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Pronunciation Lesson Plan 1

Lesson Plan: R & Ls The Korean Dilemma


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$,

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