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Pronunciation Instruction APPENDIX A. Sample class focusing on ...
Pronunciation Instruction. APPENDIX A. Sample class focusing on the teaching
of the voiced and voiceless sound of theta. / θ/ VS. / ð/. Objectives: ▫ To recognize
...
Pronunciation Instruction APPENDIX A. Sample class focusing on the teaching of the voiced and voiceless sound of theta. / θ/ VS. / ð/ Objectives:
To recognize the manner of articulation of the voiced and voiles sounds of theta.
To practice and improve the production of the sound / θ / in initial position followed by a vowel.
To practice and improve the production of the sound / θ / when followed by a consonant.
To practice and improve the production of the sound / θ / in the middle of words.
To identify the difference between / θ / and / ð / by the use of minimal pairs.
To correctly identified and produce both sounds in unplanned conversation.
Material: Copies of exercises from the following resources: a) Lane, L. (1993). Focus on Pronunciation. Principles and Practice for Effective communication. Colombia University. (pp. 62-64) b) Hewings, M., Goldstein, S. (1998). Pronunciation plus- (student’s book). Cambridge University Press. (pp. 24-27) Activities:
Pronunciation Instruction 1) Teacher (T) shows students (ss) a diagram which represents the human head, seen from the side (Celce-Murcia, et al., 1996, p. 43). The purpose is to get ss acquainted with the articulators that it will be referring to throughout the sessions. 2) T shows the visual for the representations of the ‘th’ sound in the IPA. 3) T shows the manner and place of articulation of the voiced and voiceless sound of theta. T stresses the differences between voiced and voiceless by placing her hand in front of her mouth in order to feel the aspiration. Ss practice the sounds along with T. 4) Input / receptive skills. T and ss go through the first activity from Lane (1993, p. 62). They notice the / θ / sound in initial, middle and final position. Ss will utter the words and will be corrected only if needed. 5) The same procedure for the / ð / sound. 6) Idioms and expressions are introduced. They are read by ss and they are encouraged to come up with a sentence. Ss will use the idioms on the exercise provided below (Lane 1993, p.62) 7) T presents a new list of words (Hewings 1998, p.25) which contain the target sounds. Ss are encouraged to make up a story by trying to use those words as well as the idioms that were revised. 8) Homework: from Hewings pages 26-27.
