4. Speak about phonetics of oe. Vowels. Consonants.

Old English had six simple vowels, spelled a, æ, i, o, u and y, and probably a seventh, spelled ie. It also had two diphthongs (two-part vowels), ea and eo. Each of these sounds came in short and long versions. Long vowels are always marked with macrons(a horizontal bar over the top of a vowel) (e.g. ā) in modern editions for students, and also in some scholarly editions. However, vowels are never so marked in Old English manuscripts.

Diphthongs

Diphthongs are combinations of two vowels. Modern English dipthongs include such combinations as the "ea" in "beast," the "ie" in "convenient," and the "ei" in "weight." Explanations of pronunciation of Old English diphthongs are notoriously confusing, so we will simply rely on demonstrating the pronunciation of representative words.

Consonants

Most Old English consonants are pronounced the same way as their Modern English equivalents. We give the exceptions below.

c can be pronounced either as a hard "c" sound, represented in Modern English by "k," or as the sound that is represented in Modern English by "ch." If c precedes a front vowel, it is pronounced like "ch": ceosan ("chay-oh-san"). If c precedes a back vowel, it is pronounced like "k": cyning ("koo-ning"). Some editors indicate the "ch" pronunciation of c by putting a dot above the consonant.

g can also be pronounced two ways. Before front vowels ("i" and "e") it is pronounced like the Modern English "y" in the word "yes": gifu ("yee-fu") (this pronunciaton is called palatal g). When g is used before other vowels it is pronounced the same as Modern English "g" in "golden": goda ("go-da") (this pronunciation is called velar g). Some editors indicate this voiced pronunciation of "g" by putting a dot above the consonant.

h is never silent. It is pronounced with a bit of a throat-clearing sound, like the "ch" at the end of Scottish "loch" or German "Bach." H also is used in combination with the semi-vowels (also called liquids) "r," "l," and "w" in ways not familiar in Modern English: hlaford, hronræd, hwæt.

r is rolled or trilled, like the "r" in British English or Russian.

sc is pronounced like Modern English "sh": scip ("ship").

4. Explain the use of a, ǽ and ea in the following words: fæder, nama, earm

The grapheme Æ/æ (called ‘ash’), earlier used by scribes to represent the Latin diphthong ae, came to stand as a full letter on its own.

Æ		æ	/æ/	fæder(OE)	Father(ME)
	ea	represents [æɑ], a diphthong that started with [æ] and glided to [ɑ] (as in father). Feallan ‘fall’, rēad ‘red’.
	æ	[æ] as in Modern English cat

As to the unstressed vowels, the gradual weakening of vowels in the unstressed syllables has

resulted in a smaller number of vowels that could occur in unstressed position (syllables). In these syllables, especially in final position only some short monophthongs could occur.

i

e

a

u

o

In unaccented syllables, especially final, long vowels were shortened, and thus the opposition of vowels – long to short – was neutralized.

