TESO 1108

Teaching Pronunciation

Assignment #4

Pronunciation Guide and Lesson Plan

byHilda Mary Hickle December 1, 2008

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Lesson Plan – Teaching Consonant Digraph “th” Voiced and Unvoiced ,Interdental Fricative

Level/Type of Student: Intermediate, English as a Second Language Settlement Assistance Program, must have permanent/landed status, ages thirty to seventy, some Iranian, Macedonian, German, Thai; but mostly Japanese and Korean.

Time: 3 hours

Objectives of the lesson: to teach the pronunciation of “th”, [ θ ] and [ ð ] for perception, production, and prediction

Previous work: voiced and unvoiced grammatical “ –s” lesson with [s] and [z]

Anticipated problems: The sound of “th” doesn’t exist in the majority of languages, so students have difficulty perceiving this sound and often substitute [d] [s] [t] . The word “thank” could sound like “sank”, “there” could become “dere” etc.

Materials: OHP, whiteboard, photocopied hand-outs

Classroom Setup: desks are in a U-shape formation.

Time Stage Procedure Objective FocusPart A: [θ]

Unvoiced

10 min. Intro Discuss fact that “th” doesn’t exist in most languages, so what can happen when learning English? It may even be considered impolite to show tongue. Elicit some examples of mispronunciation/how this affects communication.Show OHT cartoon (Materials #1)

To captivate Ss interest and to motivate them to learn correct pronunciationTo provide a rationale for effective communicationTo establish cultural sensitivities about showing tongue (teacher can encourage Ss to put a sheet of paper in front of face for privacy)

T-C

5 min. Focused listening exercise

Say the list of [ θ ] words (Materials #2)

Ss perception exercise to hear [θ] at the beginning of words, medial, and final position.

T-C

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5 min. Presentation Using OHT (Materials #3) show the Sammy diagram and discuss how [θ] is produced, compare/contrast to Sammy diagrams [d] [t] [s]

Develop concept of correct placement of tongue between teeth, continuous air stream flow, vocal cords don’t vibrate

T-C

15 min. Controlled Practice

Using OHT (Materials #2) say the words as Ss listen, then have students repeat.

Provide pronunciation practice using words with [ θ ]

T-C

10 min. Focused listening and oral practice

Say the minimal pairs word list (Materials #2) as Ss listen for the word with [θ]. Repeat using OHT to see words and have Ss repeat orally.

Auditory discrimination practice with similar words that could pose problems

T-CT-S

10 min. Listening and oral practice

Show OHT (Materials #2) and read sentences as Ss listen, then Ss repeat orally.

Provide listening and pronunciation practice of [ θ ] words in sentences

T-CT-S

15 Practice and production

Give handout (Materials #5) and Ss work in pairs to complete sentences and read to each other. Teacher circulates and monitors.

Application of pronunciation practice and comprehension using complete sentences.

S-S

10 min. fun break

Practice and production

Use OHT (Materials #4) and show examples of tongue twisters. Read and have Ss repeat. Ss work in pairs and create their own tongue twisters using [θ] words.

Provide a break to have some fun while continuing to practice. Ss volunteer to give tongue twister they created.

T-CS-S

Part B: [ð]

Voiced

5 min. Focused listening exercise

Say the list of [ ð ] words (Materials #6)

Ss perception exercise to hear [ð] at the beginning of words, medial, and final position

T-C

5 min. Presentation Using OHT (Materials #3) show the Sammy diagram and discuss how [ð] is produced, compare/contrast to Sammy diagram [d] [t] and [s]

Develop concept of correct placement of tongue between teeth, continuous air stream flow, vocal cords do vibrate, Ss put hand on throat to feel vibration.

T-C

10 min. Controlled Using OHT (Materials #6) Provide pronunciation T-C

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Practice say the words and have students repeat

practice using words with [ ð ]

10 min. Listening and oral practice

Say the minimal pairs word list (Materials #6) as Ss listen .Repeat using OHT to see words and have Ss repeat orally.

Practice with similar [ ð ] words that could pose problems

T-C

10 min. Focused listening practice

Using (Materials #7), dictate rows of words and have students select the one with [ð]. Print on whiteboard as necessary.

Provide auditory discrimination practice of words having similar sounds

T-CT-S

10 min. Listening and oral practice

Show OHT (Materials #7) and read weather report as Ss listen, then Ss repeat orally.

Provide listening and pronunciation practice of [ ð ] words in a paragraph.

T-CT-S

15 min. Practice and production

Give handout (Materials #8) and Ss work in pairs to complete sentences and read to each other. Teacher circulates and monitors.

