UNIVERSITY FOR DEVELOPMENT STUDIES.

DAMBAI COLLEGE OF EDUCATION

COURSE TITLE: INTRODUCTION TO ENGLISH

COURSE CODE: BPE 308
TUTOR NAME: MADAM ANITA
INDEX NUMBER: DACE/PRI/0075/19
NAME: ASANTEWAA RITA

ASSIGNMENT ONE
(SUBJECT PROJECT)

QUESTIONS
Answer three questions from the following.
1. Design a TLR that can be used to teach any five of the English consonant sounds that
pose difficulty to learners (attach a plan for its usage).
2. i. Explain Semantics as a concept.
ii. Discuss the meaning and the various types we have.
iii. What is the importance of Semantics to the basic school teacher?
3. Using an appropriate TLR, discuss how you will teach the five major word classes in
English.
4. Demonstrate the best way to teach ' the types of sentences' in a primary five class in a 45-
minute video.
5. Prepare a PowerPoint presentation on how to teach the English vowel sounds.
SOLUTIONS
Q1. The TLR (Teaching and Learning Resource) for teaching difficult English consonant sounds
to learners can be designed as follows:
i. TLR (Teaching and Learning Resource): Consonant Sounds Mastery Kit
ii. Objective: To help learners master five English consonant sounds that often pose
difficulties.
iii. Targeted Consonant Sounds:
1. /θ/ (as in "think")
2. /ð/ (as in "this")
3. /v/ (as in "very")
4. /ʃ/ (as in "shoe")
5. /ʒ/ (as in "measure")

iv. Components of the TLR:

1. Flashcards: Create separate flashcards for each targeted consonant sound, with a clear
representation of the sound and relevant example words.
2. Audio Clips: Prepare audio clips that provide model pronunciation of words containing
the targeted consonant sounds.
3. Worksheets: Develop worksheets with engaging activities to reinforce the understanding
and production of the targeted sounds.
4. Interactive Games: Include interactive games or online resources that allow learners to
practice the targeted consonant sounds in a fun and interactive way.

v. Plan for Usage:

1. Introduction (5 minutes):

i. Introduce the concept of consonant sounds and explain the importance of mastering
them for accurate pronunciation in English.
ii. Present an overview of the targeted consonant sounds and explain their relevance.
2. Flashcard Drill (10 minutes):

i. Show a flashcard for each consonant sound, pronounce the sound, and have the
learners repeat after you.
ii. Practice the pronunciation of example words related to each sound using the
flashcards.

3. Audio Clips and Listening (15 minutes):

i. Play audio clips of words containing the targeted consonant sounds.

ii. Ask the learners to listen carefully and identify the specific sound they hear.
iii. Provide opportunities for them to practice saying the words aloud, imitating the audio
clips.

4. Worksheet Activities (20-25 minutes):

i. Distribute the worksheets and guide the learners through various activities that focus
on the targeted consonant sounds.
ii. Activities may include word matching, fill in the blanks, or identifying the correct
sound in given words.
iii. Provide individual support and monitor progress.

5. Interactive Game Session (10-15 minutes):

i. Engage the learners in interactive games or online resources that allow them to practice the
targeted consonant sounds independently or in pairs.
ii. Encourage competition or teamwork to make the activity more engaging.

6. Recap and Wrap-up (5 minutes):

i. Review the targeted consonant sounds, emphasizing correct pronunciation and reinforcing
understanding.
ii. Address any questions or challenges faced during the session.
iii. Summarize the importance of mastering these consonant sounds and how they contribute
to overall English language proficiency.
iv. Remember to adjust the timing and activities based on the learners' age group and
proficiency level. Regular practice and reinforcement of the sounds should be provided to
ensure mastery.
Q2. i Semantic is a concept within linguistics and computer science that relates to the meaning
of words, phrases, sentences, and the relationships between them. It focuses on the study of how
words and symbols convey meaning, and how their meanings are understood and interpreted by
individuals.

In the field of linguistics, semantics examines the way language users assign meanings to
words and phrases, and how these meanings are organized and expressed in various ways. It
explores the relationship between words and concepts, and how meaning can be inferred from
context. Semantics also delves into the ways in which words combine to create larger units of
meaning, such as phrases, sentences, and discourse.

Q2ii. Meaning refers to the significance or sense attributed to words, symbols, gestures, and
other forms of communication. It is the central concept that allows us to convey and understand
information. In language, meaning is conveyed through the use of words, phrases, and sentences.

