within the context of teaching English language use. Learning objectives:  Transcribe, decode and use the International Phonetic Alphabet (IPA)  Understand sound/spelling relationships  Teach spelling rules  Understand rhythm, stress and intonation  Teach pronunciation points  Plan activities to develop spelling and pronunciation skills To complete this unit Read Chapter 4 of TESOL Made Practical for All Situtations Complete the Workbook tasks in this document. If working electronically, remember to save your document regularly! Submit your completed workbook once you are happy with your answers. During your Practical Placement you must complete Practice Teaching Task (PTT) 4 . See the Practical Placement Guide for more infromation. This unit is assessed holistically. This means that some of the requirements of this unit are assessed by tasks in other units. In order to fully complete this unit, you will also need to complete the assessment for the other core units of the Course.

© Language Training Institute (LTi) | Page 3 of 21 © Language Training Institute (LTi) v220701 | Page 3 of 21 Assessment Method and Description The assessment is competency based. This means that you will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet competent' for a unit. You need to be assessed as ‘satisfactory’ in all of the assessment tasks relating to that unit in order to be deemed ‘competent’ for the unit. If a you are graded ‘not yet satisfactory’ or ‘not yet competent’ you will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement. All students have the right to appeal any assessment decision. See your Registered Training Organisation (RTO) for more information on appeals. All assessment tasks will be retained by your RTO. If you wish to keep a copy of the assessment task then make sure to keep a copy for your records. You must provide clear, concise and reasonable answers / submissions for all of the assessment tasks within a unit. The purpose of the assessment is to see that you:  can communicate understanding and knowledge of unit the content  can apply knowledge and skills you have learnt  can demonstrate that you meet the requirements of the unit (see mapping at the end of this document) Assessment Declaration – Student to complete By signing or typing your name below and submitting your completed Workbook to your Trainer, you agree that:  you understand how the assessment will be conducted (as described above)  you understand that you can discuss any individual needs or difficulties that you have in relation to the assessment with your Trainer or the RTO at any time;  you declare that the assessment tasks you are submitting are entirely your own work. Student Name: Signature*: Date: *Typed name may be used in place of your signature if you use your own account / login details for submission.

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© Language Training Institute (LTi) | Page 4 of 21 © Language Training Institute (LTi) v220701 | Page 4 of 21 Assessment Record – Trainer to complete This section is used by the Trainer to show how a student has met the unit requirements. Each of the tasks in this unit has been mapped to the course requirements (see mapping at the end of this Workbook). When a student is assessed as ‘satisfactory’ in a task, their trainer will record the assessment outcome. This unit is holistically assessed with other units (see TESOL Study Guide for more information). ASSESSMENT OUTCOME Note : Trainer to add rows if a task is assessed more than once (i.e. if it is assessed as NYS and resubmitted). NYS = Not Yet Satisfactory S = Satisfactory Task Date assessed: Assessment Outcome: i.e. Satisfactory or Not Yet Satisfactory Feedback to Student: Workbook Task 4.1 Workbook Task 4.2 Workbook Task 4.3 Workbook Task 4.4 Workbook Task 4.5 Workbook Task 4.6 Workbook Task 4.7 Workbook Task 4.8 General Feedback / Comments to Student: (e.g. Gaps in performance, reinforcement of good performance, strategies for further improvement) Overall Assessment Outcome: (Satisfactory or Not Yet Satisfactory) Assessor Name: Assessor Signature*:

