Lesson 4 Q & As about Soccer Q & A 48163264128 256......

Lesson 4

Q & As about

Soccer

Q & A

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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