1 Running Head PRONUNCIATION UNIT

On the Horizon Language Institute

Pronunciation Unit

Sean Saly

California State University Northridge

Professor John Gides

October 162013

2 PRONUNCIATION UNIT

Table of Contents

Introduction ------------------------------------------------------------------------------------------------------ 3

Goals and Objectives ------------------------------------------------------------------------------------------- 3

Lesson 1 ------------------------------------------------------------------------------------------------ 3

Lesson 2 ------------------------------------------------------------------------------------------------ 4

Lesson 3 ------------------------------------------------------------------------------------------------ 4

Listening Instruction ------------------------------------------------------------------------------------------- 5

Materials ----------------------------------------------------------------------------------------------- 5

Methodology ------------------------------------------------------------------------------------------ 5

issessnrrent -------------------------------------------------------------------------------------------- 5

Integration of Listening and Speaking ------------------------------------------------------------ 5

Speaking Instruction ------------------------------------------------------------------------------------------ 6

Materials ---------------------------------------------------------------------------------------------- 6

Methodology ----------------------------------------------------------------------------------------- 6

issessment ------------------------------------------------------------------------------------------- 6

ippendices ----------------------------------------------------------------------------------------------------- 7

3 PRONUNCIATION UNIT

Introduction

On the Horizon Language Institute is a private language school that focuses on immersion It is

based in Los Angeles and is opened all year long to students from all over the world The institute

provides content and task based instruction as well as community language learning The main focus is

communication in the target language and what better way to learn it than in a country where it is

spoken

This unit plan is taken from a summer immersion program that the institute conducts It is an

eight week program covering communication skills The students consist ofhigh school students with a

high intermediate to low advance proficiency level in English The majority of the students are from parts

of Asia and Europe but there are also students from South America as well There are about 30 students

in the program The students will be meeting three times a week Monday Wednesday and Friday for 90

minutes in the mornings and will be travelling around Los Angeles and other parts of Southern California

and days that class is not conducted They will be staying at host families homes to gain a better

understanding ofAmerican culture and to be able to practice English 24 hours a day

The students in this program want to go to a university in their home country where most or all of

their classes will be conducted in the English language The program is intended to work on accuracy and

fluency but this particular unit is focusing solely on accuracy It is the first week ofthe program It is the

introductory unit to get the students excited to learn English by listening to the dialect and then moving

on to everyday life in the United States The skills that this unit will cover are speaking and listening In

order to accomplish that the students will be working on their pronunciation ofEnglish sounds to obtain

an accuracy ofthe dialect All of the lesson plans herein will allow the students to work on their

pronunciation and will be assessed properly using both listening and speaking skills

Goals and Objectives

Lesson One

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with

the Southern California dialect through the use ofminimal pairs

4 PRONUNCIATION UNIT

Obiectives

1 Students will have strengthened the accuracy oftheir speech using Ig Ik luh and lawl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills

Lesson Two

Goal To continue to improve listening skills to be able to use outside the classroom using different

sounds from the previous lesson through the use ofminimal pairs

Obiectives

1 Students will have strengthened the accuracy oftheir speech using III Iii IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills

Lesson Three

Goal To effectively train the mouth to correct common pronunciation errors

Objectives

1 Students will have learned correct English pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Through group exercise students will have practiced the tongue twisters and correct each other

through peer work

4 Students will have left the lesson with the understanding of why tongue twisters are important in

a language learning context

5 PRONUNCIATION UNIT

Listening Instruction

Materials

The material being used in this unit for the listening exercises are three worksheets from an ESL

website 2--~middot~c2~--~~ and one teacher-produced sheet The website is an excellent resource to

materials in any topic covered in ESL The first two lessons have two sheets split into five activities

covering minimal pairs The first four activities on the worksheets cover the listening part ofthe lesson

The third lesson comprises of flashcards with certain tongue twisters that will be passed out to

each group in the class This is the sheet that I produced Students will be using the flashcards to practice

the tongue twister they have received and perfonn them in front ofthe class

Methodology

The methodology expressed in this unit plan is a mixture ofteacher-controlled and studentshy

controlled The teacher is there to guide the students to accuracy of the pronunciation Once the student

has somewhat of an understanding the students should begin to listen to each other and help each other

come to the right dialect by the third lesson I will be there to help only if the students are not quite

getting the pronunciation correctly

Assessment

The listening portion of the unit will receive an informal assessment The students will be

assessed by the teacher listening to the students repeat after him This will al10w the teacher to see if their

listening skills are efficient to where they repeat the same sound almost flawlessly Also each activity

assesses listening by asking a student to circle or write down what they hear

Integration ofListening and Speaking

Listening and speaking go hand in hand in most lesson plans where the goal is listening or

speaking In repetition the teacher would ask the students to repeat what they hear The material used in

this unit plan use activities that ask the students to write down the correct word that they heard By the

end of the lesson the students are asked to pretend to be the teacher and do the activities with a partner

6 PRONUNCIATION UNIT

This allows the students to pronounce the words (speaking) and the other students to respond to what he

or she heard (listening)

Speaking Instruction

Materials

The same materials that are used in the listening instruction are used in the speaking instruction

Since activities one through four are primarily for listening the fifth activity will cover the speaking

instruction The third handout the tongue twisters will also be used in the speaking instruction At the

end of the unit the students will have to say the tongue twisters out loud in front of the class

Methodology

Just as the listening instruction used both a teacher-controlled and a student-controlled method

same will go for the speaking instruction ofthe unit This student-controlled method will allow the

students to interact with one another to correct each others speech patterns with using the teachers help

if necessary

Assessment

The speaking instruction is also an informal assessment The teacher will be walking around and

listening during group work for correct pronunciation and correct the students if necessary The teacher

will do the same during the third lesson with the tongue twisters The last assignment students will

receive for this unit is to do Part A B and C in the create your own tongue twister sheet Part Basks

that classmates help write the tongue twister but the students will be instructed to write their own and to

bring it to class the following week to go over right before the start ofthe next unit in the curriculum

7 PRONUNCIATION UNIT

Appendices

A Weekly Unit Plan

B Lesson Plans one through three

C Minimal Pairs worksheetlassessment 1

D Minimal Pairs worksheetlassessment 2

E Minimal Pairs worksheetlassessment 3

F Minimal Pairs worksheetlassessment 4

G Tongue Twister flashcards

H Create your OVlIl Tongue Twister sheet

8 PRONUNCIATION UNIT

Appendix A On the Horizons Language Institute Summer Immersion Program

Listening and Speaking Unit Plan

Time Class content and activities

Begin Pronunciation Unit Monday

900AM Minimal Pair Practice

June 19 bull Two minimal pairs worksheets

bull Listening Activity Speaking Activity bull

Class Goals Pronunciation practice

bull Building accuracy through repetition Maximizing listening and speaking skills bull

Homework

bull Listen for sounds outside the classroom and write them down Wednesday Continue Pronunciation Unit

More Minimal Pair Practice 900am

June 21 Two minimal pairs worksheets bull bull Listening Activity

bull Speaking Activity Class Goals Pronunciation Practice

bull Building accuracy through repetition

bull Maximizing listening and speaking skills Homework

Listen for sounds outside the classroom and write them down bull Complete Pronunciation UnitFriday

Tongue Twisters 900am

June 23 Tongue Twister flashcards bull bull Listening Activity

Speaking Activity bull Class Goals Effectively train the mouth to correct pronunciation errors

Building accuracy through repetition bull bull Encourage teamwork

Homework

Create your own tongue twister

i

Lesson Plan 1 -June 19 - ONTH Summer Imm - Rm 25 ~~~--~~-----------------------

Topic Pronunciation Practice

Time Period 90 Minutes ~-------

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with the Southern California dialect through the use of minimlil pairs

--------1Objectives 1 Students will have strengthened the accuracy of their speech using Igl IkI luhl and

lawl sounds 2 Students will have maximized their reasoning skills by determining what sound they

hear 3 Students will have communicated with each other to maximize their listening skills

MaterialsTeaching Procedures Time

15 mins White boardl -Words will be written on the board Warm up Activity

Handouts -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 15 mins -Explain this week we will focus on pronunciation -We will be going over common sounds in American English -The sounds in todays lecture luhl lawl Igl and Iki

Class Discussion 15 mins -Work on activities 2-4 on handout for Igl and IkI (5 min) -Work on activities 1-4 on handout for luhl and lawl (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Explain that tomorrow we will be working on two more minimum pairs -Tell them to listen for these sounds outside the classroom and write down as many as they can

I

Lesson Plan 2 -June 21 - ONTH Summer Imm - Rm 25 I Topic Pronunciation Practice

I Time Period 90 Minutes

Goal i To continue to improve listening and speaking skills to be able to use outside the classroom 1------------+-=--a---n_d_to-----b-e_fam---=iliar with the Southern California dialect through the use of minimal pairs

Objectives 1 Students will have strengthened the accuracy of their speech using II IiI IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills I

Time MaterialsTeaching Procedures

20 mins White boardl -Review words from previous day Warm up Activity

Handouts -Words will be written on the board from activity 1 II and Iii -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 10 mins -Ask students if they heard luhl lawl IgI or IkI sounds outside the classroom -Switch over to todays sounds -Give short example of the difference between 1 and IiI and IfI and Iv

Class Discussion 15 mins -Work on activities 2-4 on handout for II and IiI (5 min) -Work on activities 1-4 on handout for IfI and lvI (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Tell them to listen for these sounds outside the classroom and write down as many as they can

Lesson Plan 3 -June 23 - ONTH Summer Imm - Rm 25 -------------------------~Topic Pronunciation Practice

Time Period 90 Minutes

Goal To effectively train the mouth to correct common pronunciation errors Objectives 1 Students will have learned correct pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Students will have left the lesson with the understanding of why tongue twisters are important in a language learning context

