pronunciation**lesson*plan:* /k/** theme:*health*
TRANSCRIPT
PRONUNCIATION LESSON PLAN: /k/
THEME: HEALTH
LINC LEVEL: 1 OBJECTIVES: 1. consonant /k/: introduction and initial exercises. 2. review vocabulary for basic illnesses, specially those related to sound /k/ (e.g., headache, cold, cough); parts of the body,
specially those related to sound /k/ (e.g., neck, skin, back); and questions related to going to the doctor. MATERIALS AND EQUIPMENT
-‐ Board and markers -‐ Single paper per student with the sound /k/ printed on it. (see below) -‐ Pictures for basic illnesses -‐ Picture Dictionary for parts of the body -‐ Apps for pronunciation (see below)
TOTAL TIME: 45 MINUTES ABBREVIATIONS: T = TEACHER; SS= STUDENTS; BB= Blackboard; (Note: if a word has the target sound /k/, then /k/ will be placed after it) WARM UP: (10-‐15 minutes) Assumption: Students have previously seen the vocabulary for parts of the body (neck, back, knee, cheeks, skin, stomach, …), for vocabulary related to illness (cough, cold, doctor, clinic, …), and have already done some practice for personal information questions related to going to the doctor (“What is your family name?”, “Where do you live?”, “What is wrong?”, “Does ___x__ hurt?”, … ). T arrives to class pretending she has a cold /k/ (she coughs /k/ a lot, and comes in wearing a scarf /k/ (even a toque /k/!) When SS ask what is wrong, T says she is a bit sick /k/. She tells students she has a cold /k/ and a headache /k/. She tells SS: “I am drinking something for the cough /k/. Do you know the name?” If SS do not know, she tells them “It is cough /k/ syrup.” (if they do not get syrup, mention “maple syrup” or shows a picture.) T tells SS she is going to the doctor /k/ this afternoon. “My doctor´s name is Kelly /k/ Krakov /k/ + /k/ . Her clinic /k/ + /k/ is on 66 /ks/ King /k/ Street.” Now teacher asks and writes on the BB: “Were you sick /k/ this year? What part of your body hurt? (Note: if they do not get the word “hurt”, show graphically by pinching yourself, etc.) Is your doctor /k/ good? What are 5 qualities of a good doctor?” T asks SS to get into groups and try to answer these questions. T goes around listening to any words that have the target sound /k/ and writes them down. After a few minutes, T asks SS to say some of the parts of the body that hurt and to give 5 qualities of good doctors. From all the examples given, the T will write down the words having the /k/ sound on the BB. If not many are given, the T will supply them. Examples are: 1) for parts of the body (neck, skin, back, ankle); 2) related to illness (cold, cough, sick, doctor, clinic, stomach ache); and for a good doctor (kind, caring, clear, capable). Have some volunteers give examples for each question and notice how they pronounce the /k/ sound. PRESENTATION: (15-‐20 minutes) INTRODUCTION:
Begin the presentation by telling the students a lie. Tell them that today we are going to work with pronunciation, but specifically with Canada´s “national official sound”, the /k/ of Canada /k/ “your new home country” (!) Have students repeat “Canada”. Tell students that Canadians /k/ are also known as “Canucks” /k/, and that the defender of the /k/ sound is “Captain Canuck” /k/. Now show the cartoon of Captain Canuck. Write these words on the BB and have SS try to repeat “Captain Canuck”. Tell them not to worry, “we´ll practice a lot today!”. Tell SS: “The /k/ is very important in Canada!” (Note: on the REAL importance of the /k/ sound, see Teaching Pronunciation, Celce-‐Murcia p. 109 “Functional load for consonants.”) (Website for Captain Canuck includes: http://www.comicvine.com/forums/battles-‐7/captain-‐canuck-‐vs-‐guardian-‐1476768/ ) PRESENTATION PART ONE: GENERAL IDEAS PRONUNCIATION Remind SS –-‐specially if this is the first time they actually do pronunciation with specific sounds-‐-‐ what you always say about pronunciation. It is not a question of mental powers, it is a question of physical exercise. It is like going to the gym. Practice, practice, practice. Lowering frustration of English pronunciation = learning to move vocal organs differently. Make faces with different sounds (stick tongue out, move cheeks back; Do exaggerate so that SS feel comfortable when THEY have to exaggerate themselves). (Note: So that SS can become INDEPENDENT in their practicing of pronunciation, at some point give students: 1) the website for University of