Tyson Vieira Azusa Pacific University TESL 525: Teaching English Pronunciation Professor Stephanie Sanfor !anuary 25" 2#1$ Pronunciation Lesson Plan 2 Context This lesson plan is esigne for high %eginner&lo'(inter)eiate ele)entary stuents in an E*L conte+t, Although the rationale an a fe' of the lecture Po'erPoint slies are focuse to'ars a -orean auience" this pronunciation lesson can easily %e aapte for an inter)eiate or avance level ele)entary stuents" %oth )onolingual or )ultilingual" struggling 'ith the phone)e pronunciation challenges of &r& an &l&, .t can %e conense to /# )inutes" 'hich can %e split into 2 separate classes if nee %e" or can %e e+tene further accoring to the stuent0s nees, The lesson is %ase on the assu)ption that stuents have a general 1no'lege of articulatory anato)y 2for the articulation e+ercises3 an the a%ility to 'rite" listen" rea an spea1 in English at a high %eginner level since the lesson 'ill apply all four )a4or language s1ills, .n orer to apply this lesson" a classroo) 'ith a 'or1ing co)puter using the .nternet" 5icrosoft 6or an Po'erPoint is re7uire" especially since a )a4ority of the lesson is %ase on this soft'are, The lesson plan 'ill incorporate all five phases of the co))unicative fra)e'or1: escription an analysis" listening iscri)ination" controlle practice" guie practice an co))unicative practice 28elce(5urcia" 2#1#3, Since this is a %eginner level lesson esigne for ele)entary stuents" the co))unicative level is fairly lo', The final revie' ga)e 'ill consist of a )i+ture of guie" controlle an co))unicative practice, 9o'ever" the final ga)e can %e easily aapte to a )ore challenging level 'ith less structure fro) the teacher, Rationale .n -orea" as 'ell as throughout Asia" English is %eing taught as a )anatory su%4ect to very young learners" 'hich poses uni7ue challenges such as phone)e an articulate :native( li1e0 English pronunciation, A survey in the TES;L !ournal states that /1< of -orean teachers strongly agree that :native(li1e0 pronunciation is ee)e crucial %y the stuent0s parents" 'ho are also one of the strongest influences in -orean ele)entary eucation, 2Linse" Pronunciation Lesson Plan = 2#113 -orean spea1ers are also >the thir largest international population attening U,S, institutions %ehin .nia an 8hina"? 'hich )a1es the focus to'ars a -orean perspective for this lesson ieal, 26ilson" 2#1#3 Although there are )any Asian spea1ers 'ho struggle 'ith the istinct &l& an &r& phone)es" -oreans" in particular are special in the case that their language consists of one phonetic letter that )a1es %oth the &r& an &l& souns: &&, The na)e for this letter is :rieul0 23, @otice ho' the letter is use t'ice in the na)e" %ut yet has an &r& soun at the %eginning an &l& soun at the enA Although it0s a co)%ination of &l& an &r&" the stronger of the t'o that the phonetic letter && )a1es" epens on the place)ent, 8o))only" if place at the %eginner of the 'or" it0s )ore of an &r& soun 2e,g, Braio3, 5ainly" if it0s place at the very en of a 'or" it0s )ore of an &l& soun 2e,g, Bangle3, .f it0s place in the )ile" it changes to a flap allophone & & as in little an %utter, This is one of the early challenges for 6esterners in -orean language ac7uisition" so therefore" the challenge is also aunting for -orean ele)entary stuents to unerstan" an to create an prouce istinct &l& an &r& English phone)es, -onglish" English 'ors 'ritten in -orean te+t" helps %eginner -orean learners to pronounce )any ifferent English phonetics an 'ors" %ut yet falls short ra)atically 'hen ealing 'ith &l& an &r& phone)es" leaving )any L2 -oreans a sense of plasticity in English pronunciation 28elce(5urcia" 2#1#3, This lesson 'ill help your stuents iscri)inate %et'een the t'o phone)es an articulate each one clearly 'ith co))unication an practice, Time /# )inutes Materials 1, 8o)puter 'ith internet connection an 'or1ing auio 2, Screen or TV 'ith co)puter connection Pronunciation Lesson Plan $ 3. CouTu%e access: http:&&youtu,%e&+T72#prt#-/ $, 9an )irrors for each stuent 5, 5icrosoft Po'erPoint for lecture ppt, an Do)% Ea)e FAppeni+es A G EH I, 5icrosoft 6or for Dingo Print(;ut" Dingo 6or List an guie practice activity FAppeni+es D" 8 an JH Student Learner Outcomes Stuents 'ill %e a%le toK 1. .entify the ifference %et'een the -orean e7uivalent phone)e of :0 an the istinction %et'een &l& an &r& phone)es through class instruction, 2, Prouce the articulatory escription through interactive peer e+ercises using &l& an&r&, =, Lecognize an 'rite o'n the &l& an &r& phone)es through listening iscri)ination, $, 8o))unicate through spea1ing using 'ors an short phrases involving &l& an &r&, .0) not sure ho' 'e can co))unicate through reaing, 5, Practice articulating &l& an &r& through a :)i+e0 practice 2controlle" guie" an co))unicative3 ga)e that contains the target phone)es &l& an &r&, Beore Class Prepare the CouTu%e clip %efore starting the class" especially if there0s a )anatory co))ercial at the %eginning, Also" using the appenices" uploa all the Po'erPoints 2ppt,3 an 'or ocu)ents prior to starting the lesson, Print out the %ingo sheets an istri%ute )irrors" one for every stuent 2S3, !arm"#$%&oo': ( Christmas Stor) Chinese Restaurant Scene *+ min,- 1, Defore starting the clip" as1 the stuents 2Ss3 'hat letters fro) the English alpha%et they fin challengingA 2, *ollo'ing the Ss responses" infor) the) that they 'ill 'atch a short vieo clip" an that you 'ill as1 the)" >6hat souns&letters o the 8hinese singers see) to have trou%le Pronunciation Lesson Plan 5 'ithA? 2There are )ore than the &r& G &l& ans'ersM See if you0re Ss can na)e )ore,3 CouTu%e 8lip: http:&&youtu,%e&+T72#prt#-/ O$tional: .f you 'ant to apply a cultural co)parison" as1 the) the)e relate 7uestions 2N0s3: 6hat holiay is the fa)ily cele%ratingA 6hat songs are they singingA 6hat Asian restaurant is it an 'hy is it opene on that holiayA Etc,? =, After the clip" repeat the 7uestion an respon to the Ss ans'ers, .f neee play a secon ti)e" o so or as1 a stuent to e+plain 'hat happene in the clip to the class, $, 6rite o'n the t'o letters" &r& an &l&" an infor) the class that toay0s lesson 'ill target these t'o letters, Say t'o 'ors that rhy)e an as1 the Ss if the 'ors follo' uner &r& or &l&, *or e+a)ple" teacher 2T3 says" >Le&Le? an as1s" >6hich one oes :Le0 go unerA? Ss response" >LM? Teacher 'rites :le0 uner the L on the %oar, ;ptional: .f the class is too lo' of level to follo' the vieo" you can search a su%title version on CouTu%e or create your o'n su%titles 2in any language3 for the CouTu%e clip using A)ara,org, Lecture Presentation: Part . /ntroduction0 (1areness0 Loo' and Listen *2 min,- 1, 6hile starting the lecture ppt, title slie 1" FAppeni+ AH" e+plain that the target lesson toay 'ill focus )ainly on listening an creating accurate &l& an &r& souns, 2, 3ote: This portion of the lecture ppt, is %ase on -orean contrast of the English language 'ith &l& an &r& souns, .f you0re class is not -orean or is )ultilingual 'ith various %ac1grouns" it is reco))ene that you change these slies to relate to your Ss %ac1groun, =, Slies: 2 O E+press to the Ss that this is a co))only ifficult aspect in English pronunciation, = G $ ( E+plain that there are so)e si)ilarities an contrasts %et'een the t'o Pronunciation Lesson Plan I languages, ;n slie $" have the Ss rea the -orean te+t" an then as1 the) to listen carefully to your reaing of the English 'ors, 3ote: The -orean is the -onglish of the English 'or that the teacher 2T3 reas, Therefore" the 'ors are the sa)e" %ut the phone)es are ifferent highlighting the ifference %et'een && an &r& G &l&, 5 O State that :'e nee to separate the && in orer to )a1e a istinct an clear &r& an &l& soun, 9ave the Ss listen carefully as you rea the e+a)ple, Lecture Presentation: Part 4 /nteracti5e (rticulation and Class%Partner 6xercise *.7 min,- 8 ($$endix (, continued, 1, Pause on slie I" an pass out the )irrors, E+plain in orer to create &l& an &r& souns" they 'ill %e using their tongue" lips an )ouths, 2, 6hen every S receives a )irror" turn to the ne+t slie FPH in 'hich you 'ill