Lesson 4 Q & As about Soccer Q & A 48163264128 256......
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Transcript of Lesson 4 Q & As about Soccer Q & A 48163264128 256......
Lesson 4
Q & As about
Soccer
Q & A
4 8 16 32 64 128
256
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.
.
Q & A
2 . Why did the Chinese play a game called tsu chu?
☞ They did it to train soldiers.
3 . Where was the oldest record of a soccer-like game found?
☞ It was found in China.
4 . How many people took part in a soccer game in medieval England?
☞ Hundreds of people took part in the game.
5 . When was the Football Association of England founded?
☞ It was founded in 1863.
6 . How was the word soccer created?
☞ It was created by adding ‘er’ to ‘soc’ taken from ‘association’.
Q & A
7 . Who is the greatest soccer player ever?
☞ Pele is the greatest soccer player ever.
Q & A
8 . How many scores had Pele scored by the time he retired?
☞ He had scored 1,281 goals.
Q & A
9 . Where is Pele from?
☞ He is from Brazil.
Sentence Order
10 . One broken record no has yet the .
☞ No one has broken the record yet.
Q & A
11 . How many World Cup winning teams has Pele been on?
☞ He has been on three World Cup winning teams.
Sentence Order
12 . He player any soccer more than had goals other scored .
☞ He had scored more goals than any other soccer player.
How do we produce sounds?
How do we produce voiced/ voiceless sounds?
Articulation of Consonant sounds:
1. Places of Articulation: Labials
Bilabials Labiodentals
Alveolars Palatals Interdentals
Articulation of Consonant sounds:
2. Manner of Articulation: Stops Fricatives Affricates Nasals Liquids Glides
Point/Place or Articulation
Manner of Articulation
BilaBial
Labio-dental
Inter-
dental
Alveolar Palatal Velar Glotal
Stop-OralVoiceless/ed
p b t d k g
Stop-Nasal m n ng
FricativeVoiceless/ed
f v th th s z sh zh
AffricateVoiceless/ed
ch j
GlideVoiceless/ed
y wh w h
LiquidVoiceed
l r
Description of Vowel Sounds
Vowels: Description & Types
1. Part of Tongue Involved: Front Center Back
2. Tongue’s Height: High Mid Low
Vowels: Description & Types
3. Major Types of Vowels:
Short/Lax Vowels Long/Tense Vowels Diphthongs
Teaching Pronunciation
The Format of an Effective (POPAL)
Pronunciation Lesson Plan
1. Attention Pointer and Contrastive Examples:2. Inductive Generalization3. Recognition Practice
A. Same-Different Drill of WordsB. Same-Different Drill of SentencesC. Number DrillD. Pseudo Communication Drill
Teaching Pronunciation
4. Production Practice: A. Repetition of Minimal Pairs B. Opposite Drills C. Repetition of Phrases and Sentences D. Correcting Phrases and Sentences5. Contextualization: A. Dialogues B. Short Anecdotes
Teaching Pronunciation /th/ vs. /t/
I. Attention Pointer &
Contrastive Examples:T: Notice the last sound in
these words.
Booth (T. points to the picture)
Booth (T. writes # 1 under it)
/th/ # 1
Teaching Pronunciation /th/ vs. /t/T: Notice the last
sounds in this word.
Boot (T. points to the picture)
Boot (T. writes # 2 under it)
/t/ # 2
Initial Position Medial Position Final Position
Thin-Tin Deathless-Debtless Tenth-Tent
Thick-Tick Faiths-Fates Math-Mat
Theme-Team Oaths-Oats Faith-Fate
Thank-Tank Tenths-Tents With-Wit
Thought-Taught Ether-Eater Booth-Boot
Teaching Pronunciation
Teaching Pronunciation
II. Inductive Generalization:1. Does the tip of your tongue touch your gum ridge
when you pronounce /th/ in “booth”? SS: NO.2. Does the tip of your tongue touch the back of your