I Teaching Procedures Time Materials

Warm up Activity -Ask students to list words they heard outside of class with sounds from the previous lesson -Read a tongue twister as fast as you can to get the class excited for the lesson -Have students repeat each word after hearing it and pick on a student or two to try the tongue twister out

15 mins White boardl Handoutsl Laminated cards

Lecture 20 mins -Introduce tongue twisters and why they are important in learning a dialect in a target language -Practicing allows the muscles in the mouth to gain accuracy of the pronunciation -Write and example of a tongue twister on the board -Say it slowly so the class hears my pronunciation

Class Discussion 15 mins -Pass out two different tongue twisters to each student -Ask for volunteers to try and sound out each one

Class Activity -Split class into groups of three to four -Pass out a different tongue twister to each group Make sure no group gets the same one -Give about 15 minutes to each group to practice the tongue twister -Walk around and listen to the pronunciation correcting if necessary -Answer any questions students may have

25m ins

Closure 10 mins -Each group will pick one brave student to say the tongue twister in front of the class -Students will catch pronunciation errors and try to help the student correct it -If that doesnt work I will correct the error -HW- Write your own tongue twister Explain to students not to worry about Part B and write their own

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

2 PRONUNCIATION UNIT

Table of Contents

Introduction ------------------------------------------------------------------------------------------------------ 3

Goals and Objectives ------------------------------------------------------------------------------------------- 3

Lesson 1 ------------------------------------------------------------------------------------------------ 3

Lesson 2 ------------------------------------------------------------------------------------------------ 4

Lesson 3 ------------------------------------------------------------------------------------------------ 4

Listening Instruction ------------------------------------------------------------------------------------------- 5

Materials ----------------------------------------------------------------------------------------------- 5

Methodology ------------------------------------------------------------------------------------------ 5

issessnrrent -------------------------------------------------------------------------------------------- 5

Integration of Listening and Speaking ------------------------------------------------------------ 5

Speaking Instruction ------------------------------------------------------------------------------------------ 6

Materials ---------------------------------------------------------------------------------------------- 6

Methodology ----------------------------------------------------------------------------------------- 6

issessment ------------------------------------------------------------------------------------------- 6

ippendices ----------------------------------------------------------------------------------------------------- 7

3 PRONUNCIATION UNIT

Introduction

On the Horizon Language Institute is a private language school that focuses on immersion It is

based in Los Angeles and is opened all year long to students from all over the world The institute

provides content and task based instruction as well as community language learning The main focus is

communication in the target language and what better way to learn it than in a country where it is

spoken

This unit plan is taken from a summer immersion program that the institute conducts It is an

eight week program covering communication skills The students consist ofhigh school students with a

high intermediate to low advance proficiency level in English The majority of the students are from parts

of Asia and Europe but there are also students from South America as well There are about 30 students

in the program The students will be meeting three times a week Monday Wednesday and Friday for 90

minutes in the mornings and will be travelling around Los Angeles and other parts of Southern California

and days that class is not conducted They will be staying at host families homes to gain a better

understanding ofAmerican culture and to be able to practice English 24 hours a day

The students in this program want to go to a university in their home country where most or all of

their classes will be conducted in the English language The program is intended to work on accuracy and

fluency but this particular unit is focusing solely on accuracy It is the first week ofthe program It is the

introductory unit to get the students excited to learn English by listening to the dialect and then moving

on to everyday life in the United States The skills that this unit will cover are speaking and listening In

order to accomplish that the students will be working on their pronunciation ofEnglish sounds to obtain

an accuracy ofthe dialect All of the lesson plans herein will allow the students to work on their

pronunciation and will be assessed properly using both listening and speaking skills

Goals and Objectives

Lesson One

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with

the Southern California dialect through the use ofminimal pairs

4 PRONUNCIATION UNIT

Obiectives

1 Students will have strengthened the accuracy oftheir speech using Ig Ik luh and lawl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills

Lesson Two

Goal To continue to improve listening skills to be able to use outside the classroom using different

sounds from the previous lesson through the use ofminimal pairs

Obiectives

1 Students will have strengthened the accuracy oftheir speech using III Iii IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills

Lesson Three

Goal To effectively train the mouth to correct common pronunciation errors

Objectives

1 Students will have learned correct English pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Through group exercise students will have practiced the tongue twisters and correct each other

through peer work

4 Students will have left the lesson with the understanding of why tongue twisters are important in

a language learning context

5 PRONUNCIATION UNIT

Listening Instruction

Materials

The material being used in this unit for the listening exercises are three worksheets from an ESL

website 2--~middot~c2~--~~ and one teacher-produced sheet The website is an excellent resource to

materials in any topic covered in ESL The first two lessons have two sheets split into five activities

covering minimal pairs The first four activities on the worksheets cover the listening part ofthe lesson

The third lesson comprises of flashcards with certain tongue twisters that will be passed out to

each group in the class This is the sheet that I produced Students will be using the flashcards to practice

the tongue twister they have received and perfonn them in front ofthe class

Methodology

The methodology expressed in this unit plan is a mixture ofteacher-controlled and studentshy

controlled The teacher is there to guide the students to accuracy of the pronunciation Once the student

has somewhat of an understanding the students should begin to listen to each other and help each other

come to the right dialect by the third lesson I will be there to help only if the students are not quite

getting the pronunciation correctly

Assessment

The listening portion of the unit will receive an informal assessment The students will be

assessed by the teacher listening to the students repeat after him This will al10w the teacher to see if their

listening skills are efficient to where they repeat the same sound almost flawlessly Also each activity

assesses listening by asking a student to circle or write down what they hear

Integration ofListening and Speaking

Listening and speaking go hand in hand in most lesson plans where the goal is listening or

speaking In repetition the teacher would ask the students to repeat what they hear The material used in

this unit plan use activities that ask the students to write down the correct word that they heard By the

end of the lesson the students are asked to pretend to be the teacher and do the activities with a partner

6 PRONUNCIATION UNIT

This allows the students to pronounce the words (speaking) and the other students to respond to what he

or she heard (listening)

Speaking Instruction

Materials

The same materials that are used in the listening instruction are used in the speaking instruction

Since activities one through four are primarily for listening the fifth activity will cover the speaking

instruction The third handout the tongue twisters will also be used in the speaking instruction At the

end of the unit the students will have to say the tongue twisters out loud in front of the class

Methodology

Just as the listening instruction used both a teacher-controlled and a student-controlled method

same will go for the speaking instruction ofthe unit This student-controlled method will allow the

students to interact with one another to correct each others speech patterns with using the teachers help

if necessary

Assessment

The speaking instruction is also an informal assessment The teacher will be walking around and

listening during group work for correct pronunciation and correct the students if necessary The teacher

will do the same during the third lesson with the tongue twisters The last assignment students will

receive for this unit is to do Part A B and C in the create your own tongue twister sheet Part Basks

that classmates help write the tongue twister but the students will be instructed to write their own and to

bring it to class the following week to go over right before the start ofthe next unit in the curriculum

7 PRONUNCIATION UNIT

Appendices

A Weekly Unit Plan

B Lesson Plans one through three

C Minimal Pairs worksheetlassessment 1

D Minimal Pairs worksheetlassessment 2

E Minimal Pairs worksheetlassessment 3

F Minimal Pairs worksheetlassessment 4

G Tongue Twister flashcards

H Create your OVlIl Tongue Twister sheet

8 PRONUNCIATION UNIT

Appendix A On the Horizons Language Institute Summer Immersion Program

Listening and Speaking Unit Plan

Time Class content and activities

Begin Pronunciation Unit Monday

900AM Minimal Pair Practice

June 19 bull Two minimal pairs worksheets

bull Listening Activity Speaking Activity bull

Class Goals Pronunciation practice

bull Building accuracy through repetition Maximizing listening and speaking skills bull

Homework

bull Listen for sounds outside the classroom and write them down Wednesday Continue Pronunciation Unit

More Minimal Pair Practice 900am

June 21 Two minimal pairs worksheets bull bull Listening Activity

bull Speaking Activity Class Goals Pronunciation Practice

bull Building accuracy through repetition

bull Maximizing listening and speaking skills Homework

Listen for sounds outside the classroom and write them down bull Complete Pronunciation UnitFriday

Tongue Twisters 900am

June 23 Tongue Twister flashcards bull bull Listening Activity

Speaking Activity bull Class Goals Effectively train the mouth to correct pronunciation errors

Building accuracy through repetition bull bull Encourage teamwork

Homework

Create your own tongue twister

i

Lesson Plan 1 -June 19 - ONTH Summer Imm - Rm 25 ~~~--~~-----------------------

Topic Pronunciation Practice

Time Period 90 Minutes ~-------

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with the Southern California dialect through the use of minimlil pairs

--------1Objectives 1 Students will have strengthened the accuracy of their speech using Igl IkI luhl and

lawl sounds 2 Students will have maximized their reasoning skills by determining what sound they

hear 3 Students will have communicated with each other to maximize their listening skills

MaterialsTeaching Procedures Time

15 mins White boardl -Words will be written on the board Warm up Activity

Handouts -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 15 mins -Explain this week we will focus on pronunciation -We will be going over common sounds in American English -The sounds in todays lecture luhl lawl Igl and Iki

Class Discussion 15 mins -Work on activities 2-4 on handout for Igl and IkI (5 min) -Work on activities 1-4 on handout for luhl and lawl (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Explain that tomorrow we will be working on two more minimum pairs -Tell them to listen for these sounds outside the classroom and write down as many as they can

I

Lesson Plan 2 -June 21 - ONTH Summer Imm - Rm 25 I Topic Pronunciation Practice

I Time Period 90 Minutes

Goal i To continue to improve listening and speaking skills to be able to use outside the classroom 1------------+-=--a---n_d_to-----b-e_fam---=iliar with the Southern California dialect through the use of minimal pairs