revie' the articulatory anato)y 'ith the Ss, =, After revie'ing the articulatory anato)y" the ne+t slie F/H 'ill %ring you to an ani)ate vieo of the &l& an &r&, .nfor) the Ss to crucially pay attention to tongue place)ent uring the vieo, 2Play once or t'ice for each letter,3 6e%site: http:&&''',uio'a,eu&Qacatech&phonetics&english&fra)eset,ht)l, $, Ss shoul practice pronouncing the given souns using their )irrors after 'atching the ani)ations an the T articulating the specific souns, 5, After 'atching the ani)ation an T articulation once or t'ice" continue practicing using slies R(15 contrastive e+a)ples, O$tional: Cou can change the e+a)ples if esire" %ut %e sure to provie an e+a)ple or )ore on each of the five positional environ)ents: sylla%le initial FR(11H" sylla%le final F12H" intervocalic F1=H" initial clusters F1$H an final clusters F15H 28elce(5urcia" 2#1#3, 6. After practicing seg)entals" e+plain to the class :tongue(t'isters0 an have the) start practicing together as a class an then 'ith a partner, FSlies 1P(2#H 2All tongue(t'isters Pronunciation Lesson Plan P retrieve fro) http:&&''',ne,4p&asahi&za))a&hie1i&lGr,pf,3 P, After these controlle practices" as1 the Ss" >6hat are the tongue&lips oing for &l& or &r&A? Also" as1 volunteers to ra' e+a)ples on the %oar, /, 9ave the Ss pic1 a partner ne+t to the) an rea slie 21 together, After they rea the list together" have the) say one 'or to their partner" in 'hich the partner has to guess 'hat 'or they sai %y saying the nu)%er, 2e,g, S, 1 says" >Light,? S, 2 ans'ers" >=a,?3 3ote: 6al1 aroun the roo) listening to the Ss pronunciation an help if neee, 9ave Ss continue the partner e+ercise 'hile you prepare Listening Jiscri)ination Dingo, Listener Discrimination Bin9o *.+ min,- 1, Teacher 'ill han out the %lan1 Dingo 8ars FAppeni+ DH an pull up the Dingo 6or List FAppeni+ 8H on the Screen, The Ss 'ill create their o'n cars choosing the 'ors on the list, Encourage the Ss to choose &r& an &l& 'ors as e7ually as possi%le since the T 'ill call out the &r& an &l& 'or e7ually as 'ell, FO$tional: .f T, feels that this e+ercise )ight %e too challenging" they can allo' Partner Dingo for this section,H 2, Allo' the class ti)e to create their %ingo cars an reco))en 'riting in pencil if they 'ant to change 'ors for the ne+t %ingo ga)e, .nfor) the Ss that you have a copy of the list" cut up 'ors an )i+ in a %uc1et or cup, =, O$tional: T can %e the caller in the first ga)e" %ut if they 'ant )ore S involve)ent" they can have the %ingo 'inner %eco)e the ne+t caller, Another option is to have Ss co)e up one at a ti)e an pic1 a rano) 'or fro) the %uc1et 2this can %e 7uite ti)e consu)ing though3, 2O$tional: This can %e the proper cut(off point for the first $# )inute class if ecie to separate this lesson into t'o parts,3 Partner (cti5it): K"Po$ Cam$ :a$ Schedule ;:uided Practice< *.+ minutes- 1, The T 'ill ivie the class into partners 21eeping the sa)e partners fro) Dingo if esire3 an hanout the -(Pop 8a)p Eap Scheule FAppeni+ JH, Defore haning out" infor) the Pronunciation Lesson Plan / class to not sho' their partners each other0s scheule, Juring the hanout process" )a1e sure that one S is given scheule A FPsyH 'hile their partner has the opposite scheule D F9yunaH, 2, The T 'ill e+plain the irections for the activity an that this is a partner co))unication e+ercise 2.nspire fro) 8elce(5urcia" 2#1#" p, IR(P#3, The T 'ill have the class rea the 7uestion an ans'er e+a)ples at the top of the scheule, =, O$tional: The voca%ulary foun in the scheule )ight %e ifficult for so)e Ss to rea an 'rite" therefore spelling out a 'or or sho'ing the scheule to their partner %riefly shoul %e encourage" %ut )a1e sure to not let it hiner their oral co))unication uring this guie practice e+ercise, Re5ie1 Bom= :ame *4>? minutes- 1, 3ote: :Do)% Ea)es0 FAppeni+ EH are ppt, ga)es that are convenient for any 1in of revie', The te)plate esign" 7uestions an rules can %e change an altere to the T li1ing, The 'e%site" http:&&''',rogerseslpo'erpoints,co)&po'erpoint(ga)es&%o)%(ga)e" contains