Experiment 2: Pollution

Target Audience: Polytechnic Teachers and Students in Tamilnadu
Subject: Life and Employability Skill Practical, M scheme, 4th and 5th Semester
Objectives: To improve the listening and writing skill of the students
Question Pattern in Exam: Listen to the following passage and answer the questions (10 marks)
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 Experiment 2

Listen to the passage read out to you and answer the following questions:

Pollution

Pollution is the process of making land, water, air or other parts of the environment dirty and unsafe or unsuitable to use.

Land can become polluted by household garbage and by industrial waste. In 2010, Americans produced about 250 million tons (226.8 million kilograms) of garbage, consisting of product packaging, furniture, clothing, bottles, food scraps, newspapers, appliances, paint and batteries. That's about 4.3 pounds (1.95 kg) of waste per person per day, according to the Environmental Protection Agency (EPA).  Americans generate 30 billion foam cups, 220 million tires, and 1.8 billion disposable diapers every year, according to the Green Schools Alliance. Food is a big contributor to landfill waste. Up to 40 percent of food produced in the United States is trashed each year, according to the Natural Resources Defense Council.

Water pollution happens when chemicals or dangerous foreign substances are introduced to water, including chemicals, sewage, pesticides and fertilizers from agricultural runoff, or metals like lead or mercury. According to the EPA, 44 percent of assessed stream miles, 64 percent of lakes and 30 percent of bay and estuarine areas are not clean enough for fishing and swimming. The EPA also states that the most common contaminants in the United States are bacteria, mercury, phosphorus and nitrogen. According to the United Nations, 783 million people do not have access to clean water and around 2.5 billion do not have access to adequate sanitation.  Warming water can also be harmful. The artificial warming of water is called thermal pollution. It can happen when a factory or power plant that is using water to cool its operations ends up discharging hot water. This makes the water hold less oxygen, which can kill fish and wildlife.  

The air we breathe has a very exact chemical composition; 99 percent of it is made up of nitrogen, oxygen, water vapor and inert gases. Air pollution occurs when things that aren’t normally there are added to the air through smoke from vehicles and factories. A common type of air pollution happens when people release particles into the air by burning fuels. Another common type of air pollution is dangerous gases, such as sulfur dioxide, carbon monoxide, nitrogen oxides and chemical vapors. These can take part in further chemical reactions once they are in the atmosphere, creating acid rain and smog. According to the WHO, ambient air pollution contributes to 6.7 percent of all deaths worldwide. Air pollution kills more than 2 million people each year, according to a study published in the journal Environmental Research Letters.  For example, the release of methyl isocyanine gas at Union Carbide plant in Bhopal in 1984 killed over 2,000 people, and over 200,000 suffered respiratory problems.

Questions:

       1.    How much of waste is produced by an American a day?

       2.    What is thermal pollution?

       3.   Which country people have suffered a lot in 1984 due to air pollution?

                

      4.     Name any two of the most common contaminants in water found in America?

      5.   What does EPA stand for?

    

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For the better understanding on pollution, the teacher may also play the following videos:

Experiment 1 : Global Warming

Target Audience: Polytechnic Teachers and Students in Tamilnadu
Subject: Life and Employability Skill Practical, M scheme, 4th and 5th Semester
Objectives: To improve the listening and note taking skill of the students
Question Pattern in Exam: Listen to the following passage and take notes / hints (10 marks)
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 Experiment 1

Listen to the following passage read out to you and take down notes/hints:

                                                            Global Warming

Global warming is the unusual rapid increase in Earth’s average surface temperature over the past century primarily due to the greenhouse gases released as people burn fossil fuels. The global average surface temperature rose 0.6 to 0.9 degrees Celsius (1.1 to 1.6° F) between 1906 and 2005, and the rate of temperature increase has nearly doubled in the last 50 years.

The cause of global warming is the increasing quantity of greenhouse gases such as carbon-di-oxide, methane and nitrous oxide in our atmosphere produced by human activities, like the burning of fossil fuels, deforestation, smoke from vehicles and factories. The majority of man-made carbon dioxide emissions is from the burning of fossil fuels such as coal and oil so that humans can power various vehicles, machinery, keep warm and create electricity. Since the Industrial Revolution began in about 1750, carbon dioxide levels have increased nearly 38 percent as of 2009 and methane levels have increased 148 percent.

Greenhouse gases trap heat in the Earth's atmosphere to keep the planet warm enough to sustain life, this process is called the greenhouse effect.  Without this, the Earth would be too cold for humans, plants and other creatures to live. However, higher levels of these gases trap more heat and the temperature of earth increases more and more.

The impact of global warming is far greater than just increasing temperatures. Current research is also showing that the water cycle is changing and rainfall patterns are shifting to make areas that are already dry even drier. This is causing water shortages and an intense amount of distress to the over 2.5 million people in dry regions which are degrading into desert. This process is called desertification. Perennial ice cover in the Arctic is melting at the rate of 11.5% per decade and the thickness of the Arctic ice has decreased by 48% since the 1960s. Since 2010, the Antarctic ice melt rate has doubled. The Earth's sea level has risen by 21 cm (8 inches) since 1880. Power Dissipation Index which measures the destructive power of tropical cyclones has increased in the Pacific by 35% and in the Atlantic it has nearly doubled.

Based on plausible emission scenarios, average surface temperatures could rise between 2°C and 6°C by the end of the 21st century.

