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Teacher: Linda Makoni
Date of Presentation: Oct 24th, 1996
Class: High school students Location: Liahona High School
Proficiency Level: High School Seniors
Age Level: 17 and 18 years old
Linguistic/Ethnic Compositions of Class: homogenous- all Tongans
Estimated Time of Lesson: 10 minutes
This lesson is designed for ESL senior high school students but it can adapted for any level of students.
Presentation:
Help students perceive the way the B/P sounds are pronounced.
1 min. Warm Up
Distribute first pieces of papers. Use this to show the puff of air that is emitted when the P sound is made. Draw attention also to the vibration caused with the voiced B sound.
Have students hold the piece of paper to their mouths while they read out aloud 1 min the story of Peter Piper. Ask the students what happens when they hold the paper to their mouths. They can read fast too and watch what happen.
Have students hold the piece of paper to their mouths and do the same with 1 min the story of Billy Button. Ask the students what happens.
Practice :
Help the students learn through practice to pronounce the B/P sound words correctly
Mechanical:
2min Divide the class in 3 groups and assign a leader for each group. Then conduct three chain drills. Each of the leaders begins by naming two things he/she likes that begin with the initial B/P sounds. For example: "I like bread and peanuts". The next person then repeats the original sentence and adds an item of his/her own. page 2
Every student thereafter will repeat everything that had been said immediately before him/her and then add an additional item. This continues until everyone in the
has had a turn. Communicative:
Divide the class into groups of fives. Supply each group with a card which contains a title and some cue words. Instruct each group to work together and 2min create a group story which includes all the words shown on the cards. Provide chart paper for the groups to write their story on.
At the end of the time limit, ask each group to chorally read out their story. The other group members are to listen and write down, as many as they can, of the B/P 3 min sound words they hear as the story is read.
Evaluation of Learning:
The extent of the students' mastery of the B/P sounds will become evident as they participate in the various activities. However, you can also provide a simple test to assess their ability to discriminate between the B/P sounds through both listening and speaking.
A. Provide a list of easily confused pairs of words such as the following.
1. pie buy
2. pack back
3. peach beach
4. pest best
Go through the list and pronounce one from each pair of words. Have students circle the one which they think was being said.
B. Call students up individually to your desk. Provide them with a list of easily confused pairs of B/P sound words and have them pronounce both words in each pair. Go through the entire list and check off the correctly pronounced words.
Assignment:
Assign students to write a short poem or story which incorporates no fewer than six B/P sound words. Prepare the students to have this read to the class the next day.
Self-Evaluation:
Evaluate the strengths and weaknesses of your lesson afterwards. Note possible improvements for future presentations.
Weaknesses:
1. Time limit always makes me nervous, so I usually rush through things. Some students needed more explanation and I should have attended to their needs.
2. The warm Up activity was a little too long. I should have used only the combined story of Peter Piper and Billy Button and forget about their individual stories.
3. The chain drill was a little too long in one group, because there were more students there. I should have foreseen this at the beginning and divide the groups into 4 or 5 students accordingly.
4. I should have concluded the lesson using the evaluation of learning by providing the students with a confused pairs of words'list. Then the teacher pronunces the words while the students underline the correct words which are pronunced.
5. Marking number 4 would certainly have told me if the students have learned the differences between B and P sounds.
Strengths:
Three fourth of my evaluators were positive and very complimentary. Almost everyone enjoyed the games. The whole purpose was for the students to enjoy the games as well as to learn the differences between P/B sounds. I think I achieved that goal. However If I were to present my lesson again using the solutions for the stated weaknesses above, I am positive of better results.
Meaningful activity
If there is time, I would like a merchandise sales, where the storekeeper
(students
ask before hand) to role play and try to sell goods which start with either
P or B
to a shopper requesting his or her list which again starts with P or B.
PETER PIPER
PETER PIPER PICKED A PECK OF PICKLED PEPPERS
DID PETER PIPER PICK A PECK OF PICKLED PEPPERS?
IF PETER PIPER PICKED A PECK OF PICKED PEPPERS,
WHERE'S THE PECK OF PICKLED PEPPERS PETER PIPER PICKED?
BILLY BUTTON
BILLY BUTTON BOUGHT A BUTTER'D BISCUIT
DID BILLY BUTTON BUY A BUTTER'D BISCUIT?
IF BILLY BUTTON BOUGHT A BUTTER'D BISCUITS
WHERE'S THE BUTTER'D BISCUIT BILLY BUTTON BOUGHT?
BILLY AND PETER
BILLY BUTTON PICKED A PECK OF PICKLED PEPPERS
PETER PIPER BOUGHT A BUTTER'D BISCUIT
DID BILLY BUTTON PICKED A PECK OF PICKLED PEPPERS
DID PETER PIPER BUY A BUTTER'D BISCUIT
IF BILLY BUTTON PICKED A PECK OF PICKLED PEPPERS
IF PETER PIPER BOUGHT A BUTTER'D BISCUIT
WHERE'S THE PECK OF PICKLED PEPPERS BILLY BUTTON PICKED?
WHERE'S THE BUTTER'D BISCUIT PETER PIPER BOUGHT?
GROUP 1
PACK
PEST
BEACH
GROUP 2
PIG
BURNT
PLANE
GROUP 3
BACK
BEACH
PIE
GROUP 4
BET
PAGE
PAT
STORE KEEPER'S LIST
BOOKS:
1. BUSINESS
2. POLITICS
3. PAMPHLETS
4. PIANO BOOKS
5. PRIMARY SONG BOOKS
6. PRIESTHOOD
7. BALL-PEN-PENS - BLACK BLUE
8. PAPERS - BLUE, PINK, PURPLE, BLACK, BROWN
FOOD:
1. PEANUTS
2. PEACHES
3. PEARS
4. PLUM
5. BUTTER
6. POUND
7. PORK
8. PINEAPPLE
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