instructions on ho' to play an create your o'n, .t also contains a fe' o'nloaa%le te)plates that the T can use an create 7uestions focusing on the target language 2Appeni+ E te)plate is retrieve fro) ''',rogerseslpo'erpoints,co)&3, 2, Directions: The class is ivie into tea)s of = to I, Each tea) 'ill have a turn" choosing a %o+ 2slie 2 O letters3, Each %o+ 'ill have a 7uestion in 'hich the tea) has to ans'er to get the %o+e price, The 7uestions contain various practice styles: analysis 27uestions a%out the target language3" controlle 2oral reaings3" guie 2infor)ation gap3" an co))unicative 2ialogue&role(play3, A %o+e price can %e points 2nu)%ers3" )oney %ag 2steal pts,3" %o)% 2lose pts,3 or yna)ite 2other tea)s lose pts,3, =, .nfor) the class on ho' to play the Do)% Ea)e an ivie the tea)s as evenly as possi%le, O$tional: The T can change the 7uestions to reuce or e+ten the ti)e li)it, 2e,g, 8o))unicative 7uestions ta1e the )ost ti)e,3 3ote: T shoul )a1e the)selves fa)iliar 'ith Pronunciation Lesson Plan R the navigation of the %o)% ga)e ppt, %ecause one )ista1e coul ruin the lin1s an orer" resulting in ga)e istur%ance, Conclusion (ssessment 1, .nfor) Ss to 1eep practicing their &l& an &r& phone)es aily 24ust li1e the articulation e+ercise3 in front of their )irrors at ho)e" an it 'ill %eco)e easier an natural over ti)e, 2, Print out the %ingo list FAppeni+ 8H an infor) the Ss to practice these 'ors using the proper articulation practice" an that there 'ill %e a listening&spelling test in 'hich a S 'ill rea one 'or at a ti)e in front of the class, This test 'ill help the T assess each Ss progress in listening iscri)ination" articulatory an phone)e prouction an 'riting s1ills, Pronunciation Lesson Plan 1# Appeni+ A O Lecture Ppt, Pronunciation Lesson Plan 11 Pronunciation Lesson Plan 12 Pronunciation Lesson Plan 1= Pronunciation Lesson Plan 1$ Pronunciation Lesson Plan 15 Appeni+ D O Dingo 8ars 22 per page3 Pronunciation Lesson Plan 1I Name____________ Pronunciation Lesson Plan 1P Name___________ Appeni+ 8 O Dingo List /R/ Words /L/ Words La'e Ra'e Roc' Loc' Read Lead @ear @eel Pronunciation Lesson Plan 1/ S$rint S$lint Ri9ht Li9ht Red Led Ra1 La1 :rass :lass Crime Clim= (rri5e (li5e Berr) Bell) Rice Lice Brush Blush Appeni+ J: -(Pop 8a)p Scheule Fpt, 1H Partner ( PSA B: !hat are 1e doin9 on CC;da)<CC 1ee' CDCEF Pronunciation Lesson Plan 1R (: !e areCCCCCCCCCCC, Sunay 5onay Tuesay 6enesa y Thursay *riay Saturay 6ee1 1 LestingM Making a love song music video S'i))ing lessons at the la1e 8oo1ing very %erry 4elly pie 6ee1 2 LestingM Playing sprinting oly)pics, Leaing a story to chilren 6atching -(Pop Laugh( Laugh 8o)ey 5ovie 6ee1 = LestingM -orean .nepenenc e Jay 9oliayM 5a1ing a roc1 song )usic vieo Joing a -(Pop Love Loc1 Sho' Last ay of La1e 8a)pM Appeni+ J: -(Pop 8a)p Scheule Fpt, 2H Pronunciation Lesson Plan 2# Partner B "&)una !hat are 1e doin9 on CCCCCCCC 1ee' CCEF (: !e areCCCCCCCCCCC, Sunay 5onay Tuesay 6enesa y Thursay *riay Saturay 6ee1 1 Lesting JayM 5a1ing %lue glass -orean fair lights Eoing to the -orean 6orl *air 8oo1ing %lue rice ca1es 6ee1 2 Lesting JayM 8li)%ing re roc1 lava )ountain Playing cri)e )ystery ga)e Leaving re roc1 lava )ountain 6ee1 = Lesting JayM -orean .nepenenc e Jay 9oliayM Leave to Lovely Dlue La1e Arrive %ac1 to La1e 8a)p Last ay of La1e 8a)pM Pronunciation Lesson Plan 21 Appeni+ E O Levie' Do)% Ea)e 2Sa)ple: P out of 2P sho'n3 Pronunciation Lesson Plan 22 Leferences 8elce(5urcia" 5," Drinton" J, 5," G Eoo'in" !, 5, 22#1#3 Teaching pronunciation: A course book and reference guide. 8a)%rige University Press, Linse" 8, 22#113, -orean parental %eliefs a%out ELT fro) the perspective of teachers, TES;L !ournal" 22$3" $=P($R1, Po'erPoint G 6or1sheet Pictures, Letrieve 5ay 2$" 2#1=" fro): Eoogle .)ages, 6ilson" E," G Spauling" T, !, 22#1#3, Effects of noise an speech intelligi%ility on listener Pronunciation Lesson Plan 2= 8o)prehension an processing ti)e of -orean(accente English, Journal of Speech, Language, and Hearing esearch" 52I3" 15$=(155$,