Objectives 1 Students will have strengthened the accuracy of their speech using II IiI IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills I

Time MaterialsTeaching Procedures

20 mins White boardl -Review words from previous day Warm up Activity

Handouts -Words will be written on the board from activity 1 II and Iii -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 10 mins -Ask students if they heard luhl lawl IgI or IkI sounds outside the classroom -Switch over to todays sounds -Give short example of the difference between 1 and IiI and IfI and Iv

Class Discussion 15 mins -Work on activities 2-4 on handout for II and IiI (5 min) -Work on activities 1-4 on handout for IfI and lvI (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Tell them to listen for these sounds outside the classroom and write down as many as they can

Lesson Plan 3 -June 23 - ONTH Summer Imm - Rm 25 -------------------------~Topic Pronunciation Practice

Time Period 90 Minutes

Goal To effectively train the mouth to correct common pronunciation errors Objectives 1 Students will have learned correct pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Students will have left the lesson with the understanding of why tongue twisters are important in a language learning context

I Teaching Procedures Time Materials

Warm up Activity -Ask students to list words they heard outside of class with sounds from the previous lesson -Read a tongue twister as fast as you can to get the class excited for the lesson -Have students repeat each word after hearing it and pick on a student or two to try the tongue twister out

15 mins White boardl Handoutsl Laminated cards

Lecture 20 mins -Introduce tongue twisters and why they are important in learning a dialect in a target language -Practicing allows the muscles in the mouth to gain accuracy of the pronunciation -Write and example of a tongue twister on the board -Say it slowly so the class hears my pronunciation

Class Discussion 15 mins -Pass out two different tongue twisters to each student -Ask for volunteers to try and sound out each one

Class Activity -Split class into groups of three to four -Pass out a different tongue twister to each group Make sure no group gets the same one -Give about 15 minutes to each group to practice the tongue twister -Walk around and listen to the pronunciation correcting if necessary -Answer any questions students may have

25m ins

Closure 10 mins -Each group will pick one brave student to say the tongue twister in front of the class -Students will catch pronunciation errors and try to help the student correct it -If that doesnt work I will correct the error -HW- Write your own tongue twister Explain to students not to worry about Part B and write their own

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

3 PRONUNCIATION UNIT

Introduction

On the Horizon Language Institute is a private language school that focuses on immersion It is

based in Los Angeles and is opened all year long to students from all over the world The institute

provides content and task based instruction as well as community language learning The main focus is

communication in the target language and what better way to learn it than in a country where it is

spoken

This unit plan is taken from a summer immersion program that the institute conducts It is an

eight week program covering communication skills The students consist ofhigh school students with a

high intermediate to low advance proficiency level in English The majority of the students are from parts

of Asia and Europe but there are also students from South America as well There are about 30 students

in the program The students will be meeting three times a week Monday Wednesday and Friday for 90

minutes in the mornings and will be travelling around Los Angeles and other parts of Southern California

and days that class is not conducted They will be staying at host families homes to gain a better

understanding ofAmerican culture and to be able to practice English 24 hours a day

The students in this program want to go to a university in their home country where most or all of

their classes will be conducted in the English language The program is intended to work on accuracy and

fluency but this particular unit is focusing solely on accuracy It is the first week ofthe program It is the

introductory unit to get the students excited to learn English by listening to the dialect and then moving

on to everyday life in the United States The skills that this unit will cover are speaking and listening In

order to accomplish that the students will be working on their pronunciation ofEnglish sounds to obtain

an accuracy ofthe dialect All of the lesson plans herein will allow the students to work on their

pronunciation and will be assessed properly using both listening and speaking skills

Goals and Objectives

Lesson One

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with

the Southern California dialect through the use ofminimal pairs

4 PRONUNCIATION UNIT

Obiectives

1 Students will have strengthened the accuracy oftheir speech using Ig Ik luh and lawl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills

Lesson Two

Goal To continue to improve listening skills to be able to use outside the classroom using different

sounds from the previous lesson through the use ofminimal pairs

Obiectives

1 Students will have strengthened the accuracy oftheir speech using III Iii IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills

Lesson Three

Goal To effectively train the mouth to correct common pronunciation errors

Objectives

1 Students will have learned correct English pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Through group exercise students will have practiced the tongue twisters and correct each other

through peer work

4 Students will have left the lesson with the understanding of why tongue twisters are important in

a language learning context

5 PRONUNCIATION UNIT

Listening Instruction

Materials

The material being used in this unit for the listening exercises are three worksheets from an ESL

website 2--~middot~c2~--~~ and one teacher-produced sheet The website is an excellent resource to

materials in any topic covered in ESL The first two lessons have two sheets split into five activities

covering minimal pairs The first four activities on the worksheets cover the listening part ofthe lesson

The third lesson comprises of flashcards with certain tongue twisters that will be passed out to

each group in the class This is the sheet that I produced Students will be using the flashcards to practice

the tongue twister they have received and perfonn them in front ofthe class

Methodology

The methodology expressed in this unit plan is a mixture ofteacher-controlled and studentshy

controlled The teacher is there to guide the students to accuracy of the pronunciation Once the student

has somewhat of an understanding the students should begin to listen to each other and help each other

come to the right dialect by the third lesson I will be there to help only if the students are not quite

getting the pronunciation correctly

Assessment

The listening portion of the unit will receive an informal assessment The students will be

assessed by the teacher listening to the students repeat after him This will al10w the teacher to see if their

listening skills are efficient to where they repeat the same sound almost flawlessly Also each activity

assesses listening by asking a student to circle or write down what they hear

Integration ofListening and Speaking

Listening and speaking go hand in hand in most lesson plans where the goal is listening or

speaking In repetition the teacher would ask the students to repeat what they hear The material used in

this unit plan use activities that ask the students to write down the correct word that they heard By the

end of the lesson the students are asked to pretend to be the teacher and do the activities with a partner

6 PRONUNCIATION UNIT

This allows the students to pronounce the words (speaking) and the other students to respond to what he

or she heard (listening)

Speaking Instruction

Materials

The same materials that are used in the listening instruction are used in the speaking instruction

Since activities one through four are primarily for listening the fifth activity will cover the speaking

instruction The third handout the tongue twisters will also be used in the speaking instruction At the

end of the unit the students will have to say the tongue twisters out loud in front of the class

Methodology

Just as the listening instruction used both a teacher-controlled and a student-controlled method

same will go for the speaking instruction ofthe unit This student-controlled method will allow the

students to interact with one another to correct each others speech patterns with using the teachers help

if necessary

Assessment

The speaking instruction is also an informal assessment The teacher will be walking around and

listening during group work for correct pronunciation and correct the students if necessary The teacher

will do the same during the third lesson with the tongue twisters The last assignment students will

receive for this unit is to do Part A B and C in the create your own tongue twister sheet Part Basks

that classmates help write the tongue twister but the students will be instructed to write their own and to

bring it to class the following week to go over right before the start ofthe next unit in the curriculum

7 PRONUNCIATION UNIT

Appendices

A Weekly Unit Plan

B Lesson Plans one through three

C Minimal Pairs worksheetlassessment 1

D Minimal Pairs worksheetlassessment 2

E Minimal Pairs worksheetlassessment 3

F Minimal Pairs worksheetlassessment 4

G Tongue Twister flashcards

H Create your OVlIl Tongue Twister sheet

8 PRONUNCIATION UNIT

Appendix A On the Horizons Language Institute Summer Immersion Program

Listening and Speaking Unit Plan

Time Class content and activities

Begin Pronunciation Unit Monday

900AM Minimal Pair Practice

June 19 bull Two minimal pairs worksheets

bull Listening Activity Speaking Activity bull

Class Goals Pronunciation practice

bull Building accuracy through repetition Maximizing listening and speaking skills bull

Homework

bull Listen for sounds outside the classroom and write them down Wednesday Continue Pronunciation Unit

More Minimal Pair Practice 900am

June 21 Two minimal pairs worksheets bull bull Listening Activity

bull Speaking Activity Class Goals Pronunciation Practice

bull Building accuracy through repetition

bull Maximizing listening and speaking skills Homework

Listen for sounds outside the classroom and write them down bull Complete Pronunciation UnitFriday

Tongue Twisters 900am

June 23 Tongue Twister flashcards bull bull Listening Activity

Speaking Activity bull Class Goals Effectively train the mouth to correct pronunciation errors

Building accuracy through repetition bull bull Encourage teamwork

Homework

Create your own tongue twister

i

Lesson Plan 1 -June 19 - ONTH Summer Imm - Rm 25 ~~~--~~-----------------------

Topic Pronunciation Practice

Time Period 90 Minutes ~-------

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with the Southern California dialect through the use of minimlil pairs

--------1Objectives 1 Students will have strengthened the accuracy of their speech using Igl IkI luhl and

lawl sounds 2 Students will have maximized their reasoning skills by determining what sound they

hear 3 Students will have communicated with each other to maximize their listening skills

MaterialsTeaching Procedures Time

15 mins White boardl -Words will be written on the board Warm up Activity

Handouts -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 15 mins -Explain this week we will focus on pronunciation -We will be going over common sounds in American English -The sounds in todays lecture luhl lawl Igl and Iki

Class Discussion 15 mins -Work on activities 2-4 on handout for Igl and IkI (5 min) -Work on activities 1-4 on handout for luhl and lawl (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Explain that tomorrow we will be working on two more minimum pairs -Tell them to listen for these sounds outside the classroom and write down as many as they can

I

Lesson Plan 2 -June 21 - ONTH Summer Imm - Rm 25 I Topic Pronunciation Practice

I Time Period 90 Minutes

Goal i To continue to improve listening and speaking skills to be able to use outside the classroom 1------------+-=--a---n_d_to-----b-e_fam---=iliar with the Southern California dialect through the use of minimal pairs

Objectives 1 Students will have strengthened the accuracy of their speech using II IiI IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills I

Time MaterialsTeaching Procedures

20 mins White boardl -Review words from previous day Warm up Activity

Handouts -Words will be written on the board from activity 1 II and Iii -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 10 mins -Ask students if they heard luhl lawl IgI or IkI sounds outside the classroom -Switch over to todays sounds -Give short example of the difference between 1 and IiI and IfI and Iv

Class Discussion 15 mins -Work on activities 2-4 on handout for II and IiI (5 min) -Work on activities 1-4 on handout for IfI and lvI (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Tell them to listen for these sounds outside the classroom and write down as many as they can

Lesson Plan 3 -June 23 - ONTH Summer Imm - Rm 25 -------------------------~Topic Pronunciation Practice

Time Period 90 Minutes

Goal To effectively train the mouth to correct common pronunciation errors Objectives 1 Students will have learned correct pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Students will have left the lesson with the understanding of why tongue twisters are important in a language learning context

I Teaching Procedures Time Materials

Warm up Activity -Ask students to list words they heard outside of class with sounds from the previous lesson -Read a tongue twister as fast as you can to get the class excited for the lesson -Have students repeat each word after hearing it and pick on a student or two to try the tongue twister out

15 mins White boardl Handoutsl Laminated cards

Lecture 20 mins -Introduce tongue twisters and why they are important in learning a dialect in a target language -Practicing allows the muscles in the mouth to gain accuracy of the pronunciation -Write and example of a tongue twister on the board -Say it slowly so the class hears my pronunciation

Class Discussion 15 mins -Pass out two different tongue twisters to each student -Ask for volunteers to try and sound out each one

Class Activity -Split class into groups of three to four -Pass out a different tongue twister to each group Make sure no group gets the same one -Give about 15 minutes to each group to practice the tongue twister -Walk around and listen to the pronunciation correcting if necessary -Answer any questions students may have

25m ins

Closure 10 mins -Each group will pick one brave student to say the tongue twister in front of the class -Students will catch pronunciation errors and try to help the student correct it -If that doesnt work I will correct the error -HW- Write your own tongue twister Explain to students not to worry about Part B and write their own

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

4 PRONUNCIATION UNIT

Obiectives

1 Students will have strengthened the accuracy oftheir speech using Ig Ik luh and lawl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills

Lesson Two

Goal To continue to improve listening skills to be able to use outside the classroom using different

sounds from the previous lesson through the use ofminimal pairs

Obiectives

1 Students will have strengthened the accuracy oftheir speech using III Iii IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills

Lesson Three

Goal To effectively train the mouth to correct common pronunciation errors

Objectives

1 Students will have learned correct English pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Through group exercise students will have practiced the tongue twisters and correct each other

through peer work

4 Students will have left the lesson with the understanding of why tongue twisters are important in

a language learning context

5 PRONUNCIATION UNIT

Listening Instruction

Materials

The material being used in this unit for the listening exercises are three worksheets from an ESL

website 2--~middot~c2~--~~ and one teacher-produced sheet The website is an excellent resource to

materials in any topic covered in ESL The first two lessons have two sheets split into five activities

covering minimal pairs The first four activities on the worksheets cover the listening part ofthe lesson

The third lesson comprises of flashcards with certain tongue twisters that will be passed out to

each group in the class This is the sheet that I produced Students will be using the flashcards to practice

the tongue twister they have received and perfonn them in front ofthe class

Methodology

The methodology expressed in this unit plan is a mixture ofteacher-controlled and studentshy

controlled The teacher is there to guide the students to accuracy of the pronunciation Once the student

has somewhat of an understanding the students should begin to listen to each other and help each other

come to the right dialect by the third lesson I will be there to help only if the students are not quite

getting the pronunciation correctly

Assessment

The listening portion of the unit will receive an informal assessment The students will be

assessed by the teacher listening to the students repeat after him This will al10w the teacher to see if their

listening skills are efficient to where they repeat the same sound almost flawlessly Also each activity

assesses listening by asking a student to circle or write down what they hear

Integration ofListening and Speaking

Listening and speaking go hand in hand in most lesson plans where the goal is listening or

speaking In repetition the teacher would ask the students to repeat what they hear The material used in

this unit plan use activities that ask the students to write down the correct word that they heard By the

end of the lesson the students are asked to pretend to be the teacher and do the activities with a partner

6 PRONUNCIATION UNIT

This allows the students to pronounce the words (speaking) and the other students to respond to what he

or she heard (listening)

Speaking Instruction

Materials

The same materials that are used in the listening instruction are used in the speaking instruction

Since activities one through four are primarily for listening the fifth activity will cover the speaking

instruction The third handout the tongue twisters will also be used in the speaking instruction At the

end of the unit the students will have to say the tongue twisters out loud in front of the class

Methodology

Just as the listening instruction used both a teacher-controlled and a student-controlled method

same will go for the speaking instruction ofthe unit This student-controlled method will allow the

students to interact with one another to correct each others speech patterns with using the teachers help

if necessary

Assessment

The speaking instruction is also an informal assessment The teacher will be walking around and

listening during group work for correct pronunciation and correct the students if necessary The teacher

will do the same during the third lesson with the tongue twisters The last assignment students will

receive for this unit is to do Part A B and C in the create your own tongue twister sheet Part Basks

that classmates help write the tongue twister but the students will be instructed to write their own and to

bring it to class the following week to go over right before the start ofthe next unit in the curriculum

7 PRONUNCIATION UNIT

Appendices

A Weekly Unit Plan

B Lesson Plans one through three

C Minimal Pairs worksheetlassessment 1

D Minimal Pairs worksheetlassessment 2

E Minimal Pairs worksheetlassessment 3

F Minimal Pairs worksheetlassessment 4

G Tongue Twister flashcards

H Create your OVlIl Tongue Twister sheet

8 PRONUNCIATION UNIT

Appendix A On the Horizons Language Institute Summer Immersion Program

Listening and Speaking Unit Plan

Time Class content and activities

Begin Pronunciation Unit Monday

900AM Minimal Pair Practice

June 19 bull Two minimal pairs worksheets

bull Listening Activity Speaking Activity bull

Class Goals Pronunciation practice

bull Building accuracy through repetition Maximizing listening and speaking skills bull

Homework

bull Listen for sounds outside the classroom and write them down Wednesday Continue Pronunciation Unit

More Minimal Pair Practice 900am

June 21 Two minimal pairs worksheets bull bull Listening Activity

bull Speaking Activity Class Goals Pronunciation Practice

bull Building accuracy through repetition

bull Maximizing listening and speaking skills Homework

Listen for sounds outside the classroom and write them down bull Complete Pronunciation UnitFriday

Tongue Twisters 900am

June 23 Tongue Twister flashcards bull bull Listening Activity

Speaking Activity bull Class Goals Effectively train the mouth to correct pronunciation errors

Building accuracy through repetition bull bull Encourage teamwork

Homework

Create your own tongue twister

i

Lesson Plan 1 -June 19 - ONTH Summer Imm - Rm 25 ~~~--~~-----------------------

Topic Pronunciation Practice

Time Period 90 Minutes ~-------

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with the Southern California dialect through the use of minimlil pairs

--------1Objectives 1 Students will have strengthened the accuracy of their speech using Igl IkI luhl and

lawl sounds 2 Students will have maximized their reasoning skills by determining what sound they

hear 3 Students will have communicated with each other to maximize their listening skills

MaterialsTeaching Procedures Time

15 mins White boardl -Words will be written on the board Warm up Activity

Handouts -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 15 mins -Explain this week we will focus on pronunciation -We will be going over common sounds in American English -The sounds in todays lecture luhl lawl Igl and Iki

Class Discussion 15 mins -Work on activities 2-4 on handout for Igl and IkI (5 min) -Work on activities 1-4 on handout for luhl and lawl (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Explain that tomorrow we will be working on two more minimum pairs -Tell them to listen for these sounds outside the classroom and write down as many as they can

I

Lesson Plan 2 -June 21 - ONTH Summer Imm - Rm 25 I Topic Pronunciation Practice

I Time Period 90 Minutes

Goal i To continue to improve listening and speaking skills to be able to use outside the classroom 1------------+-=--a---n_d_to-----b-e_fam---=iliar with the Southern California dialect through the use of minimal pairs

Objectives 1 Students will have strengthened the accuracy of their speech using II IiI IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills I

Time MaterialsTeaching Procedures

20 mins White boardl -Review words from previous day Warm up Activity

Handouts -Words will be written on the board from activity 1 II and Iii -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 10 mins -Ask students if they heard luhl lawl IgI or IkI sounds outside the classroom -Switch over to todays sounds -Give short example of the difference between 1 and IiI and IfI and Iv

Class Discussion 15 mins -Work on activities 2-4 on handout for II and IiI (5 min) -Work on activities 1-4 on handout for IfI and lvI (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Tell them to listen for these sounds outside the classroom and write down as many as they can

Lesson Plan 3 -June 23 - ONTH Summer Imm - Rm 25 -------------------------~Topic Pronunciation Practice

Time Period 90 Minutes

Goal To effectively train the mouth to correct common pronunciation errors Objectives 1 Students will have learned correct pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Students will have left the lesson with the understanding of why tongue twisters are important in a language learning context

I Teaching Procedures Time Materials

Warm up Activity -Ask students to list words they heard outside of class with sounds from the previous lesson -Read a tongue twister as fast as you can to get the class excited for the lesson -Have students repeat each word after hearing it and pick on a student or two to try the tongue twister out

15 mins White boardl Handoutsl Laminated cards

Lecture 20 mins -Introduce tongue twisters and why they are important in learning a dialect in a target language -Practicing allows the muscles in the mouth to gain accuracy of the pronunciation -Write and example of a tongue twister on the board -Say it slowly so the class hears my pronunciation

Class Discussion 15 mins -Pass out two different tongue twisters to each student -Ask for volunteers to try and sound out each one

Class Activity -Split class into groups of three to four -Pass out a different tongue twister to each group Make sure no group gets the same one -Give about 15 minutes to each group to practice the tongue twister -Walk around and listen to the pronunciation correcting if necessary -Answer any questions students may have

25m ins

Closure 10 mins -Each group will pick one brave student to say the tongue twister in front of the class -Students will catch pronunciation errors and try to help the student correct it -If that doesnt work I will correct the error -HW- Write your own tongue twister Explain to students not to worry about Part B and write their own

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

5 PRONUNCIATION UNIT

Listening Instruction

Materials

The material being used in this unit for the listening exercises are three worksheets from an ESL

website 2--~middot~c2~--~~ and one teacher-produced sheet The website is an excellent resource to

materials in any topic covered in ESL The first two lessons have two sheets split into five activities

covering minimal pairs The first four activities on the worksheets cover the listening part ofthe lesson

The third lesson comprises of flashcards with certain tongue twisters that will be passed out to

each group in the class This is the sheet that I produced Students will be using the flashcards to practice

the tongue twister they have received and perfonn them in front ofthe class

Methodology

The methodology expressed in this unit plan is a mixture ofteacher-controlled and studentshy

controlled The teacher is there to guide the students to accuracy of the pronunciation Once the student

has somewhat of an understanding the students should begin to listen to each other and help each other

come to the right dialect by the third lesson I will be there to help only if the students are not quite

getting the pronunciation correctly

Assessment

The listening portion of the unit will receive an informal assessment The students will be

assessed by the teacher listening to the students repeat after him This will al10w the teacher to see if their

listening skills are efficient to where they repeat the same sound almost flawlessly Also each activity

assesses listening by asking a student to circle or write down what they hear

Integration ofListening and Speaking

Listening and speaking go hand in hand in most lesson plans where the goal is listening or

speaking In repetition the teacher would ask the students to repeat what they hear The material used in

this unit plan use activities that ask the students to write down the correct word that they heard By the

end of the lesson the students are asked to pretend to be the teacher and do the activities with a partner

6 PRONUNCIATION UNIT

This allows the students to pronounce the words (speaking) and the other students to respond to what he

or she heard (listening)

Speaking Instruction

Materials

The same materials that are used in the listening instruction are used in the speaking instruction

Since activities one through four are primarily for listening the fifth activity will cover the speaking

instruction The third handout the tongue twisters will also be used in the speaking instruction At the

end of the unit the students will have to say the tongue twisters out loud in front of the class

Methodology

Just as the listening instruction used both a teacher-controlled and a student-controlled method

same will go for the speaking instruction ofthe unit This student-controlled method will allow the

students to interact with one another to correct each others speech patterns with using the teachers help

if necessary

Assessment

The speaking instruction is also an informal assessment The teacher will be walking around and

listening during group work for correct pronunciation and correct the students if necessary The teacher

will do the same during the third lesson with the tongue twisters The last assignment students will

receive for this unit is to do Part A B and C in the create your own tongue twister sheet Part Basks

that classmates help write the tongue twister but the students will be instructed to write their own and to

bring it to class the following week to go over right before the start ofthe next unit in the curriculum

7 PRONUNCIATION UNIT

Appendices

A Weekly Unit Plan

B Lesson Plans one through three

C Minimal Pairs worksheetlassessment 1

D Minimal Pairs worksheetlassessment 2

E Minimal Pairs worksheetlassessment 3

F Minimal Pairs worksheetlassessment 4

G Tongue Twister flashcards

H Create your OVlIl Tongue Twister sheet

8 PRONUNCIATION UNIT

Appendix A On the Horizons Language Institute Summer Immersion Program

Listening and Speaking Unit Plan

Time Class content and activities

Begin Pronunciation Unit Monday

900AM Minimal Pair Practice

June 19 bull Two minimal pairs worksheets

bull Listening Activity Speaking Activity bull

Class Goals Pronunciation practice

bull Building accuracy through repetition Maximizing listening and speaking skills bull

Homework

bull Listen for sounds outside the classroom and write them down Wednesday Continue Pronunciation Unit

More Minimal Pair Practice 900am

June 21 Two minimal pairs worksheets bull bull Listening Activity

bull Speaking Activity Class Goals Pronunciation Practice

bull Building accuracy through repetition

bull Maximizing listening and speaking skills Homework

Listen for sounds outside the classroom and write them down bull Complete Pronunciation UnitFriday

Tongue Twisters 900am

June 23 Tongue Twister flashcards bull bull Listening Activity

Speaking Activity bull Class Goals Effectively train the mouth to correct pronunciation errors

Building accuracy through repetition bull bull Encourage teamwork

Homework

Create your own tongue twister

i

Lesson Plan 1 -June 19 - ONTH Summer Imm - Rm 25 ~~~--~~-----------------------

Topic Pronunciation Practice

Time Period 90 Minutes ~-------

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with the Southern California dialect through the use of minimlil pairs

--------1Objectives 1 Students will have strengthened the accuracy of their speech using Igl IkI luhl and

lawl sounds 2 Students will have maximized their reasoning skills by determining what sound they

hear 3 Students will have communicated with each other to maximize their listening skills

MaterialsTeaching Procedures Time

15 mins White boardl -Words will be written on the board Warm up Activity

Handouts -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 15 mins -Explain this week we will focus on pronunciation -We will be going over common sounds in American English -The sounds in todays lecture luhl lawl Igl and Iki

Class Discussion 15 mins -Work on activities 2-4 on handout for Igl and IkI (5 min) -Work on activities 1-4 on handout for luhl and lawl (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Explain that tomorrow we will be working on two more minimum pairs -Tell them to listen for these sounds outside the classroom and write down as many as they can

I

Lesson Plan 2 -June 21 - ONTH Summer Imm - Rm 25 I Topic Pronunciation Practice

I Time Period 90 Minutes

Goal i To continue to improve listening and speaking skills to be able to use outside the classroom 1------------+-=--a---n_d_to-----b-e_fam---=iliar with the Southern California dialect through the use of minimal pairs

Objectives 1 Students will have strengthened the accuracy of their speech using II IiI IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills I

Time MaterialsTeaching Procedures

20 mins White boardl -Review words from previous day Warm up Activity

Handouts -Words will be written on the board from activity 1 II and Iii -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 10 mins -Ask students if they heard luhl lawl IgI or IkI sounds outside the classroom -Switch over to todays sounds -Give short example of the difference between 1 and IiI and IfI and Iv

Class Discussion 15 mins -Work on activities 2-4 on handout for II and IiI (5 min) -Work on activities 1-4 on handout for IfI and lvI (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Tell them to listen for these sounds outside the classroom and write down as many as they can

Lesson Plan 3 -June 23 - ONTH Summer Imm - Rm 25 -------------------------~Topic Pronunciation Practice

Time Period 90 Minutes

Goal To effectively train the mouth to correct common pronunciation errors Objectives 1 Students will have learned correct pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Students will have left the lesson with the understanding of why tongue twisters are important in a language learning context

I Teaching Procedures Time Materials

Warm up Activity -Ask students to list words they heard outside of class with sounds from the previous lesson -Read a tongue twister as fast as you can to get the class excited for the lesson -Have students repeat each word after hearing it and pick on a student or two to try the tongue twister out

15 mins White boardl Handoutsl Laminated cards

Lecture 20 mins -Introduce tongue twisters and why they are important in learning a dialect in a target language -Practicing allows the muscles in the mouth to gain accuracy of the pronunciation -Write and example of a tongue twister on the board -Say it slowly so the class hears my pronunciation

Class Discussion 15 mins -Pass out two different tongue twisters to each student -Ask for volunteers to try and sound out each one

Class Activity -Split class into groups of three to four -Pass out a different tongue twister to each group Make sure no group gets the same one -Give about 15 minutes to each group to practice the tongue twister -Walk around and listen to the pronunciation correcting if necessary -Answer any questions students may have

25m ins

Closure 10 mins -Each group will pick one brave student to say the tongue twister in front of the class -Students will catch pronunciation errors and try to help the student correct it -If that doesnt work I will correct the error -HW- Write your own tongue twister Explain to students not to worry about Part B and write their own

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

6 PRONUNCIATION UNIT

This allows the students to pronounce the words (speaking) and the other students to respond to what he

or she heard (listening)

Speaking Instruction

Materials

The same materials that are used in the listening instruction are used in the speaking instruction

Since activities one through four are primarily for listening the fifth activity will cover the speaking

instruction The third handout the tongue twisters will also be used in the speaking instruction At the

end of the unit the students will have to say the tongue twisters out loud in front of the class

Methodology

Just as the listening instruction used both a teacher-controlled and a student-controlled method

same will go for the speaking instruction ofthe unit This student-controlled method will allow the

students to interact with one another to correct each others speech patterns with using the teachers help

if necessary

Assessment

The speaking instruction is also an informal assessment The teacher will be walking around and

listening during group work for correct pronunciation and correct the students if necessary The teacher

will do the same during the third lesson with the tongue twisters The last assignment students will

receive for this unit is to do Part A B and C in the create your own tongue twister sheet Part Basks

that classmates help write the tongue twister but the students will be instructed to write their own and to

bring it to class the following week to go over right before the start ofthe next unit in the curriculum

