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TRED 256 Allison Barden Suzanne Dadzie Tricia Piccinino

Why Study Phonetics?



Understand why ESL students have trouble learning to pronounce English words



English pronunciation does not correspond to spelling



To be able to use a dictionary to look up how a word is pronounced

Background Information



Beginner/Intermediate ESOL class



Grades 5-8



Lesson takes place within a unit on phonetics and phonology



Students are becoming familiar with sound patterns in English



Students can read beginning level texts with little assistance



Students have briefly been introduced to IPA

Objectives

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.

Objectives

Learning Strategies

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 sounds Using Prior Knowledge – what do I already know about English spelling and phonetics?

TESOL Standards: Goal 2, Standard 2 and Goal 2, Standard 3

http://www.gisd.k12.nm.us/standards/esl/9-12tesol.html

Procedures

       Warm-up Introductory Activity Developmental Activity Guided Practice Independent Practice Assessment Closure

Warm-up

Students will take turns reading a verse of the poem entitled “The Chaos”.

http://www.unique.cc/ron/estuff.htm

English Spelling English Pronunciation

Presentation



Introduction

 Discussion of importance of having a phonetic alphabet   Introduction of IPA Visualizations of the IPA characters 

Developmental Activities

 Students are asked to come up with words that are spelled differently but have the same sound  Students complete word maze connecting all of the words where the /i/ sound is present

IPA Sounds/Pictures

 Vowel Sounds  Diphthongs  Consonant Sounds  Consonant Sounds (Part 2)

Word Maze

Guided Practice

 Exercise to practice transcribing words from English into IPA  Students practice saying words aloud to identify the sounds  Using the IPA images handouts, the students will provide transcriptions

Answers to Exercise 1

tick key men safe sole soul sea beige gym piece kite man grace zilch push teen yank scream toy moose

Independent Practice

 Students will practice writing IPA transcriptions in English letters  Using the IPA images handouts, the students will write the IPA transcriptions in English letters  Exercise will be turned in to the teacher and graded

Answers to Exercise 2

a . /w ʌ ns əpan ə ta ɪ m ðər w ʌ z ə kæt ɪ n ə hæt hu əske ɪ pt fr ʌ m ðə wrld ʌ v daktr sus ænd dəsa ɪ d ɪ d tə l ɪ v ɪ n nu jo ʊ rk s ɪ ti, weir hi dəsa ɪ d ɪ d tə luz ðə hæt ænd bik ʌ m ə fæ ʃ n dəza ɪ nr ʌ v fila ɪ n kæ ʒ ul 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.

Self-Evaluation

     Questionnaire will be given at the beginning of the series of lessons on Phonetics Students 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.

Closure

Students 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.

[ b ʌ t bi kærf ə l haw ju spik: Sæj bræk ænd stæk, b ʌ t blik ænd strik; Klov ə n, ʌ v ə n, haw ænd lo, Skr

I

pt, risit, ʃ o, po ə m, ænd to.]

Expansion

 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

Assessment

   Students will be assessed informally through participation in class discussion and observation of small group discussions Students will be assessed formally on the completion of their independent practice exercise Students will be tested on the content of this lesson at the end of the unit