Notes on Global Warming

1.       Definition of global warming

1.1.  Rapid increase in Earth’s Temperature

1..1.1 . 0.6 to 0.9  ͦC (1906-2005)

1.1.2.  double in last 150 years

       2.   Causes of Global Warming

                2.1. Increasing Green House gases: Carbon-di-oxide, methane, nitrous oxide

                2.2  Human activities such as

                                2.2.1. burning of fossil fuels(for vehicles, machinery & electricity)

                                2.2.2. deforestation

                                2.2.3. smoke from vehicles and factories

                2.3.Due to Industrial Revolution (1750)

                                2.3.1. increase of Co2 by 38%

                                2.3.2 increase of CH4 by 138 %

       3.  Greenhouse Effect

                3.1. helping Earth to keep warm

                3.2. a must for survival of lives on earth

                3.3. higher level of greenhouse gases being dangerous  for lives

      4.   Impact of Global Warming

                4.1. Desertification

                                4.1.1. change in rainfall patterns

                                4.1.2. water shortages to 2.5 million people in dry regions

                4.2. Melting of Ice cover

                                4.2.1. in Arctic 11.5% per decade & 48% since 1960

                                4.2.2  in Antarctic, doubled since 2010

                4.3. Rising of Sea Level 21 cm since 1880

                4.4. Cyclone rise in pacific by 35% in pacific & double in Atlantic.

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The teacher can also play the following videos for better understanding of the students on global warming:
 


 

Changing Verbs into Nouns

Students can change the verbs into nouns by applying anyone of the following methods:
   Rule 1 ( by adding -er/ - or)

Write- writer, work- worker, dance- dancer, sing– singer, lead – leader

Act – actor, calculate – calculator, direct –director, audit –auditor, edit – editor

Rule 2  (by adding -tion / -sion

Connect – connection, produce –production, react -reaction, delete – deletion, inform – information.

Confuse – confusion, divide – division, decide – decision, revise -revision, express – expression

  Rule 3 (by adding -ment)

Agree – agreement, achieve – achievement, engage -engagement, adjust –adjustment, advertise – advertisement

 Rule 4 (by adding -ance / -hence)

Accept - Acceptance, attend- attendance, insure – insurance, appear –appearance, disturb – disturbance, ignore – ignorance

Refer – reference, exist – existence, depend –dependence, prefer – preference, correspond – correspondence

 Rule 5 (by adding -al)

Arrive –arrival, deny – denial, refuse –refusal, approve – approval, dismiss – dismissal

  Rule 6 (by adding -age)

Use – usage,  pack – package, waste –wastage, post – postage, marry – marriage

  Rule 7 (by adding -ery)

Bake – bakery, trick -trickery, surge – surgery, nurse – nursery, forge –forgery

 Rule 8 (by adding -ure)

Depart -departure, fail – failure, press – pressure, enclose –enclosure, legislate –legislature

 Rule 9 (by adding -ness)

Sharpen– sharpness, empty – emptiness, correct – correctness, forgive – forgiveness, fit – fitness

 Rule 10 (by adding -dom)

Free -freedom, bore – boredom

Note: Though there are certain other ways, these are some common ways to change the verbs into nouns. (not the only methods)

Essay on "the Fortune Teller" by Karel Capek

Target Audience: Polytechnic Teachers and Students in Tamilnadu
Subject: English-2, II YEAR MOP, M SCHEME
Question Pattern in Exam: Answer anyone of the following in 200 words each. (1x10=10) 
Three quesions will be asked from four short stories prescribed in the syllabus and students have to answer one.

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Preface:
“The Fortune Teller” is a short story penned by Karel Capek, a famous Czech writer.  The story is about a fake fortune teller (astrologer) in England called Mrs. Myers.  How she is trapped by the detective inspector Mr. MacLeary and punished by the magistrate Kelly is the story.  But how her prophecy turns out to be true is the irony of life. Everyone’s judgment goes wrong but not the predictions of the fake astrologer.

The Predictions by Mrs. Myers
Inspector Mr.MacLeary spreads a net to catch Mrs.Myers by sending his wife Mrs.MacLeary.  His wife pretends as if she is a 20 years old unmarried girl.  Mrs. Myers reads the cards.  She predicts that the girl is going to marry a young rich business man before the end of the year.  An elderly man will be an obstacle on her way but she will succeed and move across the ocean after marriage. The fee -one pound and one shilling is paid for her predictions.

The Trial Scene in the Court
The inspector files a case against Mrs. Myers.  She is summoned to court for trial.  She argues that Mrs.MacLeary appeared as an unmarried anxious girl that is why I predicted so.  However her fradulence is proved and she is sentenced to deportation.  She also has to pay the penalty of 50 pounds.

The Irony of Life
A year later, the judge Mr. Kelley meets the inspector by chance. He is shocked to know that Mrs.MacLeary eloped with a young rich businessman from Melbourne.  She crossed the ocean a weak ago for Australia.  Mrs. Myers is a fraud but her prediction becomes true.  The inspector and judge are able to judge Mrs. Myers but not the mysterious happenings in life.  Destiny overrules human intelligence.

Questions and Answers – “The Refugee” by K.A. Abbas

Target Audience: Polytechnic Teachers and Students in Tamilnadu
Subject: English-2, II YEAR MOP, M SCHEME
Objective: Students should be able to interpret and explain a content in English. 
Question Pattern in Exam: II. Answer any FIVE questions  each in 30 words : (5 x 2=10)
Eight questions from 4 lessons will be given in the exam and students should answer FIVE questions in 30 words.
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1.      What does Abbas mean by the words “the tragic storm of August- September, 1947”?  (OR) What happened to the minority communities in the wake of partition?

 Horrible events happened during the partition of India and Pakistan in 1947.  Nearly ten million people fled from Pakistan to India and vice versa as refugees.  They were uprooted from their home,  family, friends, relatives and lost all their possessions.  There was bloodshed everywhere.

Abbas calls this “the tragic storm of August –September, 1947.”

2.       What was the pattern of living in Punjab before Partition? (OR) How did Abbas’s mother win the respect and affection of all her neighbours?

Hindus, Sikhs and Muslims lived together as friends in the same place with love and attachment. This was the pattern of living in Punjab before Partition.  Maanji represents this. Being a Sikh, She distributed butter milk to all her neighbourhood and won the love and affection of all her Muslim neighbours.  The Muslim women called her Behanji (sister) or Maanji or Chachi (mother) affectionately.

3.     What was Maanji’s reaction to the impending partition? (OR) What did Maanji say when she heard about the hatred of Muslims for the Hindus in Rawalpindi?

The news about impending Partition in newspapers worried many Sikhs and Hindus in West Punjab (now in Pakistan) but not Maanji.  Muslim friends warned her that it was dangerous for a Sikh to live there and even her own son in Bombay asked her to come there.  But she strongly believed that her Muslim neighbours were friendly to her and all of them were her own children.