e.g. OE nama to the earlier namōn

№18

TICK A MAXIMUM OF THREE OPTIONS TO COMPLETE THE FOLLOWING SENTENCE “I LIKE THE KIND OF TEACHER WHO IS

The process of maintaining a calm and productive classroom environment starts with the teacher. The action and attitudes of a teacher toward a student who is misbehaving can make the situation better or worse. Have you ever noticed that on a day that you are not feeling well, the students are more poorly behaved? Students look to the teacher for consistency and safety in the classroom. Some kids will become anxious and withdraw if it appears that a teacher cannot handle behavior problems. Other students, however, will retaliate if they feel a teacher is overreacting to a situation in a hostile and unnecessary way. Effective Teachers are Both Warm and Demanding Teachers manifest different personalities and teaching styles in the classroom and it is helpful to categorize these approaches in terms of some basic dimensions. It has been said that good teachers are both warm and demanding. Being warm means caring and emotional support for students. Being demanding—in the good sense—means expecting something from your kids, both in terms of academic work and behavior. Depending on whether the warm and demanding switches are in the “OFF” or “ON” positions, we can describe four fundamental teaching styles. Authoritarian: Demanding ON, Warm OFF Teachers in this category are quick to “jump” on every behavior that is not acceptable in the classroom. Support and positive reinforcement, however, are rare. The authoritarian teacher may use a loud voice to get the attention of her students. She may act shocked and angry when students don’t follow her directives. The “benefit” of this style is that the teacher frequently gets the immediate compliance from her students. The cost of the authoritarian style includes student anxiety and minimal long-term positive effects. No student enjoys a teacher’s yelling. Although kids may comply out of fear, this teaching technique rarely produces behavioral changes that last over time. What makes a great teacher? What is this elusive quality, how can we measure it, and how can it be replicated? These are immensely difficult questions. Amanda Ripley writes in The Atlantic:

[W]e have never identified excellent teachers in any reliable, objective way. Instead, we tend to ascribe their gifts to some mystical quality that we can recognize and revere—but not replicate. The great teacher serves as a hero but never, ironically, as a lesson. If you’re like many, you’ve spent a lot of time as a student and may scoff at this, thinking, “I’ve had bad teachers and I’ve had good teachers, and I know I can tell them apart!” Well, let’s take a look at one quality students often evaluate their teachers for. GOOD TEACHER SHOULD BE FAIR

So what does fair mean? Well, it may differ from individual to individual, but generally, I think most students have the below expectations, when it comes to fairness.

If I’m used to getting A’s, I expect an A.

If I work hard, I expect to get a good grade.

If I work harder than the student next to me and we’re of roughly equal intelligence, I expect to get a better grade.

If someone is unintelligent, goofs off in class, or doesn’t pay attention, they should get a bad grade.

Interestingly enough, although a teacher may want all students to learn the material and perform very well, students never expect this and neither does the system they learn in - why else would we assign grades if not to separate the wheat from the chaff

3. “THERE ARE, OF COURSE, TRULY ARTFUL TEACHERS AND BRILLIANT STUDENTS. Teaching excellence has powerful effects on students.  Excellent teachers make the subject to be learned vibrant and relevant to children.  They draw the students into an experience that fosters interest, memory, and exploration and promotes an ownership of their own learning. Characteristics of Artful Teachers Claudia Cornett,  Creating Meaning through Literature and the Arts, page 31.

Enthusiasm for engaging and stretching all students through the arts

Desire to learn new research, theories, and methods related to the arts

Passion about the power of the arts to transform student learning

Flexibility to change schedules and materials to take advantage of teachable moments

Openness to experiment with creative variations on strategies

Collaborative planners willing to co-teach with artists

Creative problem solvers who seek diverse solutions to learning problems

Optimism about teaching and reaching all children through instruction that is differentiated using arts-based strategies

Humor to create a positive learning climate to deal with problems

Artistry in which one-of-a-kind imprints are made on each child by the teacher’s unique personality and style

Mentorship of students by sharing personal abilities and interests (e.g., teachers who play instruments, write poetry, paint, or dance), which causes students to choose to apprentice themselves to these “masters”

Relationships with students that form the core of classroom discipline

 Courage/confidence to make mistakes and not be threatened by the opinions of nay-sayers

4. SPEAK ABOUT THE GRAMMAR IN ITS RELATION TO OTHER LEVELS OF LINGUISTIC STRUCTURE.

Language is regarded as a system of elements (or: signs, units) such as sounds, words, etc. These elements have no value without each other, they depend on each other, they exist only in a system, and they are nothing without a system. System implies the characterization of a complex object as made up of separate parts (e.g. the system of sounds). Language is a structural system. Structure means hierarchical layering of parts in `constituting the whole. In the structure of language there are four main structural levels: phonological, morphological, syntactical and supersyntatical. The levels are represented by the corresponding level units:

The phonological level is the lowest level. The phonological level unit is the`phoneme. It is a distinctive unit (bag – back).