Náležitosti

Table No.2: Segmental level – Consonants (EPPN1C)
Consonant Presented Word Consonant Presented Word 
b 
baby 
s 
slim 
d 
dad 
ȓ
short 
g 
grandma 
t
ȓ
witch 
v 
very 
d
ʒ
jam 
ð 
this 
m 
mother 
z 
zero 
n 
nose 
ʒ
television 
ŋ
king 
h 
hair 
l 
light 
p 
pink 
r 
red 
t 
T-shirt 
j 
yellow 
k 
king 
w 
window 
f 
fat 
θ
thank 
Table No.1 and No.2 list either a vowel or a consonant accompanied by one word that 
was used for its presentation. Though in reality, there were more words, containing the 
segments, presented during the whole eight-month course. These two tables also 
provide evidence that all English vowels and consonants were presented and practised. 
When these results are compared with the stated evaluation criteria, it can be said, the 
results meet the evaluation criteria, see chapter No.4. 
Secondly, the results show what teaching ways were used and how the segments 
were presented. The results are listed in table No.3. 
Table No.3: Segmental level – Presentation Ways (EPPN1PW) 
Code 
Way of Presentation 
Vowels 
Consonants 
Langu-
age
EPPN1PW01 
Phonetic Placement 
Methodology
ə
, 
Ǭ
:, 
æ,
Ǻ
ə
, e
ə
, 
Ț
ə
,
θ
, ð, 
ŋ
, w,
Czech 
EPPN1PW02 Demonstration - pocket mirror æ 
θ
, ð, 
English 
EPPN1PW03 Modelling 
EPPN1PW031 teacher model 
Ǻ
ə
, e
ə
, 
Ț
ə
English 
EPPN1PW032 tape model 
θ
, ð, 
English 

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55 
EPPN1PW04 Phonemic Symbols/dictionary 
ə
, 
Ǭ
: 
θ
, ð, 
ŋ
Czech 
In table No.3, it is seen that both Czech and English language was used. It was 
not possible to use English language when the Phonetic Placement Methodology way 
was used, because children were not familiar with the needed English terminology. 
When presenting a segment or when working on pronunciation improvement this 
explanatory way, with a detailed description of what to do, was used always in Czech 
language. From time to time, this way was combined with the others mentioned above, 
see table No.3. The results also show that ´Phonetic Placement Methodology´ is the 
most frequently used way for presentation when segments are concerned. The first 
reason is seen in the use of this particular course book. In the course book, a number of 
activities, concerning segments presentation, is listed. There is at least one activity in 
each lesson. There were two reasons for following the course book ways of segments 
presentations, see appendix No.15. Parents were the first reason. They were satisfied; 
that these explanations were easy for most of them and so they were able to practise the 
vocabulary with their children. The length of the course and the small number of lessons 
available were the second reason. 
Table No.4 is used to demonstrate the activities used for segments presentation 
more in detail.