© Language Training Institute (LTi) | Page 5 of 21 © Language Training Institute (LTi) v220701 | Page 5 of 21 Date of Assessment: * Typed name may be used in place of your signature if you use your own account / login details for storing this document. Workbook Tasks – Student to complete The International Phonetic Alphabet (IPA) Tip: International Phonetic Alphabet (IPA) symbols for you to use when doing your tasks for this unit are located in Appendices E and F at the back of your text, TESOL Made Practical For All Situations . To type in the IPA character: 1. Select Font: Arial Unicode MS; 2. Type in the code , then Alt+X . The code will be replaced by the IPA symbol. In the chart below, only the non-Roman Script characters have been coded. i: ɪ 026A u: ʊ 028A eɪ ɪǝ ǝʊ e ɜ: 025C ǝ 01DD ɔ: 0254 ɑɪ eǝ ɑʊ ӕ 04D5 ʌ 028C ɑ: ɒ 0252 ɔɪ ʊǝ p f Ө 04E8 t ʧ 02A7 s ʃ 0283 k b v ð 00F0 d ʤ 02A4 z ӡ 04E1 g h l r w m n ŋ 014B j For a copy and paste option, go to http://www.elang.co.uk/mackichan/call/pron/type.html . Online IPA charts can be helpful. You may also find the a website called “OneStopEnglish” helpful for its sample pronunciation lesson with audio, lesson plan and worksheets. Alternatively, access dictionaries both hard copy and online, such as https://dictionary.cambridge.org Another option is to use the ‘insert’ >‘symbols’> ‘IPA extensions’ in Word. You can add the code into the box to find the correct IPA script. You can also use a dictionary if necessary. Just make sure you are using symbols the same as Appendices E and F. Collins Cobuild Advanced Learner's English Dictionary is a good one for TESOL because it has the word in IPA plus other valuable grammatical information. The IPA symbols are the same as in Appendices E and F of our text. Collins has a few extra symbols to include some other pronunciations including American English pronunciations. There are also online dictionaries that are useful, such as http://dictionary.cambridge.org/

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© Language Training Institute (LTi) | Page 7 of 21 © Language Training Institute (LTi) v220701 | Page 7 of 21 Task 4.1 Decode the following proverbs. Tip: You can also use a dictionary if necessary. Just make sure you are using symbols the same as Appendix F. Collins Cobuild Advanced Learner's English Dictionary is a good one for TESOL because it has the word in IPA plus other valuable grammatical information. The IPA symbols are the same as in Appendix F of our text. Collins has a few extra symbols to include some other pronunciations including American English pronunciations. Online dictionaries can also be useful - see http://dictionary.cambridge.org/ a. [ǝ stɪʧ ɪn tɑɪm seɪvz nɑɪn] b. [ǝ bɜ:d dʌzn sɪŋ bɪkɒz ɪt hӕz ǝn ӕnsǝ – ɪt sɪŋz bɪkɒz ɪt hӕz ǝ sɒŋ] c. [du: nɒt kʌt dɑʊn ðǝ tri: ðǝt gɪvz ju: ʃeɪd] d. [tǝ bend ǝ bӕmbu: stɑ:t wen ɪts ǝ ʃu:t] e. [ðǝ kǝʊbrǝ wɪl bɑɪt ju: weðǝ ju: kɔ:l ɪt kǝʊbrǝ ɔ: mɪstǝ kǝʊbrǝ] Task 4.2 Tip: Use Task 4.1 IPA to help with transcribing these tasks.

© Language Training Institute (LTi) | Page 8 of 21 © Language Training Institute (LTi) v220701 | Page 8 of 21 a. Transcribe the following words into IPA: oval circle square b. Transcribe the following sentences into IPA From small beginnings come great things. Don't ignore the small things - the kite flies because of its tail. Task 4.3 Reflect on using the IPA with ESL students. Describe two (2) different situations or two (2) different learner groups where the use of IPA would be beneficial. (min. 25 words each) Tip : See Chapter 4 of TESOL Made Practical for All Situations Situation / learner group 1: Situation / learner group 2: Teaching sound-spelling relationships Task 4.4

© Language Training Institute (LTi) | Page 9 of 21 © Language Training Institute (LTi) v220701 | Page 9 of 21 Scenario: You are teaching a class of beginners the ways of spelling the [s] sound. You are using these keywords for the most common spellings: sock s , dre ss , mou se , c elery and di ce . Use the following prompts to plan your lesson. a. Describe how you will draw the attention of the learners to the different ways of spelling the [s] sound. (min. 50 words) Tip: Keep in mind that the student group in this task are beginners. You can check on levels at https://www.thoughtco.com/beginning-level-curriculum-for-esl-classes- 1212156 b. Using the words “ sock s”, “ dre ss”, “ mou se”, “c elery ” and “ di ce”, make a list of words you could use with beginners to give examples of other words that have the same spelling for the same [s ] sound . The first example has been done for you. sock s dre ss mou se celery di ce Cat s Pre ss Hou se C entre Choi ce

