Instructional Module: Phonetics & Phonology

AET/520 Version 3

University of Phoenix Material

Part I: Vital Information

Author

Stephanie Walsh

Instructional Topic

Speech Language Pathology

Instructional Module Title

Phonetics & Phonology

Learning Setting

Educational Setting

Audience

College students interested in pursuing an associate degree to

become a Speech Language Pathology Assistant.

Delivery Modality (online, hybrid,

face-to-face, and so forth)

Face-to-face

Total Time Allotment

2 hours, twice a week (Tuesday and Thursday)

Instructional Module Goal

Students will know how to transcribe sounds used in clinical

settings.

Two Performance-Based Objectives

1.Given an audio of a client, the student will be able to

accurately transcribe the given words using the International
Phonetic Alphabet (IPA) with 90% accuracy.
2.When provided a blank International Phonetic Alphabet chart,
the student will be able to write in all phonemes in the
correct places with no errors.

Summative Assessment Description

The instructor will facilitate a final exam, in which one portion of

the exam consists of the instructor saying various words (normal
and disordered) for the students to transcribe. The other portion
will include written words the students will transcribe and an IPA
chart that needs to be filled. The second summative assessment

Page 1 of 6

Instructional Module: Phonetics & Phonology

AET/520 Version 3

will be a case study. The students will be given a three-minute

audio of a client, which they need to transcribe as accurately as
possible.

Instructional Module: Phonetics & Phonology

Page 2 of 6

Instructional Module: Phonetics & Phonology

AET/520 Version 3

Part II: Development

Attention Getter

Ice Breaker Activity: Charades Down the Line

Materials needed: Detailed actions written on index cards.
Volunteers will stand in a line in front of the class and face the
left side of the room. The facilitator will give the person in the
back of the line the action that needs to be acted out. For
example, they must act out fishing and catching an enormous,
slimy fish. The person standing immediately in front of him or
her will turn around to see the clue. That second person will
pass on the clue the same way until it reaches the first person
in the line. Charades rules apply so no noises or talking will be
allowed. The last person who sees the clue will articulate in
detail what he or she thinks the clue was.
The class will discuss how they think this is related to
phonetics. The charades game they participated in will be a
physical representation to the relaying the message of sound.
Just how they were sharing an action with one another, it is
our job to accurately share what was heard to one another.
They could brainstorm how the volunteers could have relayed
the message better. Then, the class will discuss how sounds
can also be lost in translation, just like the clue in the exercise,
so that is why phonemes are so important. This will be the
transition into the first lesson, beginning with the topic of
phonemes-the units of the sound.
Reference
Icebreakers (n.d.). Telephone charades. Retrieved from
http://www.icebreakers.ws/medium-group/telephonecharades.html

Detailed Input of Content

Phonetics & Phonology Terminology: Learners will learn

the basic terminology related to phonetics and phonology.
These terms will be their building blocks for the entire course
and for their career as a SLPA.
Introduction to Speech Anatomy and Physiology:
Understanding where and how the oral cavity makes each
individual sound will also form a foundation for this class. This
knowledge will give the learners a full understanding on how
disordered speech occurs.
Classifying Speech Sounds Among Vowels and
Consonants: Vowel and consonant sounds are produced very
differently. Learners will learn the characteristics of each and
also the different combinations of vowels and consonants (i.e.

Page 3 of 6

Instructional Module: Phonetics & Phonology

AET/520 Version 3

dipthongs, syllabic consonants, etc.)

International Phonetic Alphabet (IPA): The students will
learn IPA and the chart that coincides with it. The phonemes
are placed on the chart according to the location where each
sound is made in the oral cavity.
Disordered speech: Introduction to the different ways
sounds can be altered by a client. Then, the lesson will go in
depth in specific changes, such as syllable structure changes
and place of production changes.
Transcription: Transcription is the process of using all
above learned material in a real scenario. Students will get
experience using IPA and receive feedback on their progress.
The instructor will say examples of words and phrases for the
students to transcribe and will also utilize audio recordings of
past clients.
Reference
Small, L. (2005). Fundamentals of phonetics: a practical guide
for students. Boston: Pearson/Allyn and Bacon.
Part III: Implementation
Instructional Strategies

Identifying similarities and differences: Students must

have experience deciphering among different combinations of
sounds using IPA. Also, the learners will understand the IPA
chart and how each sound is placed on it. Identifying the
similarities and differences will allow them to comprehend
each sound is produced in the oral cavity. The instructor will
use audio clips of past clients to represent similarities and
differences. This strategy will use indirect instruction.
Homework and practice: Each learner will have a
workbook for the class and will have weekly assigned
homework from it. This will solidify the skills they are learning
in class. Then, when we review the homework, their accuracy
will be improved from questioning and revising answers. A
case study using a segment of audio will allow them to
experience how it is to be a SLPA.
Nonlinguistic representations: These will be in the form of
graphics, such as the phonetic alphabet and the chart. The
students will heaivlty rely on these two graphics during the
course. Also, the instructor will utilize PowerPoint slides to
instruct each lesson. The instructor will use direct instruction.
Concept attainment process: Along with learning proper
sound transcription, learners will also learn non-examples of
transcribing words and phrases. They will understand
common ways sounds are misrepresented, so they can learn
to not make these same errors in their own practice.

Page 4 of 6

Instructional Module: Phonetics & Phonology

AET/520 Version 3

Reference

Formative Assessment

Chamberlain, Burger, Smith, Tice (2004). Twenty instructional

strategies for success with standards. OCSD Instructional
Design. Retrieved from
http://www.oswego.org/files/5/20is.pdf
Quizzes: The instructor will administer short quizzes weekly to
determine the students comprehension of the lessons from
that week. If there is a trend of missing a particular question, it
will be covered again the following week. The instructor can
always have a good understanding where how well the class
is receiving the information.
Transfer and Apply: The learners will reflect on the current
learning material and write down how they can apply it in their
own lives. This will show their level of understanding on a
educational and practical level.
Critical Questioning: The instructor will utilize questioning
structures that elicit analysis and evaluation of the lesson
material. Question starter examples are How does tie in
with what we learned before?, Explain why, and What is
the best and why?
References
Lambert, K. (2012). Tools for formative assessment. Retrieved
from http://www.levy.k12.fl.us/instruction/Instructional_
Tools/60FormativeAssessment.pdf
Wlodkowski, R. & Ginsberg, M. (2010). Teaching intensive and
accelerated courses : instruction that motivates learning.
San Francisco: Jossey-Bass.

Closure

Materials and Resources

Through this course in Phonetics & Phonology, the students

will master one of the many skills needed to be an effective
SLPA. They will learn the importance of transcription through
IPA, the IPA chart, and transcribing speech similar to clients
they will soon assist. Phonetics & Phonology will be one of the
initial classes in the SLPA degree to provide that foundation
needed for their future career.

Phonetics Fundamentals textbook

Student workbook aligned with textbook
Audio clips of past clients
International Phonetic Alphabet
International Phonetic Alphabet chart
Whiteboard and dry erase markers
Computer connected to projector
Projector to display PowerPoint slides

Page 5 of 6

Instructional Module: Phonetics & Phonology

AET/520 Version 3

Page 6 of 6