Describe the horizontal position and height the glide

2- / ʌ /

3- / ʊ /

a. Describe the main difference between these two sounds with regard to tongue position, height, length, glide, and lip position and how you would help the students to go from /ɒ/ to /oʊ/

(3 points)

Exercise 2

Part A- Theory …/10

Part B- Classroom Application …./5

Explain how the knowledge of voicing, manner and place of articulation would help you train students with the pronunciation problems described in a. and b. What techniques or tools will you use to show them how to pronounce these sounds correctly? (The ‘repeat-after-me’ type of answer as a solution to this problem will not be considered as a correct answer. Students will not change their manner and place of articulation just by repeating the sound.)

Part A –Theory – Rule of voicing _/8

1. How is ‘ed’ pronounced in the adjectives below? Write them down under the correct heading. (4 points)

confused fascinated unnerved

amazed disturbed tempted

Your students do not pronounce word ending in ‘ed’ correctly. Please explain to them why ‘ed’ is pronounced /t/, /d/ or /id/ by introducing the rule of voicing. Refer to the examples in Part A and B if necessary.

Answer:

pull -lest - feast - utter – blood – painter – first – soon – pushing – breathe – architect – pit – caught – accordion –according – banish – visit – one – ambulance – mop- acupuncture job annoy cord

Exercise 5

Answer:

2. What organs of speech articulate in a palatal sound?

Answer:

Exercise 7:

Part A: Theory- Stressed and unstressed words. …/3

1. what parts of speech are stressed (strong) in English and what parts of speech are not stressed (weak), what each group is called, and why they are call that way?

2. what aspect of pronunciation will this knowledge help your students with?

b. After identifying the problem, explain how you would help the student improve his/her pronunciation using the knowledge acquired in the module.

1. It is a long road

4. What a beautiful cat