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© Language Training Institute (LTi) | Page 10 of 21 © Language Training Institute (LTi) v220701 | Page 10 of 21 c. Choose a theme or topic; write a short paragraph, suitable for beginners , using words relevant to the theme. Include at least two words from each of the ways of spelling [s] above. d. Using the above paragraph in questions c, describe a practice activity you could use to develop accuracy in the recognition of the different spellings of [s]. e. Using the above paragraph in question c, describe a practice activity you will use to develop fluency in the recognition of the different spellings of [s]. Tip: Can you think of a game that would give the students practice with words with "s" spelling and sound?

© Language Training Institute (LTi) | Page 11 of 21 © Language Training Institute (LTi) v220701 | Page 11 of 21 Teaching spelling rules Task 4.5 Scenario: You are teaching narrative texts to an intermediate class and you want to focus on the use of adverbs to help your students make their stories more exciting. In the context of teaching this grammar, you need to include some instruction on adding ‘ly’ to adjectives to form adverbs. Use the following prompts to plan this section of the lesson. Tip: Keep in mind what the class level is for this task is intermediate . The task is a combination of grammar and spelling. Internet links to help with adverbs and their formation include: http://www.perfectyourenglish.com/grammar/adverbs-formation.htm http://www.englishclub.com/grammar/adverbs.htm http://www.youtube.com/watch?v=0WMzIzzPwi0 a. Research and write the rules for adding ‘ly’ in the following situations: To form adverbs, e.g. late  lately When ‘y’ changes to ‘i’, e.g. happy  happily Adjectives ending with consonant + ‘le’, e.g. idle  idly Adjectives ending in ‘ic’, e.g. tragic  tragically

© Language Training Institute (LTi) | Page 12 of 21 © Language Training Institute (LTi) v220701 | Page 12 of 21 b. Choose one rule and describe how you will make it clear to your class. Tip: Keep in mind what the class level is for this task is intermediate . c. Using your chosen rule in (b); create a written activity for your students to complete. Try to be more creative than, “add ‘ly’ to these adjectives.” Teach pronunciation Task 4.6 Scenario: You are teaching an elementary class to give an oral recount of a past event. This involves using past simple verbs. After teaching regular past simple verbs (ending with ‘ed’) and irregular past simple verbs, you want to include some pronunciation practice of verbs ending with ‘ed’. Use the following prompts to plan a pronunciation lesson. Tip: Keep in mind that it is an elementary class this time, so there should be less advanced English than the class in Task 4.5. You will need to make sure that your lesson doesn’t get too complicated for a class at this level. There are a lot of rules for ‘ed’ pronunciation but you wouldn't teach them all to an elementary class, even though you might be aware of them yourself. Below is the URL for a useful site with the pronunciation rules, sounds, IPA symbols and spelling-sound relationships https://pronunciationstudio.com/the-sound-of-english/ Some sounds have voice (+voice) and some others haven't (-voice). +voice -voice b p v f z s g k d t If a verb ends in a +voice sound, ‘ed’ will be pronounced ‘d’ (+voice)

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© Language Training Institute (LTi) | Page 13 of 21 © Language Training Institute (LTi) v220701 | Page 13 of 21 If a verb ends in a -voice sound, ‘ed’ will be pronounced ‘t’ (-voice) Try reading stopped as ‘stopd’ or robbed as ‘robt’ and you'll see that it is very difficult to do so. Watch out for the verbs ended in ‘t’ or ‘d’. It is necessary to add ‘id’ because otherwise we wouldn't be able to hear the past tense. How would wanted sound if we didn't read it as ‘wantid ‘? ‘Wantt’?  If the base word ends in an unvoiced sound, then ‘ed’=(t).  If the base word ends in a voiced sound, then ‘ed’=(d)  If the base word ends in the letter t or d, then ‘ed’=(ed). a. What are the three ways that ‘ed’ can sound at the end of words? 1. 2. 3. b. Complete the table with a list of regular past simple verbs that match the IPA sounds given 1. /t/ 2. /d/ 3. /Id/ c. Describe how you will teach the three sounds. (min. 50 words) Tip: Refer to voiced / unvoiced sounds in your explanation.

