Teaching the English pronunciation part II - lesson plans

Gimnazjum
-------------------

Plan for lesson 1

Group: 14-15 year-old students in their second year of Gimnazjum. All of them have had 4 years experience with English.

LESSON PLAN

TOPIC: C for consonant, V for vowel.
AIM: to enhance the student’s awareness of their own pronunciation performance.
OBJECTIVES:
• to recognize the difference between sounds and letters
• to know the difference between vowel and consonant
• to know the difference between one sound and two sounds,
• learn and remember the phonemic symbols,
• transcribe sounds into symbols,
• improve recognition and pronunciation skills of single words
• understand the language used to define the knowledge of English language pronunciation,
• enhance the students’ comprehension and understanding of the phonetics material,
• provide the students with an understanding of the basic issues involved in the study of language.
The lesson creates the opportunity for students to form a good habit to look up the right pronunciation of a word if they are not certain about the correct way to pronounce it.
MATERIALS: the chart with the English Alphabet, the English-Polish dictionaries, worksheets.
I Greeting. Calling the register.
II Individual SS write ten words they are familiar with on the board. T.makes SS think of the division between vowels and consonants. Prompter,Controller. 7 min.
III T demonstrates on the board how the word “cat” can be written by using V,C pattern – CVC. Then SS volunteers do the rest of th examples.Organiser, Prompter,Assessor. 8 min.
IV T. asks SS to work in pairs, gives them the sheets of paper to prepare the tasks ( sets of 10 words) for each other on, they use dictionaries, he/she walks around the class monitoring and helping the SS. Organiser,Observer,Prompter. 14min
V SS exchange the prepared tasks. They solve the tasks individually. T. walks around and helps the SS. Observer,Prompter. 5 min
VI Again, the SS exchange the worksheets, they check and assess the tasks. T. walks around and helps those who have difficulty in the assessment. Prompter,Assessor. 5 min
VII SS are supposed to work in pairs again. They are expected to summarize the knowledge by doing a short exercise. The exercise consists of five words which the T says and the SS repeat them to each other and write using V and C pattern. Controller ,Prompter, Assessor. 5 min
VIII T. sets the homework Choose 10 words from Unit 15 of the SB and rewrite them as V,C pattern.1min.
IX Saying good-bye.



Plan for lesson 2

Group: 14-15 year-old students in their second year of Gimnazjum. All of them have had 4 years experience with English.

LESSON PLAN
TOPIC: SESION 2,TOPIC: Introducing the Phonemic Alphabet – vowels sounds
AIMS:
• to enhance the student’s awareness of their own pronunciation performance,
• to develop the ability to communicate in the target language,
• to improve recognition and pronunciation skills of single sounds.
OBJECTIVES:
• to recognize the difference between sounds and letters
• transcribe sounds into symbols,
• improve recognition and pronunciation skills of single words,
• explain possible sources of learner errors, including what is often termed “negative transfer” from the first language,
• understand why they have difficulty with a particular listening activity or with spelling a word wrongly,
• increase the students’ awareness of subtle sound differences,
• learn and remember the phonemic symbols,
• transcribe sounds into symbols,
The lesson creates the opportunity for students to foster the autonomy of the students in the process of learning by
• using dictionaries effectively,
• helping the students to form the right habit to acquire the appropriate information for themselves,
• facilitating communication,
• supporting the growth of students’ English vocabulary,
MATERIALS: the board, the set of words, dictionaries, the English Alphabet chart, the charts of the vowels sounds, copies of reading texts.

