2Why Study Phonetics?Understand why ESL students have trouble learning to pronounce English wordsEnglish pronunciation does not correspond to spellingTo be able to use a dictionary to look up how a word is pronounced
3Background Information Beginner/Intermediate ESOL classGrades 5-8Lesson takes place within a unit on phonetics and phonologyStudents are becoming familiar with sound patterns in EnglishStudents can read beginning level texts with little assistanceStudents have briefly been introduced to IPA
4Objectives What can we expect students to gain from the lesson? Content: SWAT identify and apply the appropriate phonetic representation for various English sounds by reading a poem that illustrates exceptions to English phonetic and phonological rules and completing exercises with class and individually.Language Awareness: SWAT comprehend that, in English, spelling often does not sound like it looks and that there can be more than one way to express a sound. They will also be able to apply the IPA to English words in order to become familiar with phonetic representation.Students will be expected to use language when reading the poem, listening to teacher’s directions, contributing to discussions and in answering exercise questions in writing.
5Objectives Learning Strategies Strategies to learn and practice: Metacognitive Awareness: : SWAT evaluate how much they already know of the inconsistencies of the English language while they are reading the warm-up poem. Other lesson activities will allow them to ascertain whether they are comprehending the content of the lesson. Students will participate in class and small group discussions to compare their thoughts with other students in the class.Strategies to learn and practice:Using Imagery – using pictures to represent soundsUsing Prior Knowledge – what do I already know about English spelling and phonetics?TESOL Standards: Goal 2, Standard 2 and Goal 2, Standard 3
7Warm-up English Spelling English Pronunciation Students will take turns reading a verseof the poem entitled “The Chaos”.EnglishSpellingEnglishPronunciation
8Presentation Introduction Developmental Activities Discussion of importance of having a phonetic alphabetIntroduction of IPAVisualizations of the IPA charactersDevelopmental ActivitiesStudents are asked to come up with words that are spelled differently but have the same soundStudents complete word maze connecting all of the words where the /i/ sound is present
11Guided PracticeExercise to practice transcribing words from English into IPAStudents practice saying words aloud to identify the soundsUsing the IPA images handouts, the students will provide transcriptions
12Answers to Exercise 1 tick kite key man men grace safe zilch sole push soul teensea yankbeige screamgym toypiece moose
13Independent PracticeStudents will practice writing IPA transcriptions in English lettersUsing the IPA images handouts, the students will write the IPA transcriptions in English lettersExercise will be turned in to the teacher and graded
14Answers to Exercise 2a. /wʌns əpan ə taɪm ðər wʌz ə kæt ɪn ə hæt hu əskeɪpt frʌm ðə wrld ʌv daktr sus ænd dəsaɪdɪd tə lɪv ɪn nu joʊrk sɪti, weir hi dəsaɪdɪd tə luz ðə hæt ænd bikʌm ə fæʃn dəzaɪnr ʌv filaɪn kæʒul weir./Once upon a time there was a cat in the hat who escaped from the world of Dr. Seuss and decided to live in New York City, where he decided to loose the hat and become a fashion designer of feline casual wear.
15Self-EvaluationQuestionnaire will be given at the beginning of the series of lessons on PhoneticsStudents will rate themselves on comfort level and comprehension of English spelling and pronunciation.Same questionnaire will be given again at various times throughout the Phonetics segment.Students will grade their own papers in class in order to see their own progress.Students should feel more comfortable and rate themselves highest after the final lesson.
16ClosureStudents will be given a phonetically transcribed verse of the poem that we used at the beginning of class to bring today’s lesson’s activities full circle.[ bʌt bi kærfəl haw ju spik:Sæj bræk ænd stæk, bʌt blik ænd strik;Klovən, ʌvən, haw ænd lo,SkrIpt, risit, ʃo, poəm, ænd to.]
17Expansion Possible Activities Ask students to come up with another example of a sound that is spelled several different ways in English such as /u/ along with words as examples.Discuss the issue of changing the rules of English spelling. Look at arguments by the Simplified Spelling Society (http://www.spellingsociety.org/)Have students come up with other subjects they could learn by applying the technique of mental imagery
18AssessmentStudents will be assessed informally through participation in class discussion and observation of small group discussionsStudents will be assessed formally on the completion of their independent practice exerciseStudents will be tested on the content of this lesson at the end of the unit