4.      4 How did Muslim neighbours show their affection for Maanji?

Muslim friends warned her that it was dangerous for a Sikh like her to live there and urged her to leave Rawalpindi.  However some Muslims assured her that they would protect her by all means.  A Muslim tailor, also her tenant, kept watch night and day on her house to save her family. Thus they showed affection for Maanji.

5.      What snapped the last thread of Maanji’s faith? OR How did Maanji describe the murder of tongawallah?

In front of Maanji’s house, a tongawallah (horseman) was stabbed to death because he was a Hindu.  They also went on stabbing the poor horse and killed it that had “neither religion nor caste.”  This incident snapped the last thread of Maanji’s faith in  the safety of Sikhs in Rawalpindi.

6.      What were Maanji’s thoughts when she moved out of Rawalpindi?

In the beginning Maanji thought that the madness of people and communal riots would soon cool off.  But on the way to Delhi, she saw horrible things here and there and came to a conclusion that she would never return to Rawalpindi.

7.     How did Maanji take the loss she had suffered?

Maanji lived with her family in a single room in Bombay as a refugee.  Now all her life’s savings and possessions are lost but not her hospitality.   She suffered a lot but never cursed anyone for that.  There was no anger or self-pity in her silent heart against anyone.

Essay on “The Refugee” by K.A. Abbas

Target Audience: Polytechnic Teachers and Students in Tamilnadu
Subject: English-2, II YEAR MOP, M SCHEME
Objective: Students should be able to interpret and explain a content in English. 
Question Pattern in Exam: IV. Answer any one of the following in 200 words: (1 x 10 = 10 marks)
Three questions out of 4 lessons will be given in the exam and students should answer a question in 200 words.
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Introduction:

                “The Refugee” written by K.A.Abbas describes the horrible events happened during the partition of India and Pakistan in 1947.  It was a time when nearly ten million people fled from Pakistan to India and vice versa as refugees.  They were uprooted from their home and family.  There was bloodshed everywhere. The writer sketches the events in the life of an old mother called Maanji and thereby throws light on the sufferings of millions of people during the partition.

The Life of Maanji before Partition

Maanji is the mother of the author’s Sikh friend.  Before Partition, life was a bed of roses to Maanji.  She lived in Rawalpindi (now in Pakistan) in a two-storied house. She had steady income from many rented shops and harvest from her own land.  She had a buffalo and so milk, curd and butter were available in surplus. Being a Sikh, She distributed butter milk to all her neighbourhood and won the love and affection of all her Muslim neighbours.  The elder Muslim women called her Behanji (sister) while the younger ones called her Maanji or Chachi (mother) affectionately.  Rawalpindi was the whole world for her.

The Life of Maanji during Partition

The news about impending Partition in newspapers worried many Sikhs and Hindus in West Punjab (now in Pakistan) but not Maanji.  Many warned her that it was dangerous for a Sikh to live there and even her own son in Bombay asked her to come there.  But she strongly believed that her Muslim neighbours were friendly to her and all of them were her own children.

The Life of Maanji after Partition

In front of Maanji’s house, a tongawallah (horseman) was stabbed to death because he was a Hindu.  They also went on stabbing the poor horse and killed it that had “neither religion nor caste.” This made Maanji to abandon her home and neighbours in Rawalpindi and move to Bombay as a refugee.  In Rawalpindi, she had two male servants and a maid but here she has to cook, wash, clean, and do everything herself, living in a single room.  All her life’s savings and possessions are lost but not her hospitality.   She suffered a lot but never cursed anyone for that.  There was no anger or self-pity in her silent heart against anyone.

Experiment 4 : Making Sentences Instantly

Target audience: Polytechnic English teachers and students in Tamil nadu and others.
M scheme : Life and
Employability Skills
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Experiment -4
Making Sentences instantly on hearing the word

How to practice this like a language game?
The teacher may divide the students into 5 or 6 groups and make them sit in a circle.

Level 1
Two minutes time will be given.  Each group may write any common words (not departmental words) they know as fast as possible. When the time is up, the group that writes more number of words will secure first place and five marks. That which comes second will secure 4 marks. Similarly the other groups will be awarded the marks.
Expected result: The vocabulary of students will be tested.  They recall the common words they already know and this prepares them for the next level to make sentences . Interest of the students is kindled.

Level 2
The teacher will discuss with the students how to make sentences instantly for a given word and give some examples.  5 minutes time may be given for the preparation of each group.  After 5 minutes, the teacher will say any 5 words from the first 20 words written by a particular group.  Any one in that group may make a sentence but within 5 seconds.  If the group makes 5 sentences instantly, 5 marks will be awarded.  If it fails, the word will be passed to the next group that will get the mark by answering rightly.
Expected result: Students make sentences instantly being in a group and supported by other members in the group. They try to get more points and the interest in learning is retained.

Level 3
Level three will be as same as level 2 but here the teacher may say 5 words from the first 50 words written by a group in level 1.  Thus this level will be little tough and increase the ability to make sentences immediately. Awarding marks for right answer will be in the same pattern as done previously.

Level 4
Level four has to be little more difficult than the level 3 just to motivate the students.  Here the teacher may say any 5 words from the first 100 words written in level 1.  Awarding marks will be the same as done earlier.

Level 5 ( final level)
Now the teacher will say to each group any  10 common words  that may not be in the list.  Now the five seconds may be reduced to 2 seconds to make a sentence.  Each member should be asked to attend two words and make sentences immediately as in the board practical exam.
Expected result:
Students may make sentences with errors and at the end the teacher may guide them to correct the errors.  The group that secures first and second place may be appreciated and complimented with a small gift.  In real life, they should be encouraged to use English words in their day to day communication.

The twenty words with example sentences made by each group during the activity may be recorded in the record note by the respective group members for experiment 1.

Note: The activities suggested here are only informative and suggestive and the teachers may modify them according to the learners' ability to bring out the desired result.

