LESSON PLAN: (eng 104B)

Lesson Plan Description

Tutees are asked to learn about phonemic structure of the spoken tongue, the relations of that structure to the spelling of the language in writing, the basic grammatical devices of spoken and written English, the logical conventions of classification, definitions, induction, and deduction that inform and accurate us of the language in intelligent discourse.

 

Objectives

I. These objectives will foster future second language L2 users to develop expected English language competence in both speaking and listening.

 

II    To understand the differences between phonemes and allophones and to be able to discern positional variations in the consonant system.

 

 

III        To develop an ear for the phonemic alphabet between one-to-one correspondences between the symbols used in the phonemic alphabet and the sounds that they represent.

 

 

IV To foster familiarity with the phonemic alphabet for English consonants. The tutee will be encouraged to become acquainted with the full inventory of NAE consonants phonemes.

 

 

 V The tutee will be afforded teaching pronunciation through the introduction of phonemic transcription in which the transcription system will be essential for the student’s foundation to developing a sense of spelling, word diction for initial consonants and final consonants.

 

VI The student will recognize the relationship among voicing, place of articulation, and manner of articulation.

 

VII       To engage in tutoring practice with practicing tutors in order to develop the basis for informed listening and speaking in relation to consonant contrast by consciousness-raising procedures such as sentence drilling, visual props, and drawings.

 

2) lessons (L)/activities (A)             

• List of minimal pairs to asses the students manner and place of articulation: /l/ and /r/ and assess the distribution of /l/ within syllables p.77  table 3.12

• Assess initial and final stop consonants /p, t, k/and /b, d, g/

• (L)Definitions of Phonemes and Allophones: explained

• (L)Positional variation (// and [ ]) and aspiration: explained

• (L)Introduction of the English consonants Table 3.1p. 53

•                         (A)Have student concoct his own by following Table 3.1

  • (L)Introduction to the phonemic alphabet: taught along side other skills and multi-skills curriculum: (A)table 3.2/ table 3.3  English sounds from their orthographic representation.

  • (L)Consonant inventory: voicing, place of articulation, and manner of articulation-figure 3.1(sagittal section diagram)p.57

  • (L)Table 3.6 Classification of NAE Consonant phonemes p. 61

  •  (A)Table 3.7 (teaching the consonant inventory) student worksheet

  • (L)Table 3.8 Explanation of Manner of Articulation

  • (L)Consonants: Voicing and Place of Articulation

  • (L)Consonants: Manner of Articulation

  •             (A) table 3.5 affricate consonants in English  p 58 student      practice

  • (L)Acoustics

  •             (A)practice using Praat and recording tutees voice (doing       phonetics by computer)

  • (L)Extracting Formant values

  • (A)Weblinks IPA with sounds

  • (A)IPA Sounds (weblinks) Practice listening

  • (L)Weblinks-Phonetics and Phonology: Language Samples Project- phonology- what is phonology?                                                                                              Physics and physiology of speech I,                                                   II &III

 

 

3) evaluation