TESL 0120

Assign. #3

Beatrice Walker

I listened to Student 2.

The lesson plan is focussed on the errors made using the “th” sound.

Objective: To teach the digraph “th” sound (both soft and hard)

Rationale: Some English phonemes do not exist in the Chinese language.

The speaker in this case made multiple errors pronouncing the “the sound. I.e. think, together, birthday.

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Overview:

1)Students will listen/watch a video to demonstrate the soft “th” sound and the hard “the” sound.

2) Teacher reads list of quiet “th” sound words

3) Students will practice with the teacher the same list of words.

4 Teacher reads sentences with quiet “th” sound words.

5) Students practice with the teacher the same sentences.

4) Listen/watch video to demonstrate the hard “th” sound.

5) Teacher reads list of words.

6) Students practice with the teacher the same list of words

7) Teacher reads sentences with hard “th” sound words.

8) Students practice with the teacher the same sentences.

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Note: The next slides would be used for the teacher to use in the class.

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Today we will:

1. Practice the soft “th” sound and the hard “th” sound.
2. First we will listen to the sounds so we know the difference between the sounds.
3. Then we will listen to some words on the video before we practice.
4. I will say the words with you.

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Listen to the video from the beginning until 1:25

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Now let’s practice saying the soft “th” together a few times.

We will listen to the video a little more. Listen to the speaker saying the words.

(Listen until 1:50)

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Let’s practice the words together now.

(Teacher reads with students. I’d do this maybe twice)

Think

Thunder

Path

Bath

Healthy

Third

I will read a few sentences now with the soft “th” sound. Listen carefully.

We will practice them together after I’ve said them to you.

1. Thank you for thinking about me on my birthday.
2. The path to the bath is thin.
3. I think I have three thick towels.

(Note for teacher: teacher reads through slowly the first time. Teacher reads with students twice more.

Now we will listen to the hard “th” sound.

(Play the video from 1:50 - 2:22)

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Let me read the words once to you slowly. Then we will practice together.

Though

With

Then

Breathe

Either

Together.

(Again, read once to the students, then read twice with students)

I will read a few sentences now with the hard “th” sound. Listen carefully.

We will practice them together after I’ve said them to you.

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1. That thought is always there.
2. This cup is theirs.
3. The shoes are both worn.

(Teacher reads through once. Teacher reads with students twice)

Now we will practice both the soft “th” sound and the hard “th” sound in a few sentences.

I will read it to you the first time. And then we will say them together.

1. My mother and father think the weather is warm in the summer.

2. My brother said his thumb is thick as a math book.

3. The dentist needs to look at three of my mother’s teeth.

Remember, the soft “th” sound is quiet, but the hard “th” sound is louder.

Note: Corrective feedback could be self-directed by the learners.

Or the teacher might offer corrective feedback by asking individuals to repeat segments of the exercise.

References:

The Differences Between English and Chinese

(http://esl.fis.edu/grammar/langdiff/chinese.htm)