© Language Training Institute (LTi) | Page 14 of 21 © Language Training Institute (LTi) v220701 | Page 14 of 21 d. Describe a listening activity you could use to help learners develop awareness of the three sounds. e. Describe a speaking activity you could use to help learners develop awareness of the three sounds. Task 4.7 Choose a language then research a pronunciation problem that speakers of this language have. Answer the questions below. Tip: Example - Spanish speakers have problems with the pronunciation difference of b and v sounds. Google may be helpful with your research. Below is the URL to a site with diagrams of the mouth, explanations and audio. https://pronunciationstudio.com/the-sound-of-english/ a. Describe the pronunciation problem of the language that you have chosen. b. How would you address this problem? (min. 50 words)

© Language Training Institute (LTi) | Page 15 of 21 © Language Training Institute (LTi) v220701 | Page 15 of 21 c. How would you describe or indicate the physical motion (mouth, tongue, lips) needed to address this pronunciation problem? Tip: Include a diagram to complete this question.

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© Language Training Institute (LTi) | Page 16 of 21 © Language Training Institute (LTi) v220701 | Page 16 of 21 Teach rhythm, stress and intonation Task 4.8 You are teaching an advanced class who are developing skills in persuasive spoken language. The task you are leading up to is one in which pairs role play a variety of situations involving persuasion (e.g. a shift worker trying to talk a co-worker into exchanging a shift, a salesperson trying to offload a superseded model, a couple with different destination preferences trying to plan a holiday, etc.) To prepare them for these role plays, you need to give some instruction and practice in how rhythm, stress and intonation can be used to make speech more persuasive. a. List five resources (eg. songs; poems; conversations, etc.) you could use to illustrate the use of rhythm, stress and intonation? 1. 2. 3. 4. 5. b. Describe how you will use one of the above resources to illustrate the rhythm. What will the learners be doing while you demonstrate the impact of rhythm? (min. 50 words) c. Describe how you will use one of the above resources to illustrate how the meaning of a communication can be influenced by stress. What will the learners be doing while you demonstrate the impact of stress? (min. 50 words)

© Language Training Institute (LTi) | Page 17 of 21 © Language Training Institute (LTi) v220701 | Page 17 of 21 d. Choose a simple sentence and write it three times. In each sentence underline the word that will be stressed in order to give a particular meaning. Explain the meaning of each sentence. Tip: For example: If saying “ The cow jumped over the moon.” S tressing the word “cow” indicates that it was the cow that jumped, not the dog, etc. However, if saying “ The cow jumped over the moon.” S tressing the word “jumped” indicates that the cow jumped, not stepped, etc. 1. 2. 3. e. Describe how you will use one of the above resources to illustrate how the meaning of a communication can be influenced by rising or falling intonation. What will the learners be doing while you demonstrate the impact of intonation? (min. 50 words) f. Describe an activity for accuracy that you could use to get learners practising phrases using either rhythm, stress and/or intonation. (min. 50 words)

© Language Training Institute (LTi) | Page 18 of 21 © Language Training Institute (LTi) v220701 | Page 18 of 21 g. As an activity for fluency, write role cards for three pairs of learners, describing their individual roles in role plays involving persuasive spoken interaction. Tip: Be aware that you do not need to write a whole dialogue just the roles that your students will be playing. A template for the role cards is available on the next page.