7 PRONUNCIATION UNIT

Appendices

A Weekly Unit Plan

B Lesson Plans one through three

C Minimal Pairs worksheetlassessment 1

D Minimal Pairs worksheetlassessment 2

E Minimal Pairs worksheetlassessment 3

F Minimal Pairs worksheetlassessment 4

G Tongue Twister flashcards

H Create your OVlIl Tongue Twister sheet

8 PRONUNCIATION UNIT

Appendix A On the Horizons Language Institute Summer Immersion Program

Listening and Speaking Unit Plan

Time Class content and activities

Begin Pronunciation Unit Monday

900AM Minimal Pair Practice

June 19 bull Two minimal pairs worksheets

bull Listening Activity Speaking Activity bull

Class Goals Pronunciation practice

bull Building accuracy through repetition Maximizing listening and speaking skills bull

Homework

bull Listen for sounds outside the classroom and write them down Wednesday Continue Pronunciation Unit

More Minimal Pair Practice 900am

June 21 Two minimal pairs worksheets bull bull Listening Activity

bull Speaking Activity Class Goals Pronunciation Practice

bull Building accuracy through repetition

bull Maximizing listening and speaking skills Homework

Listen for sounds outside the classroom and write them down bull Complete Pronunciation UnitFriday

Tongue Twisters 900am

June 23 Tongue Twister flashcards bull bull Listening Activity

Speaking Activity bull Class Goals Effectively train the mouth to correct pronunciation errors

Building accuracy through repetition bull bull Encourage teamwork

Homework

Create your own tongue twister

i

Lesson Plan 1 -June 19 - ONTH Summer Imm - Rm 25 ~~~--~~-----------------------

Topic Pronunciation Practice

Time Period 90 Minutes ~-------

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with the Southern California dialect through the use of minimlil pairs

--------1Objectives 1 Students will have strengthened the accuracy of their speech using Igl IkI luhl and

lawl sounds 2 Students will have maximized their reasoning skills by determining what sound they

hear 3 Students will have communicated with each other to maximize their listening skills

MaterialsTeaching Procedures Time

15 mins White boardl -Words will be written on the board Warm up Activity

Handouts -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 15 mins -Explain this week we will focus on pronunciation -We will be going over common sounds in American English -The sounds in todays lecture luhl lawl Igl and Iki

Class Discussion 15 mins -Work on activities 2-4 on handout for Igl and IkI (5 min) -Work on activities 1-4 on handout for luhl and lawl (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Explain that tomorrow we will be working on two more minimum pairs -Tell them to listen for these sounds outside the classroom and write down as many as they can

I

Lesson Plan 2 -June 21 - ONTH Summer Imm - Rm 25 I Topic Pronunciation Practice

I Time Period 90 Minutes

Goal i To continue to improve listening and speaking skills to be able to use outside the classroom 1------------+-=--a---n_d_to-----b-e_fam---=iliar with the Southern California dialect through the use of minimal pairs

Objectives 1 Students will have strengthened the accuracy of their speech using II IiI IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills I

Time MaterialsTeaching Procedures

20 mins White boardl -Review words from previous day Warm up Activity

Handouts -Words will be written on the board from activity 1 II and Iii -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 10 mins -Ask students if they heard luhl lawl IgI or IkI sounds outside the classroom -Switch over to todays sounds -Give short example of the difference between 1 and IiI and IfI and Iv

Class Discussion 15 mins -Work on activities 2-4 on handout for II and IiI (5 min) -Work on activities 1-4 on handout for IfI and lvI (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Tell them to listen for these sounds outside the classroom and write down as many as they can

Lesson Plan 3 -June 23 - ONTH Summer Imm - Rm 25 -------------------------~Topic Pronunciation Practice

Time Period 90 Minutes

Goal To effectively train the mouth to correct common pronunciation errors Objectives 1 Students will have learned correct pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Students will have left the lesson with the understanding of why tongue twisters are important in a language learning context

I Teaching Procedures Time Materials

Warm up Activity -Ask students to list words they heard outside of class with sounds from the previous lesson -Read a tongue twister as fast as you can to get the class excited for the lesson -Have students repeat each word after hearing it and pick on a student or two to try the tongue twister out

15 mins White boardl Handoutsl Laminated cards

Lecture 20 mins -Introduce tongue twisters and why they are important in learning a dialect in a target language -Practicing allows the muscles in the mouth to gain accuracy of the pronunciation -Write and example of a tongue twister on the board -Say it slowly so the class hears my pronunciation

Class Discussion 15 mins -Pass out two different tongue twisters to each student -Ask for volunteers to try and sound out each one

Class Activity -Split class into groups of three to four -Pass out a different tongue twister to each group Make sure no group gets the same one -Give about 15 minutes to each group to practice the tongue twister -Walk around and listen to the pronunciation correcting if necessary -Answer any questions students may have

25m ins

Closure 10 mins -Each group will pick one brave student to say the tongue twister in front of the class -Students will catch pronunciation errors and try to help the student correct it -If that doesnt work I will correct the error -HW- Write your own tongue twister Explain to students not to worry about Part B and write their own

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

7 PRONUNCIATION UNIT

Appendices

A Weekly Unit Plan

B Lesson Plans one through three

C Minimal Pairs worksheetlassessment 1

D Minimal Pairs worksheetlassessment 2

E Minimal Pairs worksheetlassessment 3

F Minimal Pairs worksheetlassessment 4

G Tongue Twister flashcards

H Create your OVlIl Tongue Twister sheet

8 PRONUNCIATION UNIT

Appendix A On the Horizons Language Institute Summer Immersion Program

Listening and Speaking Unit Plan

Time Class content and activities

Begin Pronunciation Unit Monday

900AM Minimal Pair Practice

June 19 bull Two minimal pairs worksheets

bull Listening Activity Speaking Activity bull

Class Goals Pronunciation practice

bull Building accuracy through repetition Maximizing listening and speaking skills bull

Homework

bull Listen for sounds outside the classroom and write them down Wednesday Continue Pronunciation Unit

More Minimal Pair Practice 900am

June 21 Two minimal pairs worksheets bull bull Listening Activity

bull Speaking Activity Class Goals Pronunciation Practice

bull Building accuracy through repetition

bull Maximizing listening and speaking skills Homework

Listen for sounds outside the classroom and write them down bull Complete Pronunciation UnitFriday

Tongue Twisters 900am

June 23 Tongue Twister flashcards bull bull Listening Activity

Speaking Activity bull Class Goals Effectively train the mouth to correct pronunciation errors

Building accuracy through repetition bull bull Encourage teamwork

Homework

Create your own tongue twister

i

Lesson Plan 1 -June 19 - ONTH Summer Imm - Rm 25 ~~~--~~-----------------------

Topic Pronunciation Practice

Time Period 90 Minutes ~-------

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with the Southern California dialect through the use of minimlil pairs

--------1Objectives 1 Students will have strengthened the accuracy of their speech using Igl IkI luhl and

lawl sounds 2 Students will have maximized their reasoning skills by determining what sound they

hear 3 Students will have communicated with each other to maximize their listening skills

MaterialsTeaching Procedures Time

15 mins White boardl -Words will be written on the board Warm up Activity

Handouts -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 15 mins -Explain this week we will focus on pronunciation -We will be going over common sounds in American English -The sounds in todays lecture luhl lawl Igl and Iki

Class Discussion 15 mins -Work on activities 2-4 on handout for Igl and IkI (5 min) -Work on activities 1-4 on handout for luhl and lawl (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Explain that tomorrow we will be working on two more minimum pairs -Tell them to listen for these sounds outside the classroom and write down as many as they can

I

Lesson Plan 2 -June 21 - ONTH Summer Imm - Rm 25 I Topic Pronunciation Practice

I Time Period 90 Minutes

Goal i To continue to improve listening and speaking skills to be able to use outside the classroom 1------------+-=--a---n_d_to-----b-e_fam---=iliar with the Southern California dialect through the use of minimal pairs

Objectives 1 Students will have strengthened the accuracy of their speech using II IiI IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills I

Time MaterialsTeaching Procedures

20 mins White boardl -Review words from previous day Warm up Activity

Handouts -Words will be written on the board from activity 1 II and Iii -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 10 mins -Ask students if they heard luhl lawl IgI or IkI sounds outside the classroom -Switch over to todays sounds -Give short example of the difference between 1 and IiI and IfI and Iv

Class Discussion 15 mins -Work on activities 2-4 on handout for II and IiI (5 min) -Work on activities 1-4 on handout for IfI and lvI (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Tell them to listen for these sounds outside the classroom and write down as many as they can

Lesson Plan 3 -June 23 - ONTH Summer Imm - Rm 25 -------------------------~Topic Pronunciation Practice

Time Period 90 Minutes

Goal To effectively train the mouth to correct common pronunciation errors Objectives 1 Students will have learned correct pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Students will have left the lesson with the understanding of why tongue twisters are important in a language learning context

I Teaching Procedures Time Materials

Warm up Activity -Ask students to list words they heard outside of class with sounds from the previous lesson -Read a tongue twister as fast as you can to get the class excited for the lesson -Have students repeat each word after hearing it and pick on a student or two to try the tongue twister out

15 mins White boardl Handoutsl Laminated cards

Lecture 20 mins -Introduce tongue twisters and why they are important in learning a dialect in a target language -Practicing allows the muscles in the mouth to gain accuracy of the pronunciation -Write and example of a tongue twister on the board -Say it slowly so the class hears my pronunciation

Class Discussion 15 mins -Pass out two different tongue twisters to each student -Ask for volunteers to try and sound out each one

Class Activity -Split class into groups of three to four -Pass out a different tongue twister to each group Make sure no group gets the same one -Give about 15 minutes to each group to practice the tongue twister -Walk around and listen to the pronunciation correcting if necessary -Answer any questions students may have

25m ins

Closure 10 mins -Each group will pick one brave student to say the tongue twister in front of the class -Students will catch pronunciation errors and try to help the student correct it -If that doesnt work I will correct the error -HW- Write your own tongue twister Explain to students not to worry about Part B and write their own

