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APLNG 410 Mini Project Articulation of /l/ and /r/ for Japanese learners of English Shiho and Marti.

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Presentation on theme: "APLNG 410 Mini Project Articulation of /l/ and /r/ for Japanese learners of English Shiho and Marti."— Presentation transcript:

1 APLNG 410 Mini Project Articulation of /l/ and /r/ for Japanese learners of English Shiho and Marti

2 Mini Lesson Plan Target Audience: Intermediate Level adult Japanese learners of English (also applicable to native speakers of other Asian languages) Materials: Dr. Seuss books Lesson Topic: /l/ and /r/ distinction Goal: To assist students in identifying distinctions and articulating accurately the /l/ and /r/ phonemes

3 Articulation of /l/ and /r/ by Japanese Learners of English Japanese has only one liquid sound which is between the English /l/ and /r/. Japanese learners of English may articulate /l/ and /r/ as the same sound, which is close to /l/.

4 Mini Lesson Pre-Activity: Initial review and practice of /l/ and /r/ minimal pairs with phonemes in initial position. Introduce Dr. Seuss by showing some of his books to the group. Core Lesson: 1. Using the Dr. Seuss story, “ Gertrude McFuzz, ” have students practice in pairs reading their assigned passages of the story. 2. Students read their passages aloud sequentially to create the story. 3. Discuss as a class the words that pose difficulties in articulation.

5 Pre-Activity: Minimal Pairs using /l/ and /r/ Distinction of place of articulation: /l/ is made with tip of tongue touching the alveolar ridge while /r/ is made with tip of tongue touching no part of roof of mouth. /l//r/

6 Pre-Activity (cont ’ d): Minimal Pairs using /l/ and /r/ lap wrap leaderreader

7 Pre-Activity (cont ’ d): Minimal Pairs using /l/ and /r/ loom room lies rise

8 Pre-Activity (cont ’ d): Minimal Pairs using /l/ and /r/ lentrent long wrong

9 Core Lesson 1. Using the Dr. Seuss story, “ Gertrude McFuzz, ” have students practice in pairs reading their assigned passages of the story. 2. Students read their passages aloud sequentially to create the story. 3. Discuss as a class the words that pose difficulties in articulation.

10 Assessment Determine the ability of students to articulate correctly /l/ and /r/ by circulating around the class and listening to them while they practice in pairs and read story passages aloud.

11 Thank You for your cooperation Thank You for your cooperation


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