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Learn the rules for pronouncing the letter [l] in English and how to distinguish [r] from [l] when speaking or listening to others.
课程介绍
This lesson plan is designed for intermediate students, uses the Audio-Lingual and Direct Methods, and is in the Present, Practice, Produce format.
Stage Aim 1:
Introduction—The student and teacher greet each other. The teacher and student introduce themselves to each other if necessary.
State Aim 2:
The teacher introduces the topic for the day: how to pronounce the letter [l] in English. In many languages, there is no sound that corresponds to the sound that the letter [l] symbolizes in English.
In addition, many speakers of languages other than English often confuse the letters [r] and [l] when speaking or listening to other people speak English.
The teacher provides a description of how to pronounce [l], including a chart, a phonetic description of the sound, and how the mouth produces this sound.
The teacher explains the difference between [r] and [l] in English.
The teacher discusses how the pronunciation differs between: 1) the letter [l] at the front of a word, and 2) the letter [l] at the end of a word when preceded by a consonant.
Examples:
Case #1: like, listen, love, lake, great, glory
Case #2: little, middle, riddle, toggle, wiggle, able, responsible, desirable, actionable
Stage Aim 3:
The teacher conducts a drill with the student to help the student distinguish between [r] and [l]. The student will repeat the following pairs of words after the teacher: light/right, lake/rake, low/row, lewd/rude, lack/rack, gland/grand, glow/grow.
Stage Aim 4:
The teacher recites several different tongue twisters involving the sound of the letter [l] in English. The student will repeat each tongue twister slowly until he or she can get it right.
Stage Aim 5:
The teacher instructs the student to listen to a recording in which a person pronounces different words beginning or ending with [l] or [r]. The student will write down each word as he or she hears each word. The teacher will confirm or correct the student’s answers.
Stage Aim 6: The teacher will show several different pictures corresponding to different things that are at a pretend friend’s house. Each word either begins or ends with the letter [l] or [r]. The student must construct a sentence using the word that corresponds to the picture. For example, the teacher shows the student a lake. The student must then say, “My friend’s house has a lake.” The teacher corrects the student’s pronunciation. The student has to repeat the sentence again until he or she uses the correct pronunciation.
Stage Aim 7:
The teacher gives the student a speaking task. The student must talk about the concept of luck and how luck is viewed in his or her culture. For example, what kinds of things bring good luck or bad luck in the student’s culture? The teacher will provide the student with a list of words that begin or end with [l] or [r] that he or she has to use in the speaking exercise.
Stage Aim 8:
The teacher wraps up the lesson and verifies that the student has understood the lesson for the day by asking the student concept check questions. The teacher assigns homework and verifies whether the student understands the instructions for the homework.
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