The word phonetics comes from the Greek word ‘phone’ which stands for ‘sound’ or ‘voice’. Usually used with a singular verb, it refers to the branch of linguistics that deals with the sounds of spe...
Description : Language at work
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dance rubric for pe
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Grading rubric for intro Scratch programming unit; design your first game.
Finally my secret rubric for gauging a woman's level of investment into a relationship.
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This handout contains transcription exercises and fill in the blanks covering aspects like manner and point of articulation of consonants, among others.Full description
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Rubric Sa Pag-uulat
RUBRIC
FLUENCY (15%)
INTONATIO N (15%)
STRESS (15%)
GRADATIO N (15%)
VOWELS (20%) Produces a close to native repertoire of English vowels. No inconsistencies are found. Can distinguish and produce almost all the English vowels with minor inconsistencies. Can distinguish and produce the majority of vowels accurately, but with.some difficulties distinguishing /æ/ from /ʌ/, /ɪ/ from /i:/ or /ʊ/ from /u:/.
CONSONANT S (20%)
10 – 12 (89% 100%)
Produces pace as in the original recording.
Reproduces the intonation pattern of the recording, including the right pitch.
Follows the stress pattern accurately.
Produces weak and strong forms almost perfectly.
8–9 (76% - 88%)
Is quite fluent with only slight delays.
Produces the right intonation but with some minor problems in pitch.
Follows the stress pattern without major problems.
Produces strong and weak forms correctly without major mistakes.
6–7 (60% - 75%)
Manages to reproduces the pace of the original recording but with occasional delays.
Produces the right intonation without major problems.
Can follow the stress pattern as in the recording although some minor mistakes appear.
Produces weak forms correctly but some mistakes are found, i.e. strong forms are sometimes produced instead of weak forms.
4–5 (40% - 59%)
Attempts at producing the pace of the recording but with notable lapses.
Follows the intonation in the recording but with noticeable mistakes.
Has some difficulties following the stress pattern of the original.
Has difficulties distinguishing strong and weak forms.
Makes no distinction between /æ/ and /ʌ/, /ɪ/ and /i:/, or /u:/ and /ʊ/.
Mispronounces some consonants. There is Interference of Spanish consonants in several occasions.
Attempts at following the intonation patterns in the recording but fails to reproduce them very often.
Has major difficulties in following the stress pattern of the original.
Produces frequent mistakes when producing strong and weak forms.
Produces Spanish vowel qualities but occasionally produces /ə/.
Produces Spanish consonants in almost every occasion.
Cannot reproduce the intonation of the recording at all.
Cannot follow the stress pattern of the original at all.
Does not distinguish between strong and weak forms.
Produces Spanish vowel qualities throughout.
Produces Spanish consonants throughout.
2-3 (20% - 39%) 1 (1% - 19%)
Attempts at following the recording, but the pace and rhythm differ strikingly from that of the original. Cannot follow the recording at all or does not follow instructions for shadow reading.
Recognises and articulates all the English consonants perfectly. Produces consonants with no difficulties, but some occasional mistakes appear. Occasional Spanish interference in the production of some consonants such as /d/. May find it difficult to articulate /ʤ/ and produces /z/ inconsistently.
