Page 23 - English for Advanced Secondary Schools Teachers Guide Form Five

English

or pair work to assign the students to re-read the poem
consecutively to practice pronunciation of words and complete
the provided activities under this activity. Instruct them to read
the ‘Did you know?’ section to obtain relevant information that
FOR ONLINE READING ONLY
they may need to complete the activities. In a minimal pair, two
words in the pair differ by a single phoneme and by one or two
features across place, manner, and voicing. The difference in a
minimal pair may be due to the place of articulation, manner of
articulation, or voicing. These are referred to in this Teacher’s
Guide and Student’s Book as phonological features.

(f) Let the students listen to the teacher or fellow student saying
the words in Column 1 and Column 2 and stating whether
they think the word pronounced is in Column 1 or Column 2.
This activity is intended to give students a chance to practice
pronunciation and sound recognition. To begin teaching this
activity, present the table to the students and read a word from
any column and ask the students to tell you in a chorus from
which column the word you have pronounced comes. Do that
for several words and let the students do the same in pairs.

(g) Let the students listen to the teacher or their fellow student
reading the provided sentences in the Student’s Book and
circling the word they heard. This activity is a sound recognition
game. You may start by asking the students to sit in pairs and
tell them in each pair one person to read the sentence and
the other one to circle or write the word that she or he heard
between the provided sentence pairs. The sentences should
be shared among pairs before starting to play the sound
recognition game.

Tanzania Institute of Education (TIE) 3 Form Five

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