Topic: Consonant Level: Elementary Aim
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lesson 1
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- Materials
- Activity Objective Procedure Time
- Pronunciations of C
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Lesson plan Course title: Phonetics Topic: Consonant Level: Elementary Aim: The aim is to find out which features of pronunciation are essential for clear articulation. Making communicative competence the goal of Language teachings. To teach pupils how to pronounce the consonant sounds in English Materials: Read and understand 1(#9: New Research on Computer Games)/ markers / worksheets / whiteboard Time: 45 min
Detailed process of the lesson Warm up
1 What is phonetics? 2 What is the sound? 3 How can we divide sounds into groups? 4 What is the vowel? 5 What is the consonant? Pre-activity Materials: handout 1,2 / marker/ whiteboard Objective: to explain a new theme and teach how to pronounce consonant sounds Procedure: Teacher teaches the pronunciation of the consonant sounds Time: 10 min Handout 1 A: What is the consonant. The pronunciation of the consonant sounds Handout 1B: The pronunciation of consonants /b/, /p/, /c/ The P and B consonants. These two sounds are paired together because they take the same mouth position. P is unvoiced, pp, meaning only air passes through your mouth. And B is voiced, bb, meaning, uh, uh, bb, you’re making a sound with your vocal cords. To make this sound, the lips will stay together while the teeth part a little bit, pp, bb. These are stop consonants. In stop consonants, there are two parts. There is a stop of the airflow, and a release. So the stop of the airflow happens, pp, as the lips remain closed, and the release when they part and the air comes through. Let’s look at the nature of a stop consonant in the sample word nap. Na–, the lips are together, cutting off the airflow, nap, pp, and they part, the air is released. Stop consonants at the ends of words or syllables are sometimes not released. Pronunciations of C The sound of the c depends on the letter that follows: When the c is followed by h, the two letters together form the ch sound, which is very similar to the the "ch" sound of English in words such as "church" and "cheap." It is never pronounced like the "ch" in "architecture" When the c is followed by any other consonant or by the vowel o, or u, it has sound of the English "k" but is slightly less explosive. Note that the English "c" has approximately the same sound when followed by the same letters. The third sound is the one that varies by region. For most Spanish speakers, including nearly all in Latin America, the c is pronounced much like the English "s" when it comes before an e or i While activity Materials: Handout 2 A, B/ worksheets/ marker/ whiteboard Objective: To practice how to pronounce the consonant sounds and to clarify consonant sounds from others Procedure: Pupils do the tasks given by teacher and analyze the task together Time: 12 min Handout 2 A: Listen to the words carefully and then write the letter /b/ /p/ /c/ in each words. 1 Te..hno..ho..es 2 So..ial 3 Intera..t 4 ..ommuni..ation 5 ..rutality 6 ..umbing ..own 7 ..reativity 8 Justifie.. 9 Lo..es 10 Vi..eo Games Solution: 1 Technophobes 2 Social 3 Interact 4 Communication 5 Brutality 6 Dumbing down 7 Creativity 8 Justified 9 Lobes 10 Video Games
2. The ..og ..arked at the ..ats. 3. The au..ience ..lapped at the en.. of the play. 4. The tap in the ..athroom dripped all night. 5. The trees rustle.. in the win... 6. I kno..ked on the door before I entere.. the room. 7. The wheel on his ol.. bicycle squeake... 8. He always mutters when he is annoye... 9. Her ..up rattled on its sau..er. 10. She s..reamed when she saw the ghost. Solution
2. The dog barked at the cats. 3. The audience clapped at the end of the play. 4. The tap in the bathroom dripped all night. 5. The trees rustled in the wind. 6. I knocked on the door before I entered the room. 7. The wheel on his old bicycle squeaked. 8. He always mutters when he is annoyed. 9. Her cup rattled on its saucer. 10. She screamed when she saw the ghost. Post activity Materials: Handout 3 / worksheets / whiteboard Objective: To analyze how pupils understand the topic Procedure: Teacher gives puzzle to the pupils and practice to pronounce the sounds Time: 10 min Handout 3: Crossword related to the topic Across 2. To make a loud, high noise with your voice because you are afraid, hurt, or angry. (6) 4. The sound made when breathing out heavily because you are annoyed or unhappy. (4) 5. To speak quietly so that your voice is difficult to hear, often when complaining about something. (6) 9. The sound made by small amounts of falling water, such as from a tap or gentle rain. (4) 10. The sound made by suddenly breaking something long, thin and hard in two. (4) 11. To make a noise by hitting something, especially a door, with your closed hand. (5) 13. To make a sound by breathing air out through a small hole made with your lips. (7) 16. The sound of something falling into or moving in water. (6) 17. To close with great force. (4) Down 1. To make a noise like something knocking repeatedly. (6) 3. The sound made by a bell, also used to describe the sound made by a telephone. (4) 4. To make a short, high sound. (6) 6. The noise made by striking something gently. (3) 7. To move about and make a soft, dry sound, usually paper or leaves. (6) 8. The short, loud sound that a dog makes. (4) 12. The sound made when you hit your hands together, often repeatedly, to show that you enjoyed a performance. (4) 14. The long, sad sound made by a dog or wolf (wild animal like a large dog). (4) 15. A sudden, loud noise. (4) Solution
Conclusion Materials: Orally Objective: To assess the students and to ask their opinion and give home tasks Procedure: Teacher gives some questions related to the topic in order to check pupils’ comprehension and gives home tasks Time: 6 min Home tasks: To practice and memorize pronunciation of consonant sounds Download 122.22 Kb. Do'stlaringiz bilan baham: 
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