front teeth when you pronounce /th/ in “booth”? SS: NO
3. Does the tip of your tongue touch your gum ridge when you pronounce /t/ in “boot”? SS: YES
4. Do you put the tip of your tongue between your front teeth when you /th/ in “booth”? SS: YES
Teaching Pronunciation
III. Recognition Practice:A. Tell me if the sounds you hear are the same or different.
Booth-boot (gesturing to the picture) SS: DifferentBooth-booth (gesturing to the picture) SS: SameTank-thank (Moving away from the board) S1:Thirty-thirty S2:Tick-thick S3:Thin-tin S4:Team-Theme S5:Faith-faith S6:Math-mat S7:
Teaching Pronunciation
B. T. Very good. Now let’s try it with sentences.
1. This is a good team. This is a good theme.SS:2. She was thought to be a good dancer.
She was taught to be a good dances. SS:3. She sad about the deaths. She was sad about the
debts. SS:4. It is her math. It is her mat. SS:5. I thought a lot. I taught a lot. SS:6. Are they true? Are they through? SS:7. Which tree is it? Which three is it? SS:8. That boot is too small. That boot is too small. SS:
Teaching Pronunciation
C. Identification By Number Drill:T. Tell me what number you hear.Booth-boot (gesturing to the picture) SS: 1, 2Booth-booth (gesturing to the picture) SS: 1, 1Tank-thank (Moving away from the board) S1:Thirty-thirty S2:Tick-thick S3:Thin-tin S4:Team-Theme S5:Faith-faith S6:Math-mat S7:
Teaching Pronunciation
D. Pseudo Communication Drill:T. Very good. Now if I say “I found the booth.”,
you say, “Stay in it.”; and if I say, “I found the boot.”, you say “ wear it.”
1. I found the boot. SS: Wear it.2. I found the booth. SS: Stay in it.3. I found the booth. S1:4. I found the boot. S2:5. I found the booth. S3:6. I found the boot. S4:
Teaching Pronunciation
IV. Production Drills: (Minimal Pairs) A.T. Please repeat after me together.
Booth-boot (gesturing to the picture) SS: Booth-booth (gesturing to the picture) SS: Tank-thank (Moving away from the board) S1:Thirty-thirty S2:Tick-thick S3:Thin-tin S4:Team-Theme S5:Faith-faith S6:Math-mat S7:
Teaching Pronunciation
B. Opposite Drills: T: If I say, “Booth”, you say, “Boot”; and if I say, “Boot”, you say, “ Booth”.Booth (gesturing to the picture) SS: bootBoot (gesturing to the picture) SS: boothThin (Calling on individuals ) S1:Fate S2:Math S3:Team S4:With S5:
Teaching Pronunciation
C. Repetition of Phrases & Sentences:T: Please repeat after me.
1. Thick and Thin mean opposite things. SS:2. How much is three times three? SS:3. Let’s thank her for the theater tickets. SS:4. She thinks and talks of nothing but theater. SS:5. I think that Thomas has a lot of problems
with math. SS:6. I thought I’d go south, not north. SS:
Teaching Pronunciation
D. Correcting Sentences:T: I am going to say some sentences. If you hear
a mistake, tell the correct word or phrase.1. She is tin and beautiful. SS: Thin2. He has a lot of problems in mat. SS: Math3. Please wear the booths. SS:4. I taught she liked me. SS:5. Which theme do you play in? SS:6. The Soviet Union had big thanks. SS:7. Tank you very much. SS:8. What is the team of this story? SS:
Teaching Pronunciation
5. Contextualizing: A. (Dialogue)Tina: What time is it Tom?Tom: I think it is about ten o’clock.Tina: What time does the theater open today?Tom: The theater does not open until two o’clockTina: What should we do until two o’clock?Tom: Let’s go to your favorite Turkish
restaurant and have a nice brunch.Tina: That’s an excellent idea.Tom: Great. Let’s go.
Pronunciation Lesson Plan Checklist
+ Goals/Objective + Target Population
+ Attention Pointer and Contrastive Examples+ Pictures for Contrastive Examples+ Word Bank listing target sounds in 3 positions + Inductive Generalization+ Recognition Exercises:
+ Same/Different Exercises+ Identification by Number Drill+ Pseudo Communication Drill
+ Production Exercises: + Repetition of Minimal Pairs+ Opposite Drill+ Mixed Recognition and Production Drills+ Contextualization