Experiment 4 (for record note)

Say in a sentence instantly on hearing the following words:

1. afraid               -              I’m not afraid of talking to her.

2. always             -              Children always speak truth.

3. attend              -              All of us have to attend the meeting without fail.

4. beautiful           -              This dress is beautiful but very expensive.

5. become           -              My friend has become the class representative.

6. book               -              My favourite book is Shakespeare’s “Hamlet”.

7. breakfast         -              I had my breakfast just now.

8. come              -              Have you already come to this place?

9. decide             -              I have decided to go for higher study.

10. children         -              Children are fond of sweets and ice-cream.

11. different        -              She is different from others in her approach.

12. easy              -              Getting a govt. job is not easy nowadays.

13. famous          -              Salem is famous for mangoes.

14. friend            -              Latha is my best friend since my school days.

15. work             -              My father is working in Pollachi.

16. happy            -              I am happy about your progress in the exam.

17. holiday          -              Is tomorrow a holiday?

18. important       -              We have an important meeting today.

19. know            -              I know where he is studying.

20. never             -              I would never commit this mistake again.

Guidelines for Writing Record Note

Target audience: Polytechnic English teachers and students in Tamil nadu
M scheme : Life and Employability Skills
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Guidelines for writing record note for Life and Employability Skills

Record Note - Part 1 Communication Skills
Listening Skill Activities:
1. Listening to the content and taking down notes .- 2 pages

2. Listening to the content and answering the questions – 2 pages

3. Listening to the content and filling in the blanks with the exact words heard – 2 pages
( One of the three topics – Global Warming, Pollution and Environment should be chosen.  Topic once selected for one activity should not be repeated for the other)

Speaking Skill Activities:
4. Making Sentences instantly on hearing the word – 2 pages ( only common words of day to day life are to be given – 20 words with sentences)

5. Making Expressions of politeness used in communication – 20 expressions with context – 2 pages.

6. Introducing yourself / Officials in the working place – 2 pages (one on each topic)

7. Describing/ explaining the product – one common product, one departmental product) -2 pages

8. Dialogue (only in the working place) – 2 x 2 = 4pages)

9. Group discussion – dos and donts one page and G.D, 1 page.
Writing and Reading Skill

10. Providing different structures (statements) – 2 boxes – each box with 5 sentences

11. Providing different structures (questions) – 2 boxes – each box with 5 sentences

12. Resume writing – 2 pages ( without covering letter)

13. Preparing an Outline of the Project – not less than 4 pages ( the Project is to know how to apply for a loan to start a business)

Each experiment – 10 marks, 13 x 10 = 130 marks, getting converted into 10 marks.

Record Note - Part 2
Guidelines for Assignments
 All students are to be divided into groups
 Each group – 5 students
 Each group – any 5 topics from the given 15 topics in the syllabus
 All topics must be covered by the whole class
 5 assignments x 4 pages
 5 x 10 marks = 50 marks that is to be converted into 10 marks

Why Jolly Phonics is Rubbish...

Dear parents, teachers and heads of schools, please conduct the test for your jolly phonics students if you are following this system in your school to know the ill-effect of Jolly phonics:

Here is a list of about 250 words.  Give them to students learning jolly phonics up to third standard.

Test 1: (writing ) Dictate any twenty words taken from the list (according to their age) and ask them to write. Collect the paper.

Test 2: ( Reading) Ask the students to read any twenty words and award one mark for each right answer.  Check the score sheet.

Test 3: ( comprehension) Ask them whether they know meaning of these words., when they read.

Test 4: Do the test No.1 with the help other subject teachers who also handle classes in English.  These teachers who may know about jolly phonics will lead to different results and show how  jolly phonics students will encounter problems in subjects other than English.

List of Common Words:

Neighbour, license, write, leaves, knows, sea, believe, conscious, discipline, foreign, height, library, receive, rhymes, weather, birth, natural, photograph, sign, while, fruit, truth, group, through, grew, flood, floor, build, rough, defence, leave, even, soup, could, journal, people, heavy, palace, dance, because, laughter, scene, smile, break, ocean, ideal, watch, war, warning, said, certain, aunty, create, real, pearl, earth, early, learn, heart, beard, beauty, weight, leisure, deceive, ceiling, theory, view, paw, blew, island, light, bird, divide, movie, field, friend, worry, author, ego, soup, touch, country, coupon, journey, allow, row, own, dowry, cuckoo, cushion, union, super, lunar, busy, fuse, rule, flu, sugar, purify, rural, plural, sure, useful, annual, failure, guest, juice, fluid, biscuit, suitable, suicide, Hindu, system, typical, pyramid, hyphen, style, cycle, deny, oxygen, comb, climb, city, queue, special, Prince, nice, muscle, headache, anchor, machine, chemistry, casual, cheque, gradual, fine, gel, pager, gentle, rage, judge, suggest, ghost, higher, honest, exhibition, knee, knife, knock, valve, ball, half, anxiety, autumn, tongue, iron, tear, hurt, tension, facial, assignment, answer, fortune, caution, listen, wheel, whole, wrong, twist, half, call, calm, alter, strange, caste, chaste, pieces, excuse, tease, lease, arise, vision, pleasure, session, treasure, ration, patient, picture, tonne, leakage, cupboard, doubt, lighter, soldier, nation, magic, bridge, fridge, lose, flute, wolf, rate, obey, deaf, guess, son, talk, cause, caught, door, lock, bazaar, fight, vow, music, news, dancer, pencil, medicine, office, voice, race, senior, celebrate, cereal, serial, series, ceremony, superior, bracelet, decide, principal, recycle, police, team, guitar, size, since, slice, voice, vice, night, bike, rice, mighty, Christ, knew, accept, access, tall, circle, pace, laugh, break, bread, grief, gym, blood, double, word, sauce, future, recall, awful, move, turning, guide, mutual, headache.

