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Table No.6: Supra-segmental level – Presentation Ways (EPPN2PW) 
Code 
Way of Presentation 
Frequency 
EPPN2PW03 
Modelling 
101* 
EPPN2PW031 
teacher model 
70 
EPPNPW032 
tape model 
31 
EPPN2PW05 
hand clapping 
25 
EPPN2PW06 
finger snapping 
68 
EPPN2PW07 
Phonetic Symbols - drawings 
42 
Note: * the total number 101 times shows the total number of modelling activities done by teacher model 
and tape model
.
This table provides information about three main presentation ways used on the supra-
segmental level. The first way is the way of modelling. There are two sub-categories 
under the term ´modelling´. 
The first type of modelling represents the case when the teacher B provides 
model, the second type when a tape is used to provide model. Teaching Journal Entries 
Content Analysis also show cases in which these two models were combined to present 
a supra-segmental element or elements, mainly when all six songs and two rhymes were 
presented. As the combination was used with all the planned songs and rhymes, it was 
not considered important to present the total number of such combinations. To sum up, 
as demonstrated in table No.6, it is reported that the set of activities that focused on 
providing model meets the stated evaluation criterion.
The second presentation way used is the way when fingers and hands were used 
to demonstrate ´rhythm´. The results indicate that the total number of hands clapping is 
lower than finger snapping. The reason is seen in high level of noise done by hands 
clapping. As sometimes it was not possible to hear the tape recordings, it was finally 
decided to prefer and use only finger snapping.
The last presentation way, concerning symbols and drawings in cases when 
intonation pattern was used, needs to be emphasized. It is found there were only two 
intonation patterns used in the lessons – fall and rise, as all the grammar presented 

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during the whole course concerned only simple affirmative statements, Yes/No 
questions, Wh-questions and short answers. 
Besides, from all the tables describing the segmental and supra-segmental level 
it is seen that the number of presentation ways is not high. Instead, the teacher B used 
them regularly to make understanding and mastering the pronunciation elements as easy 
as possible. There is another finding worth mentioning. Except for the tape models, the 
teacher B played a centre role in the presentation activities while the learners were only 
receiving the information. So that it is generalized the presentation activities from the 
learner’s viewpoint were receptive and, with the only exception of the tape models, 
from the viewpoint of the teacher they were productive. The following chapter deals 
with ´practice activities´.