I Greeting. Calling the register.
II T. writes seven words on the board. Each word includes one vowel phoneme. T. reads each word twice. SS try to guess the sounds of seven vowel phonemes. Organiser, Observer. 5 min.
III The volunteer SS write the sounds above the words they are included in. T. observes and helps to write the phoneme down. Observer,Resource. 2 min.
IV T. mimes the sounds, makes clearly the muscular movements associated with the sounds, without voicing. SS recognize the sounds looking at the T. They say the sounds aloud and listen to the differences between each person, the T. indicates those who were nearer to his/her model. Controller, Participant,Observer,Assessor. 5 min.
V SS work in pairs miming and guessing any words for each other . 3min.
VI SS are asked to look at the English Alphabet chart, which is on the wall, and put the letters into columns underneath the phonemes. SS read down each column. T. slowly reads the Alphabet. Then, he/she asks the volunteer SS to come to the board and write the letters in to the columns. He/She asks the SS to read the sounds divided in the columns. Organiser, Prompter, Assessor 7 min
VII The charts of vowels are shown to the SS. They are stuck to the board. Firstly, they are explained as front and back vowels, then as high and low, and spread and rounded sounds. The SS exercise the sensation of tongue, lips and jaw movements. T .sticks the charts to the board. He/She asks the SS to do a series of simple but powerful awareness activities, like: to glide between i: and u:, to put the tip of the thumb on the corner of the mouth and the tip of the forefinger on the other corner, to touch the tip of the tongue with finger or a pen while i: position and slide to the u: position , and to place the forefinger on the bridge of the nose and the thumb the thumb on the point of the chin. Organizer, Participant, Observer, Prompter. 10 min
VIII SS practise 12 vowels sounds by pronouncing after the T. the example words below each of the vowel phoneme. T. points and loudly pronounces the words which are below the phonetic symbols. Resource ,Participant ,Organizer. 5 min.
IX SS work in pairs and practise reading the short extracts which include the previously known sounds phonemes. T. provides the SS with the copies of short extracts and asks the SS to read them in pairs. He/She walks around and listen to the SS’s practice .Organiser, Facilitator, Counsellor. 7 min.
X T. sets the homework Find the vowel sounds in the following words SB. Ex1,p.40 underline the letter/s and write the phonemic symbol above 1 min,
XI Saying good-bye.



Plan for lesson 3

Group: 14-15 year-old students in their second year of Gimnazjum. All of them have had 4 years experience with English.

LESSON PLAN
TOPIC: Introducing the Phonemic Alphabet – vowels sounds - further practice, diphtongs.

AIMS:
• to enhance the student’s awareness of their own pronunciation performance,
• to develop the ability to communicate in the target language,
• to improve recognition and pronunciation skills of single sounds.
OBJECTIVES:
• to recognize the difference between sounds and letters
• transcribe sounds into symbols,
• improve recognition and pronunciation skills of single words,
• explain possible sources of learner errors, including what is often termed “negative transfer” from the first language,
• understand why they have difficulty with a particular listening activity or with spelling a word wrongly,
• increase the students’ awareness of subtle sound differences,
• learn and remember the phonemic symbols,
• transcribe sounds into symbols
The lesson creates the opportunity for students to foster the autonomy of the students in the process of learning by:
• using dictionaries effectively,
• helping the students to form the right habit to acquire the appropriate information for themselves,
• facilitating communication,
• supporting the growth of students’ English vocabulary,
MATERIALS: IPA Symbol Card, the diphthongs charts, the cassette recording, the picture charts, dictionaries, the worksheets, the cassette recording.

I Greeting. Calling the register.
II T. writes the words containing the target sounds on the board. He/She asks the SS to recognize the sounds and the volunteers come to the board and write them above the words. The small groups are asked to read the words chorally. Organizer ,Assessor. 5 min
III SS play a game, they hear the words from the tape and have to say which number the word is. T. reads the words and checks the answers. Organizer, Assessor. 2 min

IV SS listen to the song Stand by Me (Ben E.King). Then, they are given the copies of the song with the vowel phonetic symbol instead of words. They are listening to the tape and write the heard words under the corresponding sound. They consolidate their answers in pairs. Organizer , Prompter, Assessor. 8 min.
V SS listen to the song, repeat difficult unknown words , sing. T. operates the tape, helps in case of pronunciation difficulties. Organizer , Prompter 5 min
VI SS play the IPA Symbol Card Game .They walk around the room exchanging cards. Each student shows the symbol side of cards to his/her fellow student while saying the word out loud. SS exchange cards and go to meet another student. T. distributes IPA symbol cards, giving one to each student. Then, he/she walks together with SS. Participant, Observant, Prompter.10min.
VII T. sticks the charts on the board. SS concentrate on the diphthongs charts. He/She mimes the particular sounds . The SS are suppose to recognize the sounds looking at the T who mimes the sounds and say the sounds aloud and listen to the differences between each person. The SS listen to words –examples written under the symbols and repeat.. He/She asks the SS to say the sounds aloud and listen to the differences between each person. Then, he/she operates the tape and asks the SS to repeat the words – examples. Organizer, Resource, 5 min.
VIII The SS work with a picture chart. They are supposed to find out the diphthong in the names of the pictures and write them down. T. divides the SS in to groups of four, provides them with the picture chart. He/She asks the groups to work out the names of the pictures and find out the diphthong sounds in them. He/She walks around and observes and checks the activity. Organizer, Prompter, Observer, Assessor.5 min.
IX T. provides the SS with the worksheets, he/she operates the tape and checks the answers. The SS listen to the song Stand by Me (Ben E.King)and put the missing words in the spaces where the diphthong sounds symbols are written. The SS sing the song. Organizer , Prompter, Assessor.4 min.
X T. sets the homework Practise reading the song
XI Saying good-bye.



