Dear Students, We welcome you to our Diploma in TEFL programme. This is basically a programme for teaching you how to teach English language to others. Howeer, you might notice that a great deal of the course material is intended to improe your own English language s!ills and at the same time to ac"uaint you with the latest trends and strategies for handling these s!ills in the classroom. The programme consists of eight courses and a mandatory component of twele days wor!shop. This pac!et you receie should include the following study material of #$#% course& '. (honology #$#% ). Supplementary *eading +aterial ,-rammar and (honology. /. Two audio cassettes 0. Two assignments #. Si1 assignment forms. 2n case any item is missing please contact. The Mailing Section, Allama Iqbal Open University Sector H-8, Islamabad h !o" #$%-&#$'(%%-%) We hope you will en3oy and benefit from the course. -ood luc!. 4ourse 4oordinator (honology ,#$#%. ' ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD (Department of Engl!" Lang#age $ Apple% Lng#!t&!' (ARNIN) *+ PLA)IARISM OR ,IRIN) O- ),OST (RITER(S' -OR SOLVIN) T,E ASSI)NMENT(S' (ILL DEBAR T,E STUDENT -ROM A(ARD O- DE)REE./ERTI-I/ATE, I- -OUND AT ANY STA)E+ 0+ SUBMITTIN) ASSI)NMENTS BORRO(ED OR STOLEN -ROM OT,ER(S' AS ONE1S O(N (ILL BE PENALI2ED AS DE-INED IN 3AIOU PLA)IARISM POLI/Y4+ /o#r!e5 P"onolog6 (7879' Seme!ter5 Sprng 0:*; Total Mar<!5 *:: Pa!! Mar<!5 =: ASSI)NMENT No+ * (Unt! *>?' 5.' E1plain the following terms with e1amples& ,'6. a. (itch b. Stress c. 2ntonation d. Syllable e. -lide 5.) What do you understand by the term 7manner of articulation and 7place of articulation89 What role do these two play in describing the consonants9 E1plain. ,'6. 5./ Transcribe the following words& ,'6. approached, distress, "uench, eggs, almond, chamber, e1haust, industry, hypothesis, pre3udice. 5.0 Follow the e1ample and identify which phonemes in the list gien below are consonants and which ones are owels9 ,'6. E1ample& Straight& 444:4 ,4 ; 4onsonant, : ; :owel. "uarrel, reformation, sugar, information, stylish, logic, philanthropic, dramatics, logical, pathetic. 5.# 2t is said, 7<ll owels are oiced while consonants can be oiced or oiceless8. Discuss in detail. ,'6. ) 5.$ a. What is the difference between lenis and fortis9 Why do we use them instead of oiceless and oiced terms respectiely9 ,'6. b. 2ndicate syllable boundaries in the following words as shown in the e1ample& ,'6. E1ample& Sen = ten = ces importance, s!ateboard, cupca!e, spaceship, ladybug, dishwasher, strawberry, alligator, helicopter, caterpillar. 5.> What are 7tongue glides89 Why do we call =w,r,3= sounds as glides98 E1plain. ,'6. 5.% Why is =h= called oiceless owel phonetically, and =h= consonant phonologically9 Discuss. ,'6. 5.? How would you describe the difference between phonemic transcription and phonetic transcription9 ,'6. / ASSI)NMENT No+ 0 Pro@e&t Mar<!5 =: A 8: B *:: This assignment is based on a research-oriented activity. You are required to carry out a research and prepare a brief report on their findings in one of the areas given below. You will submit the report to the tutor within the scheduled period. Then you will have to present the same in the course/assignment presentation workshop (the schedule of the course/assignment presentation workshop will be intimated by the tutor concerned or the Regional ffice!. The assignment carries "# marks for the written report/assignment and $# for the presentation. % few guidelines for writing and presenting the report& a! The written report should have an introduction' body and conclusion. (t should be written in clear' concise and correct )nglish. b! (t should be *-+ double-spaced typed/handwritten pages. c! The presentation will be assessed and evaluated mainly in& i. ,ontents of the assignment/report ii. ,ommunication skills iii. -anguage accuracy iv. -anguage fluency v. .resentation style f! You may use transparencies' charts or any other material for good presentation with the permission of the tutor (if possible!. *o+ ,ill prepare yo+r pro-ect on one o. the .ollo,ing topics" *o+r t+tor ,ill assign di..erent topic to di..erent st+dents d+ring yo+r classes" /or e0ample, i. the n+mber o. st+dents in yo+r class is t,enty, one topic may not be assigned to more than .ive st+dents" '. Transcribe the following passage on a sheet according to the @ritish English, *e"uest a person of (a!istani origin to read it for you. *ecord his=her oice and then transcribe it on a separate sheet. 4ompare these two transcriptions in terms of differences in owels, consonants and diphthongs by e1ploring the role of indigeniAation in English. (repare a comprehensie report and present it before your class. +argaret Thatcher is remembered for many thingsB she is pilloried for some, and honoured for others. For better or worse, she had an instinctie understanding that people wanted more control oer their lies. The state was doing too much. So she let them buy their council houses. For many, it was the beginning of something wonderful. We hae reached another of those inspirational moments. (eople want to own their own education. Cur leaders need to ta!e the educational reolution to the ne1t leel by creating a truly firstDclass education system. <nd under their noses is the firstD 0 class, indeed worldDbeating, independent sector. The big barrier, of course, is cost. <n independent education does not come cheap. Howeer, with a contribution through the ta1 system from the goernment, parents should be allowed to top up what they want and go where they choose. <n 2ndependent School 4ouncil surey conducted by (opulus shows that most people, gien the choice, would send their child to an independent school, and it is now time the goernment refocused on supporting them. With the cost of a state school education around E#,666 a year, why not gie that money bac! to parents as a oucher9 Let them spend it at the school of their choice and let them top up, if they wish, to send their children to their local independent school. Fes, there may still be a funding gap, but as and do their uttermost to ma!e admission possible. <nd we should go further. The ma3ority of all schools could become independent by allowing them the one true freedom8 the ability to charge fees. *ight now about >G of children are educated at independent schoolsB the ast remainders are in state schools. 2t should be the opposite. This is all heady stuff, but it is the only way we shall achiee the education system our children desere. Tight budgets are here to stay. We will neer be able to ma!e the leap in proision schools need to ta!e education to the highest leel. < sacrifice from the parent is re"uiredB a helping hand from a state mechanism ma!es this achieable. Source& The -uardian ). <ssimilation, elision and Lin!ing HrI are three main features of connected speech. *ecord and listen to @@4 and Dawn Jews bulletins, point out at least /6 e1amples of connected speech, prepare report and present before your class. *ecordings are aailable on the websites of the channels. /. 7Stress Shift8 in erbs and nouns at school leel is an area where we should put more effort as and English language teacher. To !now the current status, construct ,)6. twenty sentences using following '6 ,ten. words as noun and erb and re"uest '6 ,ten. English language teachers to read these sentences. *ecord their oices analyAe the collected data "uantitatiely and share the findings with your classmates during your presentation. permit, default, desert, pro3ect, perfect, conert, present, produce, enelope, progress. 0. 4onduct a surey in your town to !now the opinion of the English language teachers regarding importance of teaching intonation patterns at secondary leel. <nalyAe the collected data and prepare a consummate report based on findings discussing the effectie way,s. to teach intonation patterns to our teachers. #