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

8 PRONUNCIATION UNIT

Appendix A On the Horizons Language Institute Summer Immersion Program

Listening and Speaking Unit Plan

Time Class content and activities

Begin Pronunciation Unit Monday

900AM Minimal Pair Practice

June 19 bull Two minimal pairs worksheets

bull Listening Activity Speaking Activity bull

Class Goals Pronunciation practice

bull Building accuracy through repetition Maximizing listening and speaking skills bull

Homework

bull Listen for sounds outside the classroom and write them down Wednesday Continue Pronunciation Unit

More Minimal Pair Practice 900am

June 21 Two minimal pairs worksheets bull bull Listening Activity

bull Speaking Activity Class Goals Pronunciation Practice

bull Building accuracy through repetition

bull Maximizing listening and speaking skills Homework

Listen for sounds outside the classroom and write them down bull Complete Pronunciation UnitFriday

Tongue Twisters 900am

June 23 Tongue Twister flashcards bull bull Listening Activity

Speaking Activity bull Class Goals Effectively train the mouth to correct pronunciation errors

Building accuracy through repetition bull bull Encourage teamwork

Homework

Create your own tongue twister

i

Lesson Plan 1 -June 19 - ONTH Summer Imm - Rm 25 ~~~--~~-----------------------

Topic Pronunciation Practice

Time Period 90 Minutes ~-------

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with the Southern California dialect through the use of minimlil pairs

--------1Objectives 1 Students will have strengthened the accuracy of their speech using Igl IkI luhl and

lawl sounds 2 Students will have maximized their reasoning skills by determining what sound they

hear 3 Students will have communicated with each other to maximize their listening skills

MaterialsTeaching Procedures Time

15 mins White boardl -Words will be written on the board Warm up Activity

Handouts -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 15 mins -Explain this week we will focus on pronunciation -We will be going over common sounds in American English -The sounds in todays lecture luhl lawl Igl and Iki

Class Discussion 15 mins -Work on activities 2-4 on handout for Igl and IkI (5 min) -Work on activities 1-4 on handout for luhl and lawl (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Explain that tomorrow we will be working on two more minimum pairs -Tell them to listen for these sounds outside the classroom and write down as many as they can

I

Lesson Plan 2 -June 21 - ONTH Summer Imm - Rm 25 I Topic Pronunciation Practice

I Time Period 90 Minutes

Goal i To continue to improve listening and speaking skills to be able to use outside the classroom 1------------+-=--a---n_d_to-----b-e_fam---=iliar with the Southern California dialect through the use of minimal pairs

Objectives 1 Students will have strengthened the accuracy of their speech using II IiI IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills I

Time MaterialsTeaching Procedures

20 mins White boardl -Review words from previous day Warm up Activity

Handouts -Words will be written on the board from activity 1 II and Iii -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 10 mins -Ask students if they heard luhl lawl IgI or IkI sounds outside the classroom -Switch over to todays sounds -Give short example of the difference between 1 and IiI and IfI and Iv

Class Discussion 15 mins -Work on activities 2-4 on handout for II and IiI (5 min) -Work on activities 1-4 on handout for IfI and lvI (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Tell them to listen for these sounds outside the classroom and write down as many as they can

Lesson Plan 3 -June 23 - ONTH Summer Imm - Rm 25 -------------------------~Topic Pronunciation Practice

Time Period 90 Minutes

Goal To effectively train the mouth to correct common pronunciation errors Objectives 1 Students will have learned correct pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Students will have left the lesson with the understanding of why tongue twisters are important in a language learning context

I Teaching Procedures Time Materials

Warm up Activity -Ask students to list words they heard outside of class with sounds from the previous lesson -Read a tongue twister as fast as you can to get the class excited for the lesson -Have students repeat each word after hearing it and pick on a student or two to try the tongue twister out

15 mins White boardl Handoutsl Laminated cards

Lecture 20 mins -Introduce tongue twisters and why they are important in learning a dialect in a target language -Practicing allows the muscles in the mouth to gain accuracy of the pronunciation -Write and example of a tongue twister on the board -Say it slowly so the class hears my pronunciation

Class Discussion 15 mins -Pass out two different tongue twisters to each student -Ask for volunteers to try and sound out each one

Class Activity -Split class into groups of three to four -Pass out a different tongue twister to each group Make sure no group gets the same one -Give about 15 minutes to each group to practice the tongue twister -Walk around and listen to the pronunciation correcting if necessary -Answer any questions students may have

25m ins

Closure 10 mins -Each group will pick one brave student to say the tongue twister in front of the class -Students will catch pronunciation errors and try to help the student correct it -If that doesnt work I will correct the error -HW- Write your own tongue twister Explain to students not to worry about Part B and write their own

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

i

Lesson Plan 1 -June 19 - ONTH Summer Imm - Rm 25 ~~~--~~-----------------------

Topic Pronunciation Practice

Time Period 90 Minutes ~-------

Goal Improve listening and speaking skills to be able to use outside the classroom and to be familiar with the Southern California dialect through the use of minimlil pairs

--------1Objectives 1 Students will have strengthened the accuracy of their speech using Igl IkI luhl and

lawl sounds 2 Students will have maximized their reasoning skills by determining what sound they

hear 3 Students will have communicated with each other to maximize their listening skills

MaterialsTeaching Procedures Time

15 mins White boardl -Words will be written on the board Warm up Activity

Handouts -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 15 mins -Explain this week we will focus on pronunciation -We will be going over common sounds in American English -The sounds in todays lecture luhl lawl Igl and Iki

Class Discussion 15 mins -Work on activities 2-4 on handout for Igl and IkI (5 min) -Work on activities 1-4 on handout for luhl and lawl (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Explain that tomorrow we will be working on two more minimum pairs -Tell them to listen for these sounds outside the classroom and write down as many as they can

I

Lesson Plan 2 -June 21 - ONTH Summer Imm - Rm 25 I Topic Pronunciation Practice

I Time Period 90 Minutes

Goal i To continue to improve listening and speaking skills to be able to use outside the classroom 1------------+-=--a---n_d_to-----b-e_fam---=iliar with the Southern California dialect through the use of minimal pairs

Objectives 1 Students will have strengthened the accuracy of their speech using II IiI IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills I

Time MaterialsTeaching Procedures

20 mins White boardl -Review words from previous day Warm up Activity

Handouts -Words will be written on the board from activity 1 II and Iii -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 10 mins -Ask students if they heard luhl lawl IgI or IkI sounds outside the classroom -Switch over to todays sounds -Give short example of the difference between 1 and IiI and IfI and Iv

Class Discussion 15 mins -Work on activities 2-4 on handout for II and IiI (5 min) -Work on activities 1-4 on handout for IfI and lvI (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Tell them to listen for these sounds outside the classroom and write down as many as they can

Lesson Plan 3 -June 23 - ONTH Summer Imm - Rm 25 -------------------------~Topic Pronunciation Practice

Time Period 90 Minutes

Goal To effectively train the mouth to correct common pronunciation errors Objectives 1 Students will have learned correct pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Students will have left the lesson with the understanding of why tongue twisters are important in a language learning context

I Teaching Procedures Time Materials

Warm up Activity -Ask students to list words they heard outside of class with sounds from the previous lesson -Read a tongue twister as fast as you can to get the class excited for the lesson -Have students repeat each word after hearing it and pick on a student or two to try the tongue twister out

15 mins White boardl Handoutsl Laminated cards

Lecture 20 mins -Introduce tongue twisters and why they are important in learning a dialect in a target language -Practicing allows the muscles in the mouth to gain accuracy of the pronunciation -Write and example of a tongue twister on the board -Say it slowly so the class hears my pronunciation

Class Discussion 15 mins -Pass out two different tongue twisters to each student -Ask for volunteers to try and sound out each one

Class Activity -Split class into groups of three to four -Pass out a different tongue twister to each group Make sure no group gets the same one -Give about 15 minutes to each group to practice the tongue twister -Walk around and listen to the pronunciation correcting if necessary -Answer any questions students may have

25m ins

Closure 10 mins -Each group will pick one brave student to say the tongue twister in front of the class -Students will catch pronunciation errors and try to help the student correct it -If that doesnt work I will correct the error -HW- Write your own tongue twister Explain to students not to worry about Part B and write their own

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

Lesson Plan 2 -June 21 - ONTH Summer Imm - Rm 25 I Topic Pronunciation Practice

I Time Period 90 Minutes

Goal i To continue to improve listening and speaking skills to be able to use outside the classroom 1------------+-=--a---n_d_to-----b-e_fam---=iliar with the Southern California dialect through the use of minimal pairs

Objectives 1 Students will have strengthened the accuracy of their speech using II IiI IfI and Ivl sounds

2 Students will have maximized their reasoning skills by determining what sound they hear

3 Students will have communicated with each other to maximize their listening skills I

Time MaterialsTeaching Procedures

20 mins White boardl -Review words from previous day Warm up Activity

Handouts -Words will be written on the board from activity 1 II and Iii -Pass out worksheets to each student -Have students listen to me say each word -Will read words from column 1 and then column 2

Lecture 10 mins -Ask students if they heard luhl lawl IgI or IkI sounds outside the classroom -Switch over to todays sounds -Give short example of the difference between 1 and IiI and IfI and Iv

Class Discussion 15 mins -Work on activities 2-4 on handout for II and IiI (5 min) -Work on activities 1-4 on handout for IfI and lvI (10 min)

Class Activity 30 mins -Have students work on activity 5 on both sheets in pairs -I will walk around the room and listen for pronunciation

Closure 15 mins -Get the whole class back together -Call on individual students to read the sentences in activity 4 with their partners to see if the student catches the right pronunciation -Allow time for questions -Tell them to listen for these sounds outside the classroom and write down as many as they can