Why jolly phonics is wrong…
The 44 sounds in English are in the following table.  Jolly Phonics assumes that each sound can be written with one letter or diagraph.  But, for each sound, we use different spellings in different words.
Sound Graphemes Examples
1 /b/ b, bb bug, bubble
2 /d/ d, dd, ed dad, add, milled
3 /f/ f, ff, ph, gh, lf, ft fat, cliff, phone, enough, half, often
4 /g/ g, gg, gh,gu,gue gun, egg, ghost, guest, prologue
5 /h/ h, wh hop, who
6 /j/ j, ge, g, dge, di, gg jam, wage, giraffe, edge, soldier, exaggerate
7 /k/ k, c, ch, cc, lk, qu ,q(u), ck, x kit, cat, chris, accent, folk, bouquet, queen, rack, box
8 /l/ l, ll live, well
9 /m/ m, mm, mb, mn, lm man, summer, comb, column, palm
10 /n/ n, nn,kn, gn, pn net, funny, know, gnat, pneumonic
11 /p/ p, pp pin, dippy
12 /r/ r, rr, wr, rh run, carrot, wrench, rhyme
13 /s/ s, ss, c, sc, ps, st, ce, se sit, less, circle, scene, psycho, listen, pace, course
14 /t/ t, tt, th, ed tip, matter, thomas, ripped
15 /v/ v, f, ph, ve vine, of, stephen, five
16 /w/ w, wh, u, o wit, why, quick, choir
17 /y/ y, i, j yes, onion, hallelujah
18 /z/ z, zz, s, ss, x, ze, se zed, buzz, his, scissors, xylophone, craze
Vowels
Sound# Sound Graphemes Examples
19 /a/ a, ai, au cat, plaid, laugh
20 /ā/ a, ai, eigh, aigh, ay, er, et, ei, au, a_e, ea, ey bay, maid, weigh, straight, pay, foyer, filet, eight, gauge, mate, break, they
21 /e/ e, ea, u, ie, ai, a, eo, ei, ae, ay end, bread, bury, friend, said, many, leopard, heifer, aesthetic, say
22 /ē/ e, ee, ea, y, ey, oe, ie, i, ei, eo, ay be, bee, meat, lady, key, phoenix, grief, ski, deceive, people, quay
23 /i/ i, e, o, u, ui, y, ie it, england, women, busy, guild, gym, sieve
24 /ī/ i, y, igh, ie, uy, ye, ai, is, eigh, i_e spider, sky, night, pie, guy, stye, aisle, island, height, kite
25 /o/ o, a, ho, au, aw, ough octopus, swan, honest, maul, slaw, fought
26 /ō/ o, oa, o_e, oe, ow, ough, eau, oo, ew open, moat, bone, toe, sow, dough, beau, brooch, sew
27 /oo/ o, oo, u,ou wolf, look, bush, would
28 /u/ u, o, oo, ou lug, monkey, blood, double
29 /ū/ o, oo, ew, ue, u_e, oe, ough, ui, oew, ou who, loon, dew, blue, flute, shoe, through, fruit, manoeuvre, group
30 /y//ü/ u, you, ew, iew, yu, ul, eue, eau, ieu, eu unit, you, knew, view, yule, mule, queue, beauty, adieu, feud
31 /oi/ oi, oy, uoy join, boy, buoy
32 /ow/ ow, ou, ough now, shout, bough
33 /ə/ (schwa) a, er, i, ar, our, or, e, ur, re, eur about, ladder, pencil, dollar, honour, doctor, ticket, augur, centre, chauffeur
Controlled Vowels
Sound# Sound Graphemes Examples
34 /ã/ air, are, ear, ere, eir, ayer chair, dare, pear, where, their, prayer
35 /ä/ a, ar, au, er, ear math, jar, laugh, sergeant, heart
36 /û/ ir, er, ur, ear, or, our, yr bird, term, burn, pearl, word, journey, myrtle
37 /ô/ aw, a, or, oor, ore, oar, our, augh, ar, ough, au paw, ball, fork, poor, fore, board, four, taught, war, bought, sauce
38 /ēə/ ear, eer, ere, ier ear, steer, here, tier
39 /üə/ ure, our cure, tourist
Digraphs
Sound# Sound Graphemes Examples
40 /zh/ s, si, z treasure, division, azure
41 /ch/ ch, tch, tu, ti, te chip, watch, future, action, righteous
42 /sh/ sh, ce, s, ci, si, ch, sci, ti sham, ocean, sure, special, pension, machine, conscience, station
43 /th/ th(voiced), th(unvoiced) thongs, leather
44 /ng/ ng, n, ngue ring, pink, tongue

IPA Phonetic Chart (many dictionaries follow only these symbols as guidelines to how to read a word, not 42 letter sounds by jolly phonics):

Vowels (Monophthongs)
IPA Phonetic Symbol Examples
i ː tree, sea, receive, women, believe, we, people
ɪ bit, symbol, recall, business
æ cat, apple, compact
ɑː car, far, garage, heart
ɔː sort, ball, ought, awful, board, floor, audacity, saw
ʊ put, foot, could, butcher, woman
u ː fool, rule, shoes, true, crew, move, through
ʌ up, other, but, couple, blood, love
ɜ ː her, first, turn, search, word
ə until, about, alias
e bed, effort, head, said, friend
ɒ rock, impossible, body, cough, knowledge
Diphthongs
IPA Phonetic Symbol Examples

eɪ tray, eight, make, sail, say, great, ace
aɪ sky, I, bye, buy, by, guide, flight, rye, die, choir ['kwair]
ɔɪ joy, coin, oyster
ɪə (-ramer.) fear, beer, here
eə (-ramer.) hair, care, there, hare
ʊə (-ramer.) tour, poor
aʊ trousers, cow, hour, our
əʊ joke, coat, own, go, though, sew, toe
IPA Phonetic Symbol Examples

p parking, gallop, open
b board, tab, abandon
t trunk, request, receipt
d add, ad, diligent
k kodak, cord, accomplish, school, ache, conqueror, exchange (x = k+s)
g grace, agree auxiliary (x = g+z)
tʃ chance, achieve, catch, mutual
dʒ jungle, judge, logic, procedure
f fool, atmosphere, enough
v vocal, give
θ thanks, ethic
ð there, other
s sunday, citizen, east,scissors, psychology
z zebra, cosmonaut, scissors, resign, xenon
ʃ shine, sure, action, special, issue, conscience, anxious (x = k + ʃ)
ʒ visual, casual, usual, garage,
h head, uphill
m mother, lamb
n note, intrusion,knowledge, pneumatic
ŋ sing, sink
l laughter, illegal
r random, orange; (amer.)order
j yet, yesterday, you, utility; (u = j + u)
w what, windows, quest, one (o = w + ʌ)

To read the above and hear the sound, visit : https://audio-class.ru/english-phonetics.php

Complications in Teaching English sounds through jolly phonics:
1. Jolly Phonics has confused the following vowel sounds: /ɜː/ and /ə/ found in the words such as burn and alive. They are long and short vowels.  Only with the diagraph “er” , they try to cover these two vowel sounds.

