ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Department of Engl!" Lang#age $ Apple% Lng#!t&!'

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.
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