Lesson Plan 3 -June 23 - ONTH Summer Imm - Rm 25 -------------------------~Topic Pronunciation Practice

Time Period 90 Minutes

Goal To effectively train the mouth to correct common pronunciation errors Objectives 1 Students will have learned correct pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Students will have left the lesson with the understanding of why tongue twisters are important in a language learning context

I Teaching Procedures Time Materials

Warm up Activity -Ask students to list words they heard outside of class with sounds from the previous lesson -Read a tongue twister as fast as you can to get the class excited for the lesson -Have students repeat each word after hearing it and pick on a student or two to try the tongue twister out

15 mins White boardl Handoutsl Laminated cards

Lecture 20 mins -Introduce tongue twisters and why they are important in learning a dialect in a target language -Practicing allows the muscles in the mouth to gain accuracy of the pronunciation -Write and example of a tongue twister on the board -Say it slowly so the class hears my pronunciation

Class Discussion 15 mins -Pass out two different tongue twisters to each student -Ask for volunteers to try and sound out each one

Class Activity -Split class into groups of three to four -Pass out a different tongue twister to each group Make sure no group gets the same one -Give about 15 minutes to each group to practice the tongue twister -Walk around and listen to the pronunciation correcting if necessary -Answer any questions students may have

25m ins

Closure 10 mins -Each group will pick one brave student to say the tongue twister in front of the class -Students will catch pronunciation errors and try to help the student correct it -If that doesnt work I will correct the error -HW- Write your own tongue twister Explain to students not to worry about Part B and write their own

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

Lesson Plan 3 -June 23 - ONTH Summer Imm - Rm 25 -------------------------~Topic Pronunciation Practice

Time Period 90 Minutes

Goal To effectively train the mouth to correct common pronunciation errors Objectives 1 Students will have learned correct pronunciation using tongue twisters

2 Students will have familiarized themselves with English sounds through the tongue twisters

3 Students will have left the lesson with the understanding of why tongue twisters are important in a language learning context

I Teaching Procedures Time Materials

Warm up Activity -Ask students to list words they heard outside of class with sounds from the previous lesson -Read a tongue twister as fast as you can to get the class excited for the lesson -Have students repeat each word after hearing it and pick on a student or two to try the tongue twister out

15 mins White boardl Handoutsl Laminated cards

Lecture 20 mins -Introduce tongue twisters and why they are important in learning a dialect in a target language -Practicing allows the muscles in the mouth to gain accuracy of the pronunciation -Write and example of a tongue twister on the board -Say it slowly so the class hears my pronunciation

Class Discussion 15 mins -Pass out two different tongue twisters to each student -Ask for volunteers to try and sound out each one

Class Activity -Split class into groups of three to four -Pass out a different tongue twister to each group Make sure no group gets the same one -Give about 15 minutes to each group to practice the tongue twister -Walk around and listen to the pronunciation correcting if necessary -Answer any questions students may have

25m ins

Closure 10 mins -Each group will pick one brave student to say the tongue twister in front of the class -Students will catch pronunciation errors and try to help the student correct it -If that doesnt work I will correct the error -HW- Write your own tongue twister Explain to students not to worry about Part B and write their own

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

Pronunciation 9inimal Pairs 01 Ikl

J

words like BAG and BACK Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bag back log lock wig wick snag snack girls curls grime crime grease crease gold cold anger anchor stag stack guards cards

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Give me that Qagback 7 Be careful Dont greasecrease it

2 The logslocks are enormous 8 This dish is all goldcold

3 The wigwick was too short 9 His angeranchor certainly didnt help

4 There werent any snagssnacks 10 The guardscards arrived too late

5 The girl~curl~ were blonde 11 The city is full of grimecrim~

6 Have you ever seen such a big stagstack

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet (9 Liz Regan for wwwenglishclubcom

Pronunciation EnflishClubcom Minimal Pairs IAI 101 words like BUS and BOSS

Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

bus boss gun gone puppy poppy shut shot sung song cut cot luck lock colour collar

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle D below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 Do you like the new busboss

2 She would like to have a puppypoppy

3 I dont know why they ~hutlshot it

4 That is a big cutlcot

5 He doesnt like that colourcollar

6 She had no lucklock unfortunately

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubcom worksheet 19 Liz Regan for wwwenglishclubcom

Pronunciation fnlishClubcom Minimal Pairs III li1 words like FIT and FEET

Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

fit feet bins beans lick leek ship sheep chip cheap hit heat it eat sin seen wick week

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below If you think the words are different circle D below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 They need more binsbeans

2 Do you want a lickleek

3 He wants to buy the shipsheep

4 I cant give you this chipcheap

5 You mustnt hitheat it __shy

6 He does i1Lsectsect1 sometimes

7 It was a long wickweek

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photocopiable EnglishClubeom worksheet 1) Liz Regan for wwwenglishclubeom

Pronunciation fnflishClubcom Minimal Pairs If I Ivl words like FAN and VAN

Activity 1 Listen to your teacher saying the words in Column 1 and Column 2 below

Column 1 Column 2

fan van off of fine vine fault vault safe save lift lived calf carve file vile

Activity 2 Listen to your teacher saying one of the words from Activity 1 Say if you think the word is in Column 1 or Column 2

Activity 3 Listen to your teacher saying two words from Activity 1 If the words are the same circle S below Ifyou think the words are different circle 0 below

1 S 0 2 S 0 3 S 0 4 S 0 5 S 0

6 S 0 7 S 0 8 S 0 9 S 0 10 S 0

Activity 4 Listen to your teacher reading the sentences below Circle the word you hear

1 She bought a new fimLYlI 2 He took a lot offof it

3 He thought it was a very big finevine

4 There was a large faultvault in the ceiling

5 It was an excellent sect9felsa[~

6 We liftlived it up

Activity 5 Imagine you are the teacher now Work with a partner and repeat the activities above Then swap roles

A freely photoeopiable EnglishClubcom worksheet Liz Regan for wwwenglishclubcom

Betty Botters Better Batter

Betty Botter had some butter

But she said this butters bitter

If1bake this bitter butter

It would make my batter bitter

But a bit ofbetter butter

That would make my batter better If

So she bought a bit ofbutter

Better than her bitter butter shy

And she baked it in her batter

And the batter was not bitter

So twas better Betty Botter

Bought a bit ofbetter butter

Peter Piper picked a peck ofpiclded pepper a peck of pickled pepper Peter Piper picked IfPeter Piper picked a peck ofpiclded pepper wheres the peck of pickled pepper Peter Piper picked

How many cuckoos could a good cook cook if a good cook could cook cuckoos A good cook could cook as many cuckoos as a good cook could if a good cook could cook cuckoos

Youve no need to light a night-light On a light night like tonight For a night-light lights a slight light And tonights a night thats light When a nights light like tonights light It is really not quite right To light night-lights with their slight lights On a light night like tonight

How much wood would a woodchuck chuck if a woodchuck could chuck wood

Three witches were watching three watches Which witch was watching which watch

Can you imagine an imaginary menagerie manager imagining managing an imaginary menagerie

I wish to wish the wish you wish to wish but if you wish the wish the witch wishes I wont wish the wish you wish to wish

Nine nice night nurses nursing nicely

-------------------------------

Instructions

PART A

1 Write your full name including any nicknames you may have

2 Now choose one of the names to use for this activity (names that begin with b d 1 m p s or t are easiest)

PARTB Pass your paper to the person on your right Write one answer for number (3) for the paper you just received Your answer must begin with the first sound in the persons name (e g Mary - made a mess) Then pass the paper again and Trite an answer for (4) again using the same sound that begins the name Continue doing this until all the blanks on all the papers are full You should have lots of different answers from all the people in your group when your paper comes back to you

3 What did slbe do

4 Where ____~_____________________

5 When ___________________________

6 Why because ______________________ because

----~

because ---~

PARTe

Now use your paper to make funny tongue twister combinations How many can you create Which one is the funniest

How much wood would a woodchuck chuck if a woodchuck could chuck wood

Three witches were watching three watches Which witch was watching which watch

Can you imagine an imaginary menagerie manager imagining managing an imaginary menagerie

I wish to wish the wish you wish to wish but if you wish the wish the witch wishes I wont wish the wish you wish to wish

Nine nice night nurses nursing nicely

-------------------------------

Instructions

PART A

1 Write your full name including any nicknames you may have

2 Now choose one of the names to use for this activity (names that begin with b d 1 m p s or t are easiest)

PARTB Pass your paper to the person on your right Write one answer for number (3) for the paper you just received Your answer must begin with the first sound in the persons name (e g Mary - made a mess) Then pass the paper again and Trite an answer for (4) again using the same sound that begins the name Continue doing this until all the blanks on all the papers are full You should have lots of different answers from all the people in your group when your paper comes back to you

3 What did slbe do

4 Where ____~_____________________

5 When ___________________________

6 Why because ______________________ because

----~

because ---~

PARTe

Now use your paper to make funny tongue twister combinations How many can you create Which one is the funniest

-------------------------------

Instructions

PART A

1 Write your full name including any nicknames you may have

2 Now choose one of the names to use for this activity (names that begin with b d 1 m p s or t are easiest)

PARTB Pass your paper to the person on your right Write one answer for number (3) for the paper you just received Your answer must begin with the first sound in the persons name (e g Mary - made a mess) Then pass the paper again and Trite an answer for (4) again using the same sound that begins the name Continue doing this until all the blanks on all the papers are full You should have lots of different answers from all the people in your group when your paper comes back to you

3 What did slbe do

4 Where ____~_____________________

5 When ___________________________

6 Why because ______________________ because

----~

because ---~

PARTe

Now use your paper to make funny tongue twister combinations How many can you create Which one is the funniest