See the above picture.
 For example, the word, “verb" has long vowel sound but “winter", short vowel sound. For these two vowels, why should they use only one diagraph “er” whereas for other two vowels (oo in book, oo in moon) two diagraphs?  Can they teach all words that do not have “er” but have these vowels?
I don’t know how they will read or speak words that have these sounds: earn, learn, earth, about, above, again, etc. In the latter's case, there is no “er" spelling at all, though they have the short vowel /ə/.  How will the students write these words?
2. Similarly, Jolly Phonics has confused these two vowel sounds: /iː/  and / I /

It says that the words “bee" and “donkey" have same long vowel sound “ee” but actually the latter does not have.  Again see how stupid the instructions given by them are! : “Three of these pictures have an /ee/ sound.  Cross out the one that does not.”  You have given only three pictures and say “ three of these pictures “. (???!)

3. The diphthongs   in  /ɪə / in hear,  /eə/ in fare and /uə/ in poor are left out by jolly phonics.  So the students and teachers of jolly phonics have to read wrongly the words that have these sounds.

4. The consonant sound /ʒ / in vision,  casual and pleasure is left out.  Students are likely to write wrong spellings for words with this sound.

Thus a question arises in our mind – Are they teaching to pronounce English words rightly or wrongly? They do not seem to have the basic understanding of sounds in English.

The Dangers Behind Fascinating Jolly Phonics

Warning to Parents and Teachers –“Beware of Jolly Phonics"
If the school of your kid follows Jolly Phonics system, it means that you are crucifying your child on the cross of phonics with no hopes of resurrection.

The UK, the USA and Australia are following synthetic phonetic system which is the method of Jolly Phonics.  First Understand the system so that you can understand the dangers that it has inbuilt.
Cambridge dictionary defines the term “phonics" as “a method of teaching people to read based on the sounds that letters represent".   It also defines the word “phonetics” : “study of sounds produced by human voice in speech.”  When you read a word or sentence, you are producing sounds.  When you speak the same word or sentence, again you are producing  same sounds.  Anyway sounds are the same.  Are there any two categories as “letter sounds" and “speech sounds” (phonemes)?  In a standard, British English, there are 44 speech sounds.  They are written as symbols in between slanting lines.  All the major dictionaries in English use the phonemic alphabet consisting of these 44 sounds to read any word in English.  We refer to them and  come to know the right pronunciation of a new or unknown word by this method.   Jolly Phonics says, it teaches 42 letter sounds that the students can use to read and write many words in English as quickly as possible.

Kids are introduced into 42 letter sounds in a fun way by dividing the letter sounds into seven groups in a specific order as given below:

Seven groups:
1. s,  a, t,  i,  p,  n
2. c k,  e,  h,  r,  m,  d
3. g,  o,  u,  l,  f,  b
4. ai,  j,  oa,  ie,  ee,  or
5. z,  w,  ng,  v,  oo,  OO
6. y,  x,  ch,  sh,  th,  th
7. qu,  ou,  oi,  ue,  er,  ar

 The Dangers Lurking Behind Jolly Phonics:

1. Alphabets are not introduced up to the first three steps in jolly phonics teaching but only the above sounds and the words which consist of these sounds are introduced. Lkg students whose age is between 3 1/2 and 4 1/2 have to recognize these 42 sounds distinctly and they should also write 26 letters and diagraphs.  The problem starts when the teacher teaches how to write the 26 letters.  The letter “i” is sounded into “e” sound in the word ink and the kid writes the letter “i".  Such a child always tends to read “e" whenever and wherever it sees the letter “i".  The parents who are not introduced to jolly phonics are shocked why the reading goes wrong.  The child is also confused when his friend in the neighbourhood studying in a different school reads the alphabet differently. The question is - how will the child write the spelling of the following words which consist of the same “e" sound?:
myth, orange, chocolate, bargain, pretty, mileage, breeches, counterfeit, medicine, carriage, sieve, shiitake, women, busy, minute, build

The child will definitely write wrongly as : mith, oringe, chocolite, bargin, pritty, milige, carrige, sive, shitake, wimin. bisi, minit, bild.

The same danger occurs when the children are asked to write the letter “e" when the sound /e/ in egg is produced.
How will they write if the following words are read out?:

 many, aesthetic, said,deaf, heifer, jeopardy, friend, lieutenant,  guess

The children are likely to write wrongly as: meni, esthetic, sed, def, refer, jepordi, frend, leftinent, gess.

2. Jolly Phonics does not know the basic truth that English language has no one to one connection between letter and sound.  By blending sounds you cannot write more than 50 percent of the words in English which have zero connection between the spellings and the sounds they make. For a single sound, it has multiple spellings and a single letter stands for multiple sounds. How will you blend the sounds to write all words in English using jolly phonics method?

3. Jolly Phonics argue that these words can be learnt at a later stage through “tricky words".  How many words are there in English that you would include in the list of tricky words? Then  50% of English words will have to be loaded in your list, not just the 40 words you have in your beginner’s level.  Jolly Phonics defines "tricky words" as "words that we can't sound out".  What do you mean by sounding out? Is it different from pronunciation of the word?  Is there any word in English that cannot be pronounced?  The list of tricky words says that the, we, I, he, she, be, me, to, do, was, of, snake, are, all, your, you, come, here, some, they, said and there are tricky words.  They are not difficult words at all.  They are tricky words because they cannot be blended in jolly phonics method and cannot be written.  The phrase "tricky words" itself is a trick used by these people to hide the foolishness and ugliness of their approach.  Their tricks may be successful in making monosyllabic small words but what about thousands of poly syllabic long words? Who is going to say the sound individually - the teacher, or parent or the child itself to blend the sounds and write the words?  There are ten sounds in the common word "intelligence".  Are you going to say each sound one by one to write the word by the child?  Or can it be done by educated parents?

