1. What is a Murmur Diphthong? Give three examples. How is a Murmur Diphthong different from an L controlled vowel? Give three examples.
A murmur diphthong is an R controlled vowel whereby the R takes over and dominates the sound. i.e. car, for, bird, turn, germ.
An L controlled vowel is a vowel that is controlled by L whereby the L takes over the vowel and dominates the sound but it is not a Mumur Diphthong. i.e. Bill, bell, fill, tall, fall, call, well.
So in the first case the vowel is controlled by the R and in the second case the vowel is controlled by the L. A Mumur Diphthong is controlled by R only.
2. What three rules pertain to S sounding like Z? Give three examples of each.
When some words end with a vowel and se, then the s sometimes sounds like z. i.e. these, raise, nose, noise, fuse.
When s comes before other consonants or vowels, except p, t, or k, then s sometimes sounds like z. i.e. easy, thousand, president, cousin, Wednesday, husband.
When s or es ends a word, or syllable, following consonants or vowels other than p, t, k, or f, then s sometimes sounds like z. i.e. pays, flies, places, robs, logs, chews, ladies, potatoes, dogs.
3. What is the vowel sound of A in the word, want?
4. What does S sound like in the word, sure?
5. What is the sound of T in the word, feature?
6. Give an example of a word in which GH sounds like F.
Answers may vary:
7. What is the sound of CH in the word, cholera?
8. What is the sound of N in the word, pink?
9. What are two sounds for sion and how do they compare with tion? Give examples.
SION = SHUN: tension, pension
SION = ZHUN: vision, television, explosion
TION = SHUN: corporation, celebration, promotion, attention
10. Should a teacher take students straight through the course and then repeat, review and reinforce as necessary or should a teacher make sure that each lesson is understood to the best of the students' abilities before going to the next lesson? And when should the tests be given in Step Two? Explain in a paragraph or two.
Answer should include the following:
Whenever possible it is best to go straight through the course as it is written without stopping to repeat. There is much repetition already provided and additional reinforcement is available to compliment the lesson plans as designed. Step Two should be studied as long as there appears to be any lack of understanding in any of the areas taught. Constant review and repetition are essential. The first ten tests should be given when Step Two is completed the first time and each additional times of repeat study. The three final tests should not be given until it is believed that the student has acquired a mastery of the material in Step Two as assessed by his or her performance in the first ten tests.