Plan for lesson 4

Group: 14-15 year-old students in their second year of Gimnazjum. All of them have had 4 years experience with English.

LESSON PLAN
TOPIC: Introducing the Phonemic Alphabet – consonant sounds

AIMS:
• to enhance the student’s awareness of their own pronunciation performance,
• to develop the ability to communicate in the target language,
• to introduce the students to metaknowledge,
• to foster the autonomy of the students in the process of learning,.
OBJECTIVES:
• to recognize the difference between sounds and letters
• learn and remember the phonemic symbols,
• transcribe sounds into symbols,
• understand why they have difficulty with a particular listening activity or with spelling a word wrongly,
• increase the students’ awareness of subtle sound differences,
• help the students become more intelligible, knowledgeable and interested in spoken activities in both at classes and outside,
• enhance the students’ comprehension and understanding of the phonetics material,
• provide the students with an understanding of the basic issues involved in the study of language.
Give them deep insight into how to change their incorrect ways of speaking English
The lesson creates the opportunity for students to foster the autonomy of the students in the process of learning by:
• using dictionaries effectively,
• helping the students to form the right habit to acquire the appropriate information for themselves,
• facilitating communication,
• supporting the growth of students’ English vocabulary,
• boost self-esteem
• give them deep insight into how to change their incorrect ways of speaking English,
• provide the students with opportunities to make connections between linguistic knowledge and skills and competencies,
MATERIALS: IPA Symbol Cards, The charts of the consonants sounds, set of words and symbols cut out in squares, copies of example words, the Pronunciation Phonetic Symbols Chart, cassette recording.
I Greeting. Calling the register.
II T. distributes IPA symbol cards, giving one to each student. SS play the IPA Symbol Card Game .They walk around the room exchanging cards. Each student shows the symbol side of cards to his/her fellow student while saying the word out loud. SS exchange cards and go to meet another student. T. plays with SS. Participant, Observant, Prompter.8 min.
III T. sticks the charts on the board. He/She mimes the particular sounds. SS are supposed to recognize the sounds looking at the T who mimes the sounds. They are invited to say the sounds aloud and listen to the differences between each person. The SS listen to words –examples written under the symbols and repeat. Organizer, Resource. 12 min.
IV T. asks the SS to do a series of simple tricks but raise awareness activities, like putting a fingerprint gently on the top of ‘Adam’s apple’ or putting it into each ear and saying Z-Z-Z-Z or V-V-V-V for voiced and S-S-S-S or F-F-F-F for voiceless. Organizer, Participant 2 min.
V T. asks the SS to think for a while and put the consonants sounds on the board into voiced and voiceless. He/She checks the correctness. Observer, Assessor.2min.
VI T. provides the SS with set of words and symbols cut out in squares. He/She asks the SS to work in pairs and put the squares in order. He/She walks around monitoring and checking SS’s work. Observer, Prompter, Assessor.6 min.
VII T. sticks the ‘th’ symbols charts on the board. He/She produces the sounds loudly and asks the SS to observe his/her mouth and repeat. The SS are shy to put their tongues out, the T presents the tricks repeating words sasanka ( ) and zazula ( ) SS try to write the symbols correctly. Resource, Observer, Prompter.2 min.
VIII T. provides the SS with copies of example words preceded with the definite article. He/She asks them to work in pairs and deduce the pronunciation rule while he/she is reading the examples. Organizer, Observer.3 min.
IX T. writes the words on the board, asks the SS to listen to the lector and repeat Organizer, Assessor.4 min.
X T. familiarize the SS with the Pronunciation Phonetic Symbols Chart. He/She asks them to read all the sounds and their word examples together. He/She divides the SS into groups and asks to come to the chart and recognize the sounds and put the words under the right phonetic symbol .Organizer, Assessor.6 min.
XI T. sets the homework Practise reading the text “Animals in danger” in SB. EX.14 p.48
XII Saying good-bye.