During my internship, I detected some problems related with students and with departments’ organization.
Dealing with students’ problems, we found some mispronounced words / sounds. A huge range of students mispronounce the ending “–er” /ǝ/ like “paper, teacher, better…”, they pronounced like in Spanish “–er” /er/. I also detected mispronunciations in “–ed” past endings, they pronounced the sound /ed/ instead of /d/ in “filled”, /t/ in “watched” or /id/ in “added”.
Another interesting mispronunciation was the pronunciation of “was” in negative form, “wasn’t”. They pronounced properly “was” /wɒz/ but in the negative form, they pronounced /ˈwʌzənt/ instead of /ˈwɒzənt/.
In addition to that, we detected mispronunciations in basic words like “water”
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Now, I am going to describe what happened the day that we did the simulation.
That day we had an exam in 2nd ESO but we did not know that there it would be a simulation. The exam was going perfectly but in the last 10 minutes a bell rang. The fire alarm was ringing. We should collect the exams and some students haven’t finished their exam yet. Obviously, after the evacuation we did not give them the exam because the students were talking during the evacuation. This was an extraordinary situation, because we did not do simulations every day, but it was unfair that these students have not got the opportunity to finish it.
I think that the Head Teacher, or the Pedagogical Director, should ask if there is an exam the day that the simulation takes place. It is really unfair that a student has not got time to finish the exam, because it is a simulation and you can do it when you want.
We, Núria and I, debate about this topic, but she told me that it is a simulation and it should be as authentic as possible. I disagree with her vision because these students pay the consequences of a bad organisation. You can place the simulation in another day or in another
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
Now the issue here is that the ticket provided to the IT department has minimal helpful information. We only got “it was an emergency.” The teacher needed to present a project. (per prompt)
People from foreign ethnic group have names that is difficult to pronounce for native people. A typical response they get when they introduce themselves is a curious look and subsequently a question-- How do you pronounce your name again? The way a name is pronounced, it can shape how individuals see us and define our accomplishments. When an ethnic name is Americanized or changed or given nickname, it can change how people view his/her identity. Even in the job market, the employer is likely to hire candidate like them and sometime they judge a pool of potential candidates with the familiarity of name. As name can be connection to self identity and related to ancestry, people should not be biased based on name and how it is pronounced; people
The child exhibits an error called final consonant deletion. Instead of fully enunciating the whole word to the end, she drops the last consonant. This is seen in utterance 1 and 72.
Garrett (1975) represented four characteristics of slips of the tongue. The first one is that the exchange exists between linguistic units of the same positions. For example, initial linguistic segments are replaced by another initial linguistic segment. The same generalization is applied to the middle and final linguistic segments. Additionally, slips appear in similar phonetic units. This means that that the consonants are replaced by consonants and vowels are replaced by vowels. Furthermore, the slips occur in similar stress patterns, which signifies that stressed syllables are replaced by stressed syllables and unstressed syllables are replaced by unstressed syllables. Finally, slips of the tongue follow the phonological rules of a language (cited in Carroll, 2007, p. 195).
Children with hearing loss develop speech slower than children who are hearing. Speech development can be broken down into intelligibility, noun production, and consonant production. Children who are hard of hearing are capable of developing speech with little errors in intelligibility, noun production, and consonant production, but the more minor the hearing loss, the less likely it is to be caught, so intelligibility does not become strong until on average age 7 (Yoshinaga-Itano, C., & Sedey, A., 1998). The difference between these children and children who are deaf are not in the types of errors made, but in the amount of errors. Deaf children have a more nasal speech, often substitute consonants like b for p and d for t, and have trouble pronouncing diphthongs like the “ou” sound. Studies have shown improving linguistics improves intelligibility meaning the more the child understands the rules of the language, the stronger his or her comprehensibility will be (Yoshinaga-Itano, C., & Sedey, A., 1998).
Drama- Students will make their quest from paper or media format to real-life. This can be done with friends in the classroom. All of the important factors should be included.
Phonological awareness is students understanding of sound awareness of being able to hear the sound as and continues stream know as phones. Children at a young age should be learning and understand the basic concepts of English has a streamline and be able to break down the sound components. As teachers, it is important to understand the most efficient and engaging of teaching to their students, reading and writing.
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
In fact, this test could be stressful because the examiner site next to the new driver in the car and asks questions to the new driver, which may distract the driver to make mistakes. Consuqntlly, it is a smart idea to hire a professional instructor to give advices about not getting affected by the examiner’s facial expression or body language. Although, the situation could get awkward however the driver has to stay calm, quiet, and drive safely. As a result, practical exam is the final stage, which individuals need to be focused and relaxed in order to impress an examiner and pass the test successfully.
On a final note, the time is ripe for all concerned to take a step back and re-assess the real benefits of examinations. It is an exigent circumstance which we are in. As society evolves and technology advances, there is much more to education than simply monotonously memorizing the bare facts of the world. The globalised world of today requires our children to embrace the earth and be innovative. Creativity fuels the innovation engine, with examinations, it is difficult to see how the imaginative aspects of their minds can be developed. One can envision the miserable world our future generations will thrive in, if no steps are taken to keep up with the present day’s needs. We cannot allow ourselves to be entrenched in deeply traditional methods, antiquated values no longer function in this day and age.
I felt sorry that I was unable to attend some of the classes of the course and I really regret my decision. I felt attendance for this course was really important than any traditional courses where I was spoon-fed by course materials. I tried to develop promptness a...
By assuming that students will learn proper communication skills without guidance is a big mistake. Individuals should begin learning basic communication skills at birth and continue learning throughout their educational experience. There are, of course, many types of communication. We use verbal communication, non-verbal communication, written communication and many different forms of. Additionally, communication plays an important role in the process of conveying knowledge as well. Communication is instrumental in education since it helps the instructor and the students to work together with each other. Communication is the most important component of any society. In order, to communicate properly we need correct pronunciation, because pronunciation affects how we understand the meaning of the words. If the sound of a word is different it could lead the listener to believe that the word has a different meaning, and if this happens, it is very obvious that it is a form of improper communication. This may lead to a lot of misinterpretations. To avoid these kinds of problems we need to teach accurate pronunciation. English, in schools, is a very important subject for teaching proper...
Now that you know what my situation was like going into the experiment, I will tell you what I did and what occurred as a result.
In this course we study both phonetics and phonology. Phonetics to improve the way we should spell the sounds, and in order to spell the correct sounds we should learn how to listen accurately. It’s also known as the study of language which contains 44 sounds and 26 letters. Phonology is to study the rules for combining phonemes and what happened due to this combination. Phonetics contains consonant, vowels & diphthongs. It’s also used in language and linguistics rules that specify how the phonemes are organized into syllables, words, and sentences to