Here are the various types or aspects of meaning:

1. Denotative Meaning: Denotative meaning refers to the literal, dictionary definition of a word
or expression. It is the objective and universally accepted meaning shared by users of a
particular language. For example, "dog" refers to a domesticated canine mammal with fur,
four legs, and a tail.
2. Connotative Meaning: Connotative meaning is the subjective and emotional associations
attached to a word or expression. It goes beyond the literal definition and takes into account
the cultural, personal, or situational nuances. For example, the word "home" can connote
feelings of warmth, security, and belonging.
3. Sense Relations: Sense relations describe the relationships between words or expressions
based on similarities or differences in meaning. Some common sense relations include:
i. Synonymy: Words that have similar meanings, such as "happy" and "joyful".
ii. Antonymy: Words that have opposite meanings, such as "good" and "bad".
iii. Hyponymy: Words that have a broader and more general meaning (hypernym) and words
that have a narrower and specific meaning (hyponym). For example, "animal" is a
hypernym of "dog" and "cat".
 iv. Homonymy: Words that sound the same or have the same spelling but have different
meanings, such as "bat" (referring to the animal) and "bat" (referring to the sports
equipment).
4. Conceptual Meaning: Conceptual meaning refers to the abstract ideas or mental representations
associated with words or expressions. For instance, the word "freedom" evokes the concept of
personal liberty and autonomy.
5. Pragmatic Meaning: Pragmatic meaning is the meaning derived from the context, intentions, and
social interactions between the speaker and the listener. It takes into account the speaker's
intentions, implied meanings, inference, and shared knowledge. Pragmatic meaning allows for
understanding sarcasm, irony, indirect requests, and other forms of communication beyond the
literal meaning of words.
6. Referential Meaning: Referential meaning relates to the objects, events, or concepts in the world
that a word or expression points to or represents. For example, when we say "tree," we refer to
the physical entity found in nature.

These different types and aspects of meaning work together to convey rich and nuanced
communication in language. Understanding the various dimensions of meaning is crucial for
effective communication, interpretation, and understanding in both written and spoken
language.

Q2iii Semantics is important for basic school teachers because:

a. It helps teachers understand the meanings students are conveying through their
language use.

b. It enables teachers to choose appropriate vocabulary and examples for effective

instruction.

c. It assists in teaching students how to interpret and analyze texts.

d. It enhances communication and enables teachers to clarify potential

misunderstandings.

e. It supports students in developing their language and critical thinking skills.

Q3. I will use the Total Physical Response (TPR) teaching method to teach the five major classes
in English, which are nouns, verbs, adjectives, adverbs, and pronouns. TPR is an effective TLR
(Teaching Language to Children) technique that engages students through physical actions and
movement. Here's how I would approach teaching each class:

1. Nouns:

i. Begin by introducing the concept of nouns as words that name people, places, things, or
ideas. Provide examples of different nouns.
ii. Ask students to stand up and physically point to objects in the classroom while you name
them to reinforce the connection between the nouns and real-world objects.
iii. Play interactive games like "Simon Says" using nouns, where you give instructions
involving specific objects and students need to respond appropriately.

2. Verbs:

i. Introduce verbs as action words that show what people, animals, or things do. Provide
examples of different verbs.
ii. Lead a physical activity session where students act out various verbs (e.g., run, jump,
clap, dance). Encourage creativity and provide opportunities for students to suggest their
own verbs to act out.
iii. Play games like "Charades" where students mime actions while their classmates try to
guess the verb being acted out.

3. Adjectives:

i. Teach adjectives as words that describe or give more information about nouns. Provide
examples of different adjectives.
ii. Show students a set of objects and ask them to describe them using appropriate
adjectives. Encourage them to use size, color, shape, and other descriptive words.
iii. Engage students in a scavenger hunt activity where they find objects in the classroom that
match given adjectives (e.g., find something blue, small, round).
4. Adverbs:

i. Introduce adverbs as words that describe how an action is done or modify verbs,
adjectives, or other adverbs. Provide examples of different adverbs.
ii. Lead a group activity where students demonstrate different actions (e.g., walking, running,
speaking) and use adverbs to describe how they are doing it (e.g., slowly, quickly, loudly).
iii. Incorporate adverbs into storytelling by encouraging students to use adverbs to describe
characters' actions or feelings in a narrative they create.

5. Pronouns:

i. Explain that pronouns are words used in place of nouns to avoid repetition. Provide
examples of different pronouns.
ii. Use physical objects or pictures and introduce pronouns by substituting individuals or
objects with pronouns (e.g., "John has an apple. He eats it.").
iii. Play interactive games like "Guess Who?" where students describe a person or object using
pronouns, and others have to guess the identity.

Throughout the lessons, I would reinforce understanding through repetition, gestures, and
physical interaction. I would also provide opportunities for students to practice using these word
classes in various contexts through storytelling, group discussions, and written exercises. By
incorporating TPR techniques, I can create an engaging and interactive learning environment that
enhances students' understanding and retention of the five major classes in English.