The method adopted by them to teach tricky words is still more funny.  One of the methods is called "look, cover, write, check".  Students should look at the word.  Teacher will cover the word with a cloth.  Now the student should write the word in the air.  Then the teacher will show the word to check whether the written word is correct.  Another method is,  to learn a tricky word, introduce a relevant saying.  In the long run, is the learner of English is going to learn all the tricky words (more than 50 percent) in the language using this method?

4. All the standard dictionaries of the World such as Oxford and Cambridge dictionaries are giving phonetic transcription (combination of speech sounds) for each word.  They don’t give your 42 letter sounds.  They never have the list called “tricky words".  Do you mean How to read a word is not known to them?  How will jolly phonics children refer to such dictionaries to know the pronunciation of  new words that they are going to learn throughout their life? Now tell me whether there are two sounds called letter sounds and speech sounds (phonemes) to know how to read? In standard British English, the letter “r" is not at all pronounced almost in all English words if it occurs at the end as well as preceded by a vowel.  But jolly phonics says that “er“ “or" and “ar" are letter sounds.  The child is likely to pronounce words with these letters wrongly.

5. Step 5 in  “jolly phonics teaching” is going to be the toughest one for your child because it introduces letter names, capital letters forms and their sounds, one to ten tricky words and dictation of tricky words – here the crucifixion of the child on the cross of phonics starts.  The child thinks, the teacher says, the name of the letter  is different from its sound, the letter also has capital forms, some words that cannot be sounded out are tricky words…. Why should a child studying LKG  know all these technical explanations about phonetics meant for researchers or English teachers, and  get confused more and more? Just to hide the one truth that English has no connections between their sounds and their spellings, how many lies are going to be told in the name of tricky words?

6. Step 6 in jolly phonics introduces red level readers, a collection of “small books", 18 in number.  The instruction says that (LKG)students (in Tamilnadu) should read these readers independently and they should be given other decodeable books available.  They mean that the book must have only the regular words that have their 42 letter sounds and 10 selected tricky words.  What kind of text it is!? I was really shocked. Let us just take one book and analyse it.  The book entitled “The Pond" is a general fiction – they categorize so.  There are ten ducks in a pond into which a frog jumps.  The ducks flip off and the frog owns the whole pond to himself.  What is the message in this story?  You can drive away innocent or weak people from their place with your power.  Then you can enjoy the place alone for yourself.  Are they teaching imperialism to the child just as how British people dominated over Indians and occupied India? Is it all that we want to reach the young tender hearts?  Are we reading for meaning or for life or for just learning selective sounds alone?  If we are just reading for understanding sounds, it is just “barking a print".  In another story called “monster”, Monsters stamp, bash and crash, flap and clap, wail and shout, bang and clang, sleep.  Nothing more happens.  What is the purpose of this so called story with unreal and unwanted characters?  What are the young kids going to learn in connection with real life by sounding them out?  Do you want to make your kids into monsters in the hands of these phonic monsters? All the red level readers are , as the red colour stands for, very dangerous to young minds.

7. Step 7 in jolly phonics asks the teacher to introduce yellow level readers, again same number of books, same stupid, unrealistic, disgusting, silly, immoral, unsuitable texts for “victim kids".  The book “monsters party" is sheer nonsense and has nothing to do with the needs of kids in real life.  The book “Hetty” teaches an immoral story to learn how to be lustful (hen), cunning (rats) and lazy, sleepy, irresponsible (dogs) and foolish (cats).  “The Rain Forests", “moths and butterflies” and “Oil" are not at all suitable for UKG kids who are too young to be introduced to them.  Any reader in the World reads only for meaning, not for sound.  In fact, when we read a text, we don’t worry about the letters and sounds, we recognise only the first and last letter of a word.  Here,  I would like to quote from a research paper that was presented at a conference of Auckland principals in Auckland, New Zealand in April 2008:  “ Aoccdrnig to rscheearch at an Elingsh uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is that the frist and lsat ltteers are in the rghit pclae: the rset can be a toatl mses but you can still raed it wouthit a porbelm. This is bcuseae we don’t raed ervey lteter but the word as a wlohe. So, hey, waht does this say abuot the improtnace of phnoics in raeidng? Prorbalby that phonics ins’t very imoptrnat at all. How apcoltapyic is that, in the cuerrnt licetary wars!
As if that weren’t proof enough that phonics is useful but not essential, here’s more: how can it be possible that the billions of people in China and Japan, Korea and Taiwan learn to read when there is no phonics possible in their written language, which is displayed, instead, in pictographs? Children in China have to be told what a word is and then learn to recognise it and memorise it. Amazing what they achieve, isn’t it? All those billions of people, deprived as they are, poor things, from the apparently essential benefits of phonics, becoming competent in literacy.”

8. You learn how to read a word in a sentence only in the context.  Read the following three sentences: 1. The bandage was wound around the wound.  2. He could not read what was read out to him.  3. Within a minute, I captured the minute detail about it.
How will you read the words – wound, read, minute? In the same way? In the absence of context and meaning, how can you read many words in English?  How will you know the sound of a word when you just read with a list of carefully selected words, as jolly phonics says?

9. In a language like English, silent letters pose a great problem. 60 percent of English words almost invariably in more than 15 letters out of 26letters: the letter b is silent in dumb, c is silent in scissors, d is silent in handsome, e in hope, drive, gave, g in sign, gh in light, fight, daughter, h in hour, when, why, where, k in knife, know, knock, l in calm, talk,  n in   Autumn, column, p in psychology, s in island, t in listen, often, tsunami, u in guess, guest and w in wrong , write…  The list goes endless.  The word queue has four silent letters at the extreme.   How will you blend the sounds to write or read a word?

