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    C-R Tasks For Elt Phonology

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    mfernandaf
    Frola Consciousness-raising tasks for introducing vowel sounds. Introducing the / ae / sound. The T will write the word "cat" on the bb and will pronounce it. She will erase the "c" and will replace it with a "b"

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    C-R Tasks For Elt Phonology

    Uploaded by

    mfernandaf
    70 views3 pages
    Frola Consciousness-raising tasks for introducing vowel sounds. Introducing the / ae / sound. The T will write the word "cat" on the bb and will pronounce it. She will erase the "c" and will replace it with a "b"

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    C-R Tasks for Elt Phonology

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    Frola Consciousness-raising tasks for introducing vowel sounds. Introducing the / ae / sound. The T will write the word "cat" on the bb and will pronounce it. She will erase the "c" and will replace it with a "b"

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC or read online from Scribd
    Download as doc
    70 views3 pages

    C-R Tasks For Elt Phonology

    Uploaded by

    mfernandaf
    Frola Consciousness-raising tasks for introducing vowel sounds. Introducing the / ae / sound. The T will write the word "cat" on the bb and will pronounce it. She will erase the "c" and will replace it with a "b"

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC or read online from Scribd
    Download as doc
    of 3

    Frola 1

    Consciousness-raising tasks for introducing vowel sounds

    Lesson plan

    1. Introducing the / æ / sound. The T will write the word “cat” on the bb and will
    pronounce it. Then, she will erase the “c” and will replace it with a “b”. She will
    repeat the procedure with letters “f”, “h”. She will stress the importance of
    changing a sound; it changes also the whole word.

    2. Isolating the item. The T will write the words on the bb ( cat-bat-fat) . She will
    read the aloud and ask sts some questions to help the notice the vowel sound (æ)
    T: Do they rhyme? Why? What do they have in common?

    3. Modelling: The T will ask sts to pay attention to the movements of her mouth
    or lips when she calls out the words on the bb. She will ask sts how her lips are
    placed by asking some questions. After that, she will produce the sound many
    times so sts can see how the sound is articulated.

    4. Mirror game: The T will ask sts to bring a small mirror. She will ask sts to
    produce the sound in front of their mirror so they can see themselves as they
    pronounce the words (self-awareness). The T will place emphasis on the spread
    lip position.

    5. Introducing / ɑ: /.Contrast: The T will write now on the bb, in other column the
    words car – park – plant – art. She will read aloud and ask sts some questions to
    help sts notice the new sound and see the difference between the two vowels.
    T: Do they rhyme? What do they have in common? Take a look at “cat” and “car”,
    are the same? What’s the difference?

    6. Modelling: The T will ask sts to pay attention to the movements of her mouth
    or lips when she calls out the words on the second column ( / ɑ: / ). She will ask
    sts how her lips are placed by asking some questions. After that, she will produce
    the sound many times so sts can see how the sound is articulated.

    7. Mirror game: She will ask sts to produce the sound in front of their mirror so
    they can see themselves as they pronounce the words (self-awareness). The T
    will place emphasis on the position of the lips and the back sound.

    8. Introducing / ʌ / . Contrast: The T will write then the words cup – cut – up –
    jump – duck – sun in another column on the bb, She will repeat the procedure and
    help sts to notice the difference among the three vowels.

    9. Modelling: The T will ask sts to pay attention to the movements of her mouth
    or lips when she calls out the words on the third column ( / ʌ/ ). She will ask sts
    how her lips are placed by asking some questions. After that, she will produce the
    sound many times so sts can see how the sound is articulated.

    10. Mirror game: The T will ask sts to bring a small mirror. She will ask sts to
    produce the sound in front of their mirror so they can see themselves as they
    Frola 2

    pronounce the words from the first column(/æ/). The T will place emphasis on the
    spread lip position.
    The same will be repeated with the other two vowels / ɑ: / and / ʌ / , placing
    emphasis on the articulation of the sounds.

    NOTE: For each column the T will stick on the bb a picture of a cat, a car and a
    cup, so sts can associate the pictures with the sound, which would be useful for
    recognition activities later on.

    11. Recognition of the sound:


    11.1. TPR: The T will say aloud some words ( bag- arm- Patty - park – apple-
    fast –up – dark – run – hat - hut). Sts will have to listen carefully and make the
    sound of a “cat” if they listen to / æ / , the sound of a “car”, if they listen to / ɑ: /
    or the gesture of a “drinking from a cup”, if they listen to / ʌ /
    11.2. Minimal pairs: The T will hand in WORKSHEET 1. She will read aloud
    the words and ask sts to follow her. Sts will circle the word that they hear. When
    checking the exercise, the T will provide further explanation on how the words are
    pronounced. Then, she will ask sts to practice the sounds.

    NOTE: When checking the exercise, the T will provide further explanation on
    how the words are pronounced. There will be reflection on practice or student’s
    justification of their choice.

    12. Production. Rhyme. The T will check the previous activity and as she does
    she will write the correct answers on the bb in red, She will then add some words
    and form the rhyme. “The fat cat runs very fast in the Sun while Pat and Sam are
    in the park.”
    She will ask sts to listen to her and repeat the rhyme. She will repeat the line
    many times.
    Frola 3

    WORKSHEET 1

    PRACTICE

    Look at the words. Circle the correct one.

    1. fast fat

    2. sat star

    3. cat cup

    4. park Pat

    5. fun fast

    6. run rat

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