1. The Importance of Phonetics in
English Language Learning
A Webquest for EDGT940
Designed by
Mohammad Al-Jararwah
maaj809@uow.edu.au

2. How confident are you when speaking English?
Do you find yourself shy to communicate
because of your level of pronunciation?
Fear Not!
This unit plan will provide you with the knowledge of
phonetic symbols to enhance your pronunciation.
With a little guidance, you will learn the interactive
skills necessary to speak the English language more
fluently and with correct pronunciation.

3. Course Goals: You Will....
• develop positive attitudes towards yourself and others
• develop your competence, confidence and responsibility in
learning English
• expand your pronunciation and literacy skills in English
By taking part in....
• group and pair work
• listening, speaking and literacy activities
• in class quizzes
• having fun!

4. Task
• Your task will be to willingly engage and
contribute to class discussions and activities
throughout the unit
• Hand in a physical portfolio of all quizzes,
activities and entries in your exercise books.

5. The process- the steps we’ll take
1. As you are a group of various levels of proficiency in pronunciation (and this is
nothing to worry about), let’s begin by watching the introduction Pronunciation
Tips Video
2. You will then discuss the video as a group. How did you find the video? What are
the main aspects of this video that can provide help?
3. Next break into groups of 5 and share and discuss your phonetic knowledge and
where you feel improvements can be made. What are your weaknesses? How
would you like to change you pronunciation problems?
4. Two speakers from each group will then present their group’s comments to the
class
5. Look up and view the next Pronunciation Tips Video s on short vowels and come
prepared for a lesson on vowels tomorrow.

6. 6. Briefly discuss the Pronunciation Tips video on short vowels and refer to your hand
out of the Phonetic Symbols Chart.
7. You will notice that the vocabulary is simplistic. Write a page of practice words in
your exercise books by substituting the vowel sounds for the symbols, this should
take around 20 minutes.
8. Individual students should go to the front of the class and read aloud words from
the Syllables/ Word stress Chart. The class should write the word and mark down
the number of syllables and where word stress is encountered.
9. Once the activity is completed, swap books with your partner and mark each
other’s work.

7. 10. It is review time, so check through your papers and prepare for a quiz!
List the numbers 1-24 in your books
10. Complete the adapted Jamie Wilmott Verb quiz and swap books with
your neighbour before checking the Verb quiz answers. How did you go?
12. Your reward for finishing the quiz is to watch some funny sketches about
Bad Grammar and Learning English with Steve Martin. Can you relate to
any of these characters? If so , why. These are the things you can
overcome with some conversation practice!
13. Get into pairs and have fun She sells
sea shells
Playing around with Tongue Twisters. by the sea
Try to get faster with practice, but keep shore!
focussed on the words.

8. After all that hard work...
• It’s time for a party!
• But before that, there is one more thing to do.
• Complete the timed IPA Quiz. Good luck!

9. Evaluate
• Your success is evaluated by your attendance
and willingness to contribute to class
discussions and group work. The tasks and
activities that have demonstrated your
knowledge will be handed in for marking as a
portfolio. By the end of this unit, students
should have had the capability to perform well
in the final IPA quiz.

10. Concluding remarks
• By completing this unit with the support of your
colleagues, your confidence in pronouncing English words
should be increased. The strategic and collaborative enquiry
should have provided a less pressured learning environment.
Would you agree?
• Perhaps having more topics of interest to talk about within
the classroom has engaged you, and you were able to make
new friends with phonetics 

12. P
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E
T
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C
S
Y
M
B
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13. Syllables Chart
one syllable must can
two syllables study exam
three syllables diligent analyse
four syllables analysis registration
five syllables environmental durability
six syllables permeability anthropological
Word Stress Chart
environment probable secondary
church able protect
walked coughed subtract
probability productive enthusiastic
economy interfaces purchased

14. Pronunciation Quiz: Adapted from Jamie Wilmott
http://www.slideshare.net/teacherjamie/english-pronunciation-quiz
Listen to the verb endings and choose the correct answer. Good luck!
a. /t/ b. /id/ c. /d/
1 13
2 14
3 15
4 16
5 17
6 18
7 19
8 20
9 21
10 22
11 23
12 24

15. Pronunciation Quiz: Adapted from Jamie Wilmott
http://www.slideshare.net/teacherjamie/english-pronunciation-quiz
Listen to the verb endings and choose the correct answer. Good luck!
a. /t/ b. /id/ c. /d/
1 Answered c 13 Learned c
2 Asked a 14 Liked a
3 Believed c 15 Listened c
4 Ended b 16 Lived c
5 Entered c 17 Looked a
6 Finished a 18 Loved c
7 Fixed a 19 Moved c
8 Happened c 20 Needed b
9 Helped a 21 Opened c
10 Hoped a 22 Planned c
11 Interested b 23 Rained c
12 Laughed c 24 Started b

16. Write the following words using the IPA system.
1. Multiculturalism
2. Pronunciation
3. Association
4. Endemic
5. Power
6. Stalling
7. Transcended
8. Globalisation
9. Superfluous
10. Straight

17. Tongue Twisters
Peter Piper picked a peck of pickled peppers.
Did Peter Piper pick a peck of pickled peppers?
If Peter Piper Picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
She sells seashells by the seashore.
The shells she sells are surely seashells.
So if she sells shells on the seashore,
I'm sure she sells seashore shells.
How much wood would a woodchuck chuck
If a woodchuck could chuck wood?
He would chuck, he would, as much as he could,
And chuck as much as a woodchuck would
If a woodchuck could chuck wood.