10. Homophones in English pose great dangers to the attempt of blends sounds and writing the words.  Homophones are words that have same sound but differ in spelling and meaning.  When the teacher blend the sound of one word, the child will write the another word.  For example, when you dictate or blend the sounds of be, bare and sea, the child will write bee, bear and see or differently wrongly.  How will you blend the sounds to make a word in English that has plenty of homophones?

11. A strong building cannot rely on a weak foundation.  Children who learn by jolly phonics are likely to misunderstand the entire nature and structure of English language.  In the long run, they will know that the tricky words are not just 40 but uncountable.

12. By blending method, they are going to write even ordinary day to words with spelling mistakes if the teacher hasn’t taught them earlier as tricky words.  The first standard girl nearby my house writes the word friend as “frend”and ball as “boll” after blending the sounds. It is the problem with the system of Jolly Phonics, not with the child.

13. We are reading  for information or pleasure but Jolly Phonics students are reading for reading only.  Great writers are going to be killed alive in their reading.  The teacher cannot always sit near and assist the entire reading throughout the life a man.  They say that students should be encouraged into independent reading.  How can they?  Any independent reading of  independent ordinary children’s story books has numerous irregular words, “tricky words" in your language.  Secondly they focus only on sounds, not on meaning or message or morals as you have trained them with red and yellow level readers.

14. Language has four skills – listening, speaking, reading and writing.  Jolly Phonics focuses only on reading and writing and never talks about the other two.  They is no practice to improve their speaking and listening skills, since the kids are exposed only to carefully selected text.

15. Parents cannot help the students unless they understand the teaching methods of Jolly Phonics. When a child learns a new word, parents are capable of spelling the word and assisting them.  In a country like India where only a few parents can blend the sounds and teach the word as per jolly phonics.   In the school when my son is studying, everything is hidden, kept secret to the parents who cannot understand all that is happening in the school inside his class.  Whatever the parents teach that will misguide the kids, the teacher argues.  Right.  So you mean that the kids should not ask any doubts to the parents for two years.  Even jolly phonics warns that parents should be made aware of the synthetic phonetic system so that they will not misguide the kids.  But the schools are experimenting this system secretly with the child. Parents who know only 26 letters are in utter chaos comparing their children with others.

16. Students of Jolly Phonics cannot enjoy the rhymes that other school children do.  They have to sacrifice even sports hour to practice this jolly phonics seriously.

17. If a student is absent for one week, he is lost for ever, cannot be on the track of the teacher.  If his father gets transfer, if he goes to another school free from jolly phonics, many unexpected shocks are awaiting him, when the teacher spells the unknown words or teachers teach with different pronunciations.

18. One-text-fits-all method, which is dropped out by many education systems, is followed by jolly phonics.  It will not be suitable even for all learners of the same age who vary by country, native or non native speakers of English, culture, visual or auditory  interest, etc.  All students in the class do not, of course, cannot score the same mark.  Why?  Simply because everyone's capabilities and interests vary.  All teachers cannot teach  the same subject in the same way throughout the world because they vary in thousand and one things.  How can you implement “one-text-fits-all"?  Truely speaking, the teacher follows because the school follows this system.  The schools follow because the UK government follows.  One country follows because the other countries follow.  But who follows truth is the question.

19.  It discourages reading any book for the simple fear that the book may have irregular words (tricky words) that would confuse them.  Students are not encouraged to speak or narrate of their own simply since speaking skill is completely neglected.

20. Those children who are not able to follow the system and write the dictated words are going to be labelled as poor learners.  Strangely every child is to become one of them sooner or later, whether it succeeds or fails in following this system.

21. The pronunciation varies from country to country, even in the same country from one place to another, even in the same place from parent to teacher, from one one person to another person.  Native speakers of language speak with certain pronunciation and accent that non-native speakers of English do not follow.  In a country like India where almost 90 percent of the English speakers speak with wrong pronunciation and zero stress pattern. Which sound is going to be blended for the child to make a word?

22. There are 2000 languages spoken in Africa and around 80% of them have no written form (and so,  no chance for reading).  For example, even in India, the language sowrashtra has no written form and therefore there is no question of reading.  Still these people effectively communicate with each other.   A language can exist without writing and reading but cannot live without speaking and listening.  How are you still going to support jolly phonics which concentrates only on reading and writing.

23. If the child gets confused in English subject, it is going to get confused with all subjects (except Tamil ) which are taught in English.  Again other subjects are not taught by English teachers but by science, maths, history and computer teachers who teach in English but with less or zero knowledge about jolly phonics.  Many degree holders with less knowledge about phonetics complete two days certificate course in jolly phonics. The course fees is around Rs..8000/- in Tamilnadu and other states of India.  They immediately become KG teachers or start their own KG schools.  What about the fate of the child who joins there? The child is going to be lost for ever.  Parents, beware of them!

24. Finally a thing remains.  A child needs to be taught thousand and one things which are essential and useful – how to introduce itself, its family members, vegetables and fruits it eats, the names of things in his house, about its own body parts, study place, places in society, persons and things there, etc.  What is the meaning of knowing monsters and imaginary stories of Inky mouse, Bee and Snake? May God save these children from crucifixion on the cross of Jolly Phonics!

By
S. Mani, M.A., M.Phil(English)
Lecturer in English
Government Polytechnic College for Women, Coimbatore-44.
Tamilnadu, India.

Useful links for the parents and researchers:

To know the basics of jolly phonics, visit http://jollylearning.co.uk/overview-about-jolly-phonics/

To see the foolishness of jolly phonics based on a research paper, visit : http://memfox.com/for-parents/for-parents-the-folly-of-jolly-old-phonics/

To understand further the dangers of synthetic phonics used by jolly phonics, download the pdf file after typing "the limitations of phonics teaching" in Google search engine.

To know the views of parents about jolly phonics, visit:http://www.netmums.com/coffeehouse/children-parenting-190/primary-school-age-4-11-years-60/254030-jolly-phonics-problems-all.html