Pronunciation Activity

I decided to use Sample 3 (Tina) to create this lesson. It is only a short lesson of about five minutes. When talking, she had difficulties with the /sh/ sounds, in particular when she was talking about shopping. The objective of this lesson is to help her develop and strengthen this sound.

As it is only a five minute lesson, I would start by modeling the sound. I would follow the modelling of the sound with having the learner repeat it. Then I would use different examples or images of words that have that sound.

- Shoe
- Shout
- Shop
- Shrimp
- She
- Shell

We would then go over the words together, again in a model and repeat style. After this, we would use these words to create some easier tongue twisters that the learners can then practice.

- “She shops for shoes and shrimp”
- “She shouted at the shell.”
- “Shoe, Shop, Shrimp”

After the easy tongue twisters are mastered, I would give the learners more common and difficult tongue twisters like “She sells seashells by the seashore.” The learners will have time to read through and practice the tongue twisters before they are asked to find partners and practice together.

Comments

Post a Comment

Popular posts from this blog

TESL 110 - Unit 4

Throughout the past few years of my working experience, I have been developing my own preferences for different plans and approaches to teaching information.  These experiences have convinced me that task-based education is my most prefered approach to teaching, however I recognize that it is important to include both skills based and present-practice-produce approaches to create a deep and rich learning experience for the learners.  I have discussed before my experiences with using task-based learning in my elementary school classroom so I would like to discuss in this post what I see as the benefits of task-based learning in adult classrooms. First, and foremost, I believe the use of task-based learning brings in real-life experiences and needs to allow the learner to not only learn English language concepts of grammar, vocabulary, and speaking but also allows learners to practice other aspects of their lives in the classroom.  This means the learner may be able to learn particular
Read more

TESL 100 - Unit 8 (Assessment) - "Practice test on video lecture"

The structure of this test is interesting. The validity, reliability, and practicality of this test and these objectives seems to generally be positive, however there are some aspects of this test that could be changed to be more useful to the learners involved in the class. Overall, much of the information present in the test seems to be validly related to the subject matter that is described in the objectives (Brown & Lee, 2015,p. 492-493).  However, there do seem to be some aspects of this test that, although related to the objectives and course, are more obscurely related to the learner’s knowledge and has the possibility of creating confusion and frustration in the learner.  This frustration is similar to what I experienced as a high school math student. We learned a concept in our math class but when it came to the test it was assessed in a way that was completely different than anything we had experienced in class and as a result I was very frustrated with the questi
Read more

TESL 110 - Grammar Activity

Here is the link to a grammar activity that I created in order to help learners with sentence structure. In a way, it is a game that can be used both to practice vocabulary as well as to give them to chance to practice their writing and grammar. This activity can be done orally or written depending on the intent of the lesson and the needs of the learners. Grammar Activity document
Read more