Iowa http://www.uiowa.edu/~acadtech/phonetics/english/english.html and its app; 2) the app for “Sounds of Speech and English File pronunciation” (has some sentences) https://www.youtube.com/watch?v=Qeny_lvdURk; ; and finally, the website for BBC pronunciation guide http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/, in this particular case, for the /k/ sound: http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/con_voiceless_4.shtml ) Tell them they can work on pronunciation by themselves and become independent of the teacher quite a lot. Seek an independent learner capable of self-‐assessment.) PRESENTATION PART TWO: PRESENTATION AND DEMONSTRATION OF /k/ SOUND
For the Presentation, the T will work with the /k/ sound,: 1) as part of words with initial /k/ (cough), and then 2) with words with final (sick) and/or middle (doctor) /k/ sound in them. After having done the Warm-‐up Exercise, the BB should look something like the following. OF COURSE, the examples in this chart GO BEYOND the ones to be used in class, but they serve as a referent for any teacher to see how relevant the /k/ sound is in English. As the idea for pronunciation is to work on it regularly -‐-‐as going to the gym-‐-‐-‐ use all other examples in your classes later on. Think for example of all the places in Canada with a /k/ sound (Calgary, New Brunswick, Kingston, Saskatchewan…) ADD more as you please. But for the initial presentation focus on the shaded examples ONLY.
INITIAL /k/ different spelling
FINAL /k/ different spelling
MIDDLE + CLUSTERS /k/
“NON-‐ /k/ WORDS”
cough
sick
ankle
knee
cold
neck
doctor
cherry
clinic
cheek
knuckles
Child
kilo/kilograms
stomach ache / headache/
backache/ earache / toothache (Note use “hurt” for other body parts; “ache” as verb not so
frequent. See exercises, “Vocabulary in Use.”
skin
knight
cancer
heart attack
school
know
kidneys
doc
skeleton
to cook / to exercise
Verbs: to drink / to walk / to
exercise/ to like
skull
Canada (Canadians = Canucks)
Inukshuk
Saskatchewan
x-‐rays / to x-‐ray
black
Yukon
Words: keys/kiss/ clock
bike
hockey
other verbs: cook / kick Duck / clock taxi
Places: Calgary / Kingston
New Brunswick
cucumber
A) T demonstrates the pronunciation /k/ for initial position. T pronounces “cough” or “cold” and focuses on the initial /k/ sound. SS initially try simply to repeat the sound as a class and then individually. T listens to see if there are many, or few problems. In cases where there might be difficulties, these are due to issues with producing the burst of air that accompanies this sound. It is known as ASPIRATION. (Certain linguistic groups have difficulty producing aspiration. For examples see Avery: French p. 121, Hindi/Punjabi, p 129, Spanish 149, also for Polish and Arabic speakers “the initial voiceless consonants are not aspirated”. (86). For General Ideas on aspiration see Avery, p. 40 and p. 101) The T explains the procedure for the articulation of the initial /k/ keeping in mind that the characteristics of the /k/ sound are: a) MANNER OF ARTICULATION = stop, b) PLACE OF ARTICULATION = velar; c) VOICE: it is voiceless, i.e. without articulation of vocal chords (no vibration). Because the pronunciation of the /k/ sound has no clear outward clues, in reality no mirrors can be used to aid SS in their pronunciation. For this reason, SS are given a sheet of paper with the /k/ sound printed on them and asked to hold it in front of their mouth. T pronounces the word “Canada” and has SS see that the paper actually moves. (Note: For the purposes of this presentation I had a Latino friend try to do it and she was absolutely surprised her paper did not move!) -‐ Have students place the sheet of paper in front of their mouths. -‐ Your lips are a bit open -‐ Have your tongue touch the back part of the palate (Tongue is elevated and retracted to contact the back of the hard palate.) -‐ Tell students that when you say the /k/ sound it is like an explosion of air. The tongue lowers and lets all the air go out in an instant. When they say the /k/ a rush of air rushes out and then stops completely . The paper should move if pronounced correctly. -‐ Some students should be able to produce the sound. -‐ T now says the words from the first column of the table showing how the paper moves with each. SS repeat as a class and the some SS are chosen to exemplify the pronunciation. T tells SS to exaggerate for now. -‐ If specific students continue having problems work with them individually. Repeat the articulation process slowly. Let them know that it takes time; like going to the gym. If possible, using a projector or your smartphone, show SS the actual graphic manner of articulation from the Iowa University website (see above). B) T demonstrates the pronunciation /k/ for the final position in much the same way as for initial /k/. T pronounces the words from the 2nd column, e.g., /sick/. The reason for going into the final sound is that certain linguistic groups such as the Chinese DO have voiceless stop consonants such as /k/ and /p/ and /t/ “but these consonant are never released in final position and are much shorter than their English equivalents” (Avery, 114) (The same is the case for the Vietnamese, Avery p. 153). In other words, their final /k/ is not really audible. However, it is important to note that the greatest difference in pronunciation from the initial /k/ to the final /k/ is that in comparison to the “explosive”
character of the initial /k/, the final /k/ involves a smaller “puff of air” (Avery, 153). Because of this, this may require some exaggeration on the part of the T when articulating (Avery, 115 and 153). (Note: C) In ANOTHER class, or at a higher level, the T may go into more details regarding medial voiceless consonants that are unaspirated. See, for example, the difference in pronunciation of the medial /k/ in “cooking” when compared its initial /k/). Why? Because the stress of the word “cooking” in the 1st syllable, the paper will not move for the medial /k/ (See Celce-‐Murcia) . This phenomenon shows once again how pronunciation ALSO varies in English according to position! Poor students.) Finally as part of the Presentation, C) T points to the multiple spellings that actually are pronounced as /k/ in English. These differences will be explored at a later class, but it is a reminder for SS about the disconnect between Spelling and Pronunciation in English. Thus the /k/ sound can be written as: k, ch, ck, c, (even x, for /ks/),, and sometimes the very same written forms include variations such as silent k´s (e.g., knee), or words that are written ch but not pronounced /k/. Simply have students copy the following chart and work on it throughout the level.
EXCEPTIONS= (knee, know; child/choose ..) PRACTICE EXERCISES (20-‐30 minutes) A) CONTROLLED PRACTICE. (10 minutes) EXERCISE 1) Repeat once again the words from the first column: first as a class and then with the help of individual SS. Then have students practice in pairs the words from the first column.
c = Canada/cold/cough /k/
ch = stomach/school/Schedule /k/
/k/
k = skin/kitchen/ask /k/
x = x-‐rays/six /ks/
ck = sick/neck/back /k/ q = Quebec
/k/
Repeat once again the words from the second column: first as a class and then with the help of individual SS. Then have students practice in pairs the words from the second column. Have SS pronounce all the words for the /k/ sound with their partners. The SS must check that the paper moves in each case. Tell SS: “The paper that moves the most wins!” 2) Recognition of sound. Provide minimal pairs to see if students can actually hear the /k/ sound. (NOTE: This is not an exercise to add the /g/ sound because for Level One the objective for now is simply to pronounce and recognize the /k/ sound adequately. In ANOTHER class, T will show the /g/ sound and its difference. For OTHER higher levels perhaps both sounds can be introduced simultaneously) Teacher reads the minimal pairs in random order and asks students which one is the /k/ sound (The “first” or the “second”). Note that it does not really matter if STUDENTS understand the words because the aim is simply recognition. The first group of pairs will focus on the initial /k/ sound; the second group of minimal pairs on the final /k/. A) Initial /k/ Elementary came game card guard class glass cold gold could good Pre-‐Intermediate cave gave clean glean crate great Intermediate cap gap
coast ghost coat goat come gum con gone crab grab creek Greek crew grew croup group curly girly cut gut kill gill Upper-‐Intermediate
calories galleries cane gain clad glad clamor glamour clue glue cod god crane grain crease grease creed greed crime grime krill grill
B) Final /k/ Elementary back bag Pre-‐Intermediate pick pig Intermediate clock clog dock dog duck dug
frock frog muck mug Upper-‐Intