FINAL PROJECT: Pronunciation Magazine Consonants [z] [tʃ] [ʃ] [j] [dƷ] Geanina Chacón Rojas ULACIT
This magazine is for teachers who want to implement their classes with activities in order to students learn some consonants of English language.
To the reader
Consonants produce sounds that are more consistent and easier to identify than vowels. Therefore, they make a good starting point for learning to read in English. When students learn to recognize the sounds of consonants at the beginning and end positions of words, they gain the ability to look at a word and make a reasonable guess as to what it might be. Viewing the word in the context of a picture will help reinforce this skill. In the final page of the magazine you will find metacognitive questions which you can use as a reflection for students to identify their strengths and weaknesses, so they can think about it and find a solution for their improvement. Teachers can use this at the end of the class and for every consonant studied.
Index Phoneme [z] ................................................. 1 Phonemes[tʃ] and [ʃ] ……………………….. 10
Phonemes [j] and [dƷ] ……………………. 20 Metacognitive Questions ………………… 31
Ph
on
em
e[
z]
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
STAGE: Description and Analysis
OBJECTIVES
CONTENT
MATERIALS
ACTIVITIES
EVALUATION
By the end of Phoneme the class the [z] students will be able to:
Description and analysis Worksheet: Activity 1
The students will listen to the teacher´s explanation about the way in which phoneme /z/ is articulated. Students will see the position of the lips, the part of the tongue where this phoneme is produced and the closing of the jaw. Visual aids and Description and Analysis sheet will provide this information.
The teacher will check students’ performance while practicing the listening and repeat in Activity1 (attached)
Understand the way phoneme [z] is articulated.
1
Activity 1: DESCRIPTION AND ANALYSIS
[s] At the Beginning of Words
[s] In the Middle of Words
[s] At the End of Words
Zoo zeal zest zinc zero zone zebra zipper
lazy busy easy crazy razor dozen dizzy cousin puzzle
as is his was buzz daze raise amaze breeze
2
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
OBJECTIVES By the end of the activity the students will be able to: Hear the difference between phonemes [z] and [s] Pronounce correctly words that contain the phoneme [s]
STAGE: Listening Discrimination
CONTENT Phonemes [z] and [s]
MATERIALS Listening Discrimination Activity 2: minimal-pair words visual aid of sounds [z] and [s]
ACTIVITIES The students will listen to teacher producing phones [z] and [s] several times. Then the students will be provided with some word samples in which such phonemes are used. The words will be on the visual aid with their respective phoneme in divided charts. These words are meant to be examples of minimal pairs so that students can start hearing the difference between them. The words are: zoo-Sue phase-face raise-race buzz-bus eyes-ice plays-place peas-peace prize-price
EVALUATION The students will be encouraged to repeat the words in the minimal pair visual aid. Activity 2 (attached)
3
Activity 2: LISTENING DISCRIMINATION
4
ENGLISH DEPARTMENT
SUBJECT: English Pronunciation
STAGE: Controlled Practice
OBJECTIVES By the end of the activity the students will be able to: Hear the difference between phonemes [z] and [s] Pronounce correctly words that contain the phoneme [s]
CONTENT Sentences that contains words with phonemes [z] and [s]
MATERIALS Visual aids with minimalpair sentences of sounds [z] and [s] Activity 3
ACTIVITIES The students will be encouraged to produce and practice the minimalpair sentences of the visual aid containing phonemes [z] and [s]
EVALUATION Oral reading of the minimal-pair sentences of the visual aid containing phonemes [z] and [s] Activity 3 (attached)
5
Activity 3: CONTROLLED PRACTICE
6
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
STAGE: Guided Practice
OBJECTIVES
CONTENT
MATERIALS
ACTIVITIES
By the end of the activity the students will be able to:
Vocabulary of words that contains phoneme [z]
Crossword puzzle with words containing phonetic symbol [z] Worksheet: Activity 4
Students will The teacher will read the check it with the dialogue with a hole class partner, filling in the missing words containing [z]. They will pay attention to their pronunciation of the boldface words containing [z], so they can transcribe in the found words the target sound [z]
Identify and transcribe the consonant sound of words that are produced with phoneme [z]
EVALUATION
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Instructions:
Activity 4: GUIDED PRACTICE
Zelda and Zachary need help completing their crossword puzzle. Read the dialogue with a partner, filling in the missing words containing [z]. Also pay attention to your pronunciation of the boldface words which contain [z]. Zelda: Zachary, this crossword puzzle is driving me crazy. What’s a seven-letter word that means “surprising or unbelievable”? Zachary: Zelda, I’ll give you a hint. It rhymes with hazing. Zelda: Oh, “a __ __ z __ __ __.” Thanks. How about a four-letter word representing a form of American Music? Never mind, I’ve got it: “__ __ z z.” That was easy. Zachary: These are flowers, but they’re not zinnias or daisies. Zelda: “__ __ s e s.” Let’s try another one. What is a trip on a boat called? It rhymes with lose. Oh, wait; I know. It’s “__ __ __ __ s __.” Zachary: I got this one. The name of a mineral that begins with z: “z __ __ __.” Zelda: This quiz is getting easier. An animal with stripes that is seen at the zoo. Zachary: “Z __ __ __ __.” Here is the last one. A musical instrument that begins with x. Please help me. Zelda: Here’s the word: “x __ __ __ __ __ __ __ __.”
8
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
STAGE: Communicative Practice
OBJECTIVES By the end of the activity the students will be able to: Develop the knowledge acquired by role playing the dialogue which contains [z] sounds
CONTENT Vocabulary of words and sentences that contain phoneme [z]
MATERIALS Activity 5: COMMUNICA TIVE PRACTICE will use the same Worksheet for Activity 4
ACTIVITIES Students will produce [z] sound by roleplaying Zachary and Zelda’s dialogue emphasizing the (bolded) words they already found in the previous activity.
EVALUATION The teacher will check students’ dialogues while students perform it in pairs.
9
Ph o
ne
me
[tʃ]
an
d[
[tʃ] &[ʃ] ʃ]
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
OBJECTIVES CONTENT By the end of Phonemes the class the [tʃ] and [ʃ] students will be able to: Understand the way phoneme [tʃ] is articulated.
STAGE: Description and Analysis
MATERIALS Description and analysis of both phonemes Worksheet: Activity 1
ACTIVITIES The students will listen to the teacher´s explanation about the way in which phoneme [tʃ] and [ʃ] is articulated. Students will see the position of the lips, the part of the tongue where this phoneme is produced and the closing of the jaw. Visual aids and Description and Analysis sheet will provide this information.
EVALUATION
The teacher will check students’ performanc e while practicing listen and repeat in Activity1 (attached)
10
Activity 1: DESCRIPTION AND ANALYSIS
11
Activity 1: DESCRIPTION AND ANALYSIS
12
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
OBJECTIVES By the end of the activity the students will be able to: Hear the difference between phonemes [tʃ] and [ʃ]
STAGE: Listening Discrimination
Pronounce correctly words that contain the phoneme [tʃ]
CONTENT Phonemes [ tʃ] and [ʃ]
MATERIALS Listening Discrimination Activity 2: minimal-pair words visual aid of sounds [tʃ] and [ʃ ]
ACTIVITIES The students will listen to teacher producing phones [tʃ] and [ʃ] several times. Then the students will be provided with some word samples in which such phonemes are used. The words will be on the visual aid with their respective phoneme in divided charts. These words are meant to be examples of minimal pairs so that students can start hearing the difference between them. The words are: cheer-sheer chip-ship chin-shin match-mash watch-wash
EVALUATION The students will be encouraged to repeat the words in the minimal pair visual aid. Activity 2 (attached)
13
Activity 2: LISTENING DISCRIMINATION
14
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
STAGE: Controlled Practice
OBJECTIVES By the end of the activity the students will be able to: Hear the difference between phonemes [tʃ] and [ʃ]
CONTENT Sentences that contains words with phonemes [tʃ] and [ʃ]
MATERIALS Visual aids with minimalpair sentences of sounds [tʃ] and [ʃ] Activity 3
ACTIVITIES The students will be encouraged to produce and practice the minimal-pair sentences of the visual aid containing phonemes [tʃ] and [ʃ]
EVALUATION Oral reading of the minimal-pair sentences of the visual aid containing phonemes [tʃ] and [ʃ] Activity 3 (attached)
Pronounce correctly words that contain the phoneme [tʃ]
15
Activity 3: CONTROLLED PRACTICE
16
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
STAGE: Guided Practice
OBJECTIVES
CONTENT
MATERIALS
ACTIVITIES
EVALUATION
By the end of the activity the students will be able to:
Vocabulary of words that contains phoneme [tʃ] and phoneme [ʃ]
Worksheet: Activity 4
Circle the word containing the consonant [ʃ] and underline the words containing the consonant [tʃ]. Then transcribe this words with the corresponding phoneme.
The teacher will check it with the hole class
Identify and transcribe the consonant sound of words that are produced with phoneme [tʃ]
17
Activity 4: GUIDED PRACTICE
Then transcribe this words with the corresponding phoneme. 18
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
STAGE: Communicative Practice
OBJECTIVES
CONTENT
MATERIALS
ACTIVITIES
EVALUATION
By the end of the activity the students will be able to: Develop the knowledge acquired by role playing the dialogue which contains [tʃ] and [ʃ]sounds
Vocabulary of words and sentences that contain phonemes [tʃ] and [ʃ]
Activity 5: COMMUNICATI VE PRACTICE will use the same Worksheet for Activity 4
Students will produce [ʃ] and [tʃ] sounds by roleplaying Richard and Marshall’s dialogue.
The teacher will check students’ dialogues while students perform it in pairs.
19
Ph o
ne
me s [j
]a
nd [
[j] &[dки] dки
]
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
STAGE: Description and Analysis
OBJECTIVES CONTENT MATERIALS By the end of Phonemes [j] Description the class the and [dƷ] and students will analysis be able to: Worksheet: Activity 1 Understand the way phonemes [j] and [dƷ] are articulated.
ACTIVITIES The students will listen to the teacher´s explanation about the way in which phonemes [j] and [dƷ]are articulated. Students will see the position of the lips, the part of the tongue where this phoneme is produced and the closing of the jaw. Visual aids and Description and Analysis sheet will provide this information.
EVALUATION
The teacher will check students’ performanc e while practicing listen and repeat in Activity1 (attached)
20
Activity 1: DESCRIPTION AND ANALYSIS
21
Activity 1: DESCRIPTION AND ANALYSIS
22
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
STAGE: Listening Discrimination
OBJECTIVES By the end of the activity the students will be able to: Hear the difference between phonemes [j] and [dки] Pronounce correctly words that contain the phonemes [j] and [dки]
CONTENT Phonemes [j] and [dки]
MATERIALS Listening Discrimination Activity 2: minimal-pair words visual aid of sounds [j] and [dки]
ACTIVITIES The students will listen to teacher producing phonemes [j] and [dки] several times. Then the students will be provided with some word samples in which such phonemes are used. The words will be on the visual aid with their respective phoneme in divided charts. These words are meant to be examples of minimal pairs so that students can start hearing the difference between them. The words are: year-jeer you-Jew yolk-joke yellow-Jell-O
EVALUATION The students will be encouraged to repeat the words in the minimal pair visual aid. Activity 2 (attached)
23
Activity 2: LISTENING DISCRIMINATION
24
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
STAGE: Controlled Practice
OBJECTIVES By the end of the activity the students will be able to: Hear the difference between phonemes [j] and [dки] Pronounce correctly words that contain the phonemes [j] and [dки]
CONTENT Sentences that contains words with phonemes [j] and [dки]
MATERIALS Worksheet Activity 3
ACTIVITIES The students will be encouraged to produce and practice the minimal-pair sentences with phonemes [j] and [dки]
EVALUATION Oral reading of the minimal-pair sentences containing phoneme [j] and [dки] Activity 3 (attached)
25
Activity 3: CONTROLLED PRACTICE
Read aloud the following sentences.
26
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
STAGE: Guided Practice
OBJECTIVES
CONTENT
MATERIALS
ACTIVITIES
EVALUATION
By the end of the activity the students will be able to:
Vocabulary of words that contains phonemes [j]
Worksheet: Activity 4
Circle the word containing the consonant [dки] and underline the words containing the consonant [j] Then transcribe this words with the corresponding phoneme.
The teacher will check it with the hole class
Identify and transcribe the consonant sound of words that are produced with phonemes [j] and [dки]
and [dки]
27
Activity 4: GUIDED PRACTICE
1.
2. Then transcribe this words with the corresponding phoneme.
28
ENGLISH DEPARTMENT SUBJECT: English Pronunciation
STAGE: Communicative Practice
OBJECTIVES By the end of the activity the students will be able to: Develop the knowledge acquired by attending to both form and content of utterances which contains [j] and [dƷ] sounds
CONTENT Vocabulary of words and sentences that contain phonemes [j] and [dƷ]
MATERIALS Worksheet Activity 5
ACTIVITIES Students will produce [j] and [dƷ] by creating miniconversations
EVALUATION The teacher will check students’ miniconversations while students perform it in pairs.
29
Activity 5: COMMUNICATIVE PRACTICE Expressions of greeting often include words containing the consonant [j]. Work with a partner. Create miniconversations practicing such phrases as “Nice to see you,” “How are you?”. Make sure that your sentences for the mini-conversation contains words with [j] and [dƷ] sounds. Then role play your mini-conversation in front of the class.
30
Metacognitive Questions
Use this questions to make students reflect about their learning process in order to identify their strengths and weaknesses, so they can be able to find a solution for their improvement.
1. Which phoneme was difficult for you to pronounce? Why? 2. How are you planning on improving the pronunciation of that sound? 3. Where, when, and with whom can you practice these sounds? 4. How will you know when you pronounce this sound correctly? 5. In which way you can review the topic studied in class at home?
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