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© Language Training Institute (LTi) | Page 19 of 21 © Language Training Institute (LTi) v220701 | Page 19 of 21 Role-play 1 – Student A Role-play 1 – Student B Role-play 2 – Student A Role-play 2 – Student B Role-play 3 – Student A Role-play 3 – Student B

© Language Training Institute (LTi) | Page 20 of 21 © Language Training Institute (LTi) v220701 | Page 20 of 21 Assessment Mapping Unit Code & Name: NAT11020004 - Teach spelling and pronunciation WBT = Workbook Task PTT = Practice Teaching Task Element Performance criteria Assessed by: 1. Use the international phonetic alphabet (IPA) 1.1 Transcribe English utterances using the IPA WBT 4.2 1.2 Decode IPA transcriptions to written English form WBT 4.1 1.3 Identify when the use of IPA is beneficial WBT 4.3 2. Teach sound- spelling relationships 2.1 Devise strategies to communicate sound-spelling relationships WBT 4.4 & 4.6 + PTT 4A 2.2 Identify or create activities for developing the application of sound-spelling relationships 3. Teach spelling rules 3.1 Devise strategies to communicate common spelling rules WBT 4.5 3.2 Identify or create activities for developing the application of common spelling rules WBT 4.5 + PTT 4A 4. Teach pronunciation 4.1 Devise strategies to communicate the mechanics of the production of sounds used in English WBT 4.6 & 4.7 + PTT 4B 4.2 Identify or create activities for practising pronunciation of specific sounds WBT 4.6 + PTT 4B 4.3 Identify strategies to overcome learner difficulties experienced in pronouncing sounds of English WBT 4.7 + PTT 4B 5. Teach rhythm, stress and intonation 5.1 Devise strategies for communicating the impact of rhythm, stress and intonation WBT 4.8 + PTT 4B 5.2 Identify or create activities for practising correct rhythm, stress and intonation Performance Evidence Assessed by: The learner must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit within an ESL context. There must be demonstrated evidence that the learner has completed the following tasks:  transcribed a minimum of two utterances into IPA WBT 4.2  decoded a minimum of two IPA transcriptions into written English WBT 4.1  determined when to use IPA WBT 4.3  planned and delivered at least one lesson which incorporated teaching a spelling rule, with the total minimum lesson duration being 20 minutes, and implemented the following during that lesson: o at least one strategy to communicate a common spelling rule o identified or created at least one activity to teach a common spelling rule WBT 4.5 + PTT 4A  identified at least one strategy to overcome learner difficulties experienced with pronunciation WBT 4.7 + PTT 4B  planned and delivered at least one lesson which incorporated teaching a pronunciation point, with the total minimum lesson WBT 4.6, 4.7 + PTT 4B

© Language Training Institute (LTi) | Page 21 of 21 © Language Training Institute (LTi) v220701 | Page 21 of 21 duration being 20 minutes, and implemented the following during that lesson: o at least one strategy to communicate the mechanics of the production of a sound used in English o at least one activity for practicing pronunciation of a specific sound  devised at least one strategy for communicating the impact of rhythm, stress and intonation WBT 4.8 + PTT 4B  identified or created at least one activity for practicing correct rhythm, stress and intonation WBT 4.8 + PTT 4B Knowledge Evidence Assessed by: The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in the elements and performance criteria of this unit within an ESL context. This includes knowledge of:  International Phonetic Alphabet (IPA) WBT 4.1 - 4.3  English sound-spelling relationships WBT 4.4 & 4.6  basic English spelling rules WBT 4.5  production common to the English language WBT 4.8  rhythm, stress and intonation sound WBT 4.7 Assessment Conditions The learner must be assessed in accordance with the elements and performance criteria of this unit. Assessment must include (but not be limited to):  portfolio compilation, including: o lesson plan o sample learning materials and activities  written assessment  practical assessment Where practical assessment occurs, it must occur within an authentic English as a Second Language (ESL) learning environment or a realistically simulated English as a Second Language (ESL) learning environment. A minimum of 5 learners must be present during practical assessment. Additional assessment methods other than those listed above may also be used to ensure that the learner demonstrates the knowledge and skills to complete tasks outlined in the elements and performance criteria of this unit, within an ESL context. All assessment must be completed in English. Assessor Requirements: No specialist vocational competency requirements for Assessors apply to this unit.

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Workbook 4 - Teach spelling and pronunciation v220628

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