Application of pronunciation practice and comprehension using complete sentences.{with [ð]}

S-S

15 min. Summary and evaluationCommunicative practice

Each student receives a picture card #9. (and says thank you). Then, working in pairs makes up a riddle: “I’m thinking of… providing clues to guess the [ð] or [θ] word depicted. Teacher circulates and evaluates successful pronunciation. Allow for individual questions.

Opportunity to practice [ ð ] and [θ] words, also specify if word has voiced or unvoiced component

S-ST-S

10 min. Closing/Conclusion Show OHT cartoon again (Materials #1) to remind Ss that with their successful pronunciation techniques this won’t happen to them.

To link lesson back to introduction and end on a positive, encouraging note. Ss need to experience success.

T-CT-S

10 min. Homework Assignments

Give handouts of crossword puzzles and word search (Materials #10 and #11) as well as Student Pronunciation Guide. (pp 6&7) Reminder that answer key is available for next lesson to check work.

To provide independent study and practice of [θ], [ ð ], applying what was learned.

T -C

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Adapt lesson for different levels:

Lower levels: Lesson would have to be broken into smaller segments and spread over 2-3 lessons instead. Vocabulary would have to be modified so that only the basic words are used. (using 1-2 syllable words)

Higher levels: For advanced students, the difficulty of the sentences could be increased. They could be provided with more work on paragraphs/stories containing “th” words. In addition, they could use authentic materials such as newspapers to search for “th’’ words and practice pronunciation.

Next lesson: Check homework puzzle exercises. Review the pronunciation of [ð] and [θ] using the Sammy diagrams as well as some of the key words and vocabulary. These could be displayed as a wall chart with the same content as the Pronunciation Guide.

Evaluation of Objectives Taught

Compile a concise checklist of performance descriptors to evaluate effectiveness of the lesson. This allows the teacher to determine which students require additional practice or if parts of the lesson need to be taught again, perhaps using a different strategy.

1. In terms of auditory discrimination, is able to perceive [θ] [ ð ] during various listening exercises? yes_____ observations_______________________modifications to make/notes_________________________________________________________

2. Is able to produce the phonemes [θ] [ ð ] ? yes____ observations/notes ________

3. Are there cultural sensitivities apparent? yes____ observations/notes ________

4. Is able to pronounce words/ sentences with [θ] [ ð ] words? yes____ observations _______________________________________________________________________________

5. Demonstrates understanding of new vocabulary used in sentences/ paragraphs? yes____ observations/notes ________________________________________________________

6. Exhibits confidence and feels positive and successful, realizing the importance of accurate pronunciation to engage in meaningful communication? yes____ observations ____________________________________________________________________

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Student Pronunciation Guide

Th [ θ ]

How to Make the Sound

(Sammy diagram from www.englishsecret.com)Place the tip of your tongue between your upper and lower teeth. Don't put it between your lips. Make the sound by forcing air through the opening between your teeth and tongue. Don't vibrate your vocal cords.

Key Words/Pictures:

think bath teeth[θInk] [bæθ] [tiyθ ]

6TH [ð]

How to Make the Sound (Sammy diagram from www.englishsecret.com)

Place the tip of your tongue between your upper and lower teeth. Don't put it between your lips. Make the sound by forcing air through the opening between your teeth and tongue.

Key Words/Pictures:

they/them feather lathe[ðey] [ðεm] [fεðer] [leyð]

Rules:

a. When th is followed by an “e” or “er” the voiced pronunciation [ ð ] is used. Examples: the, they, them, mother, brother, father, weather, leather.

b. When the noun is used as a verb, the voiced pronunciation [ ð ] is used. Example: “bath” becomes “bathe”; “cloth” becomes “clothe”; “breath” becomes “breathe”

c. Exceptions to the rules: The person’s name Thomas is a [t].

MATERIALS

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OHT #1 (Source: www.cartoonstock.com, text modified by Hickle)

What can happen without correct pronunciation?

“Oh, no! I said thaw the turkey, NOT saw the turkey!”

OHT #2: th [ θ ]

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(Source: www.okanagancollege.ca and Dale & Poms 2005, modified by Hickle 2008)

Part A: [θ] Relax and listen to the following: (don’t show OHT yet, teacher reads first)

Initial medial finalThursday without teeththink bathroom paththird nothing methodthrow wealthy boothThelma mythology wraththirsty method monththank author oathShow OHT and have students listen and repeat the words.

Part B: Minimal PairsListen to the following sets of words. Which one has [θ] ?

three free thin sinsoar Thor pass pathboth boat fought thoughtmoth moss bath batfrilled thrilled three freethank sank thank tanksick thick saw thaw

(show above section on OHT, read and have Ss repeat)

Part C: SentencesShow OHT. Ss listen and repeat:

1. Thank you for the birthday present.2. I think it is the method.3. Open your mouth and show your teeth.4. Thelma is healthy and wealthy.5. Baby Beth got her third tooth this month.6. Thor took an oath to tell the truth.OHT #3 Sammy Diagrams

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For voiced and unvoiced “th”, the tongue must be placed between the teeth, compared to the placement for [d] and [s] as shown below. Indicate that [t] has same placement as [d]

(source www.englishsecret.com)

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OHT #4

Tongue Twisters (source: Dale & Poms 2005 and Okanagan U-C website)

Show OHT. Ss listen, read and repeat.

“Thor is the god of Thunder.

Thelma and Theo have bad breath.

Thieves are thankless thugs who deserve our wrath.

Thursdays are thirsty days for lethargic Ruth and Thelma.

Theopholus Thistle, the successful thistle sifter, in sifting a sieveful of unsifted thistles, thrust three thousand thistles through the thick of his thumb.

Thirty thousand thoughtless boys thought they’d make a lot of noise. So with thirty thousand thumbs, they banged on thirty thousand drums!”

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Materials Hand-out #5 (Source: Dale & Poms and Okanagan U-C website)

Ss work in small groups or pairs to read sentences and select correct word.

1. Beth saw the pass/path and took it.

2. Thora and Thelma read all about the trees/threes.

3. After the rain, his booths/boots were covered with mud.

4. All the students saw the tree/three men and cheered.

5. The new manager really liked his new theme/team.

6. He was ready to take a bat/bath.

7. Thelma wanted to tank/thank him.

8. Ruth/roof will be going to the theatre.

9. The doctor said Beth looks shin/thin.

10. Mr. Thorpe thought/taught about the story.

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OHT #6 [ð] (Source: Dale & Poms, Bjerke and Okanagan U-C website)

Teacher reads the words first while students listen.

Part A:

Initial medial finalthe gather soothethan although sheathethose father teethe there northern breathethem leather clothe thy whether seethethis they

Now show as OHT and have Ss repeat.

Part B: Listen for the word that has [ð].

than Dan breathing breedingfather fodder dare there

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either ether clothing closingteething teasing thy thighthose doze thy diethough dough they day

Show as OHT and have students read and repeat.

Part C: Sentences

1. That’s right!2. Father and mother are breathing the fresh air.3. Heather is under the weather.4. That leather purse feels smooth.5. Mother will bathe the baby.6. This clothing is as light as a feather.7. The rhythm of the rain is soothing.9. Birds of a feather flock together.10. This is my other brother.

OHT #7 Weather Report (Source: Dale & Poms 2005)

Show OHT and have Ss read paying attention to words containing [ð].

This is Heather Worthington, here to give you another weather

report. The weather is rather rainy in the northern areas. Don’t

bother with umbrellas or heavy leather clothing in the southern

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region. There will be warm weather, although there is a slight

chance of either rain or storms. Seas are smooth, so you might take

those bathing suits out. Neither tornado nor hurricane warnings are

in effect this week, so everyone can breathe easy. That’s all for

tonight.

Hand-out #8. Ss work in small groups or pairs reading sentences to select correct word.

1. I like this book better (than/then) that book.

2. (This/These) shoes are weatherproof.

3. The family will be (there/dare) for the party.

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4. Mother told (they/them) not to be late.

5. (That/Those) lather is soothing.

6. (They/Them) are worthy of the award.

7. They were (breathing/breeding) the fresh mountain air.

8. When exactly will (they/day) come?

9. He used (ether/either) in the chemistry lab.

10. I don’t think that essay is (worthy/wordy) of an award.

Materials #9 Student hand-out. Duplicate page and cut out into picture cards and give each student one face down on desk. (Source: Microsoft clips on-line)

father they bath

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thirtieth thumb teeth

thermometer thimble moth

thistle thief mother

Materials #10 Student hand-out for homework [θ] (Source: www. createapuzzle.com)

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ANSWER KEY

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Materials #11 - Student hand-out for homework [ ð ] (Source www.createapuzzle.com)

ANSWER KEY20

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Print as a color poster(source: http://www.apostle.com)

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The tree is thick.

The tree is thin.

REFERENCES

Bjerke, Lisa, Accent on Canadian English: A Pronunciation Program for Speakers of English as a Second Language, Second Edition, Optima Communications Inc., 2008. (Workbook with 4 CDs)

Dale, Paulette & Poms, Lillian, English Pronunciation Made Simple, Pearson Education, 2005. (Workbook with 2 Audio CDs)

Websites:

www.okanagan.bc.ca

www.createapuzzle.com

www.englishsecret.com

www.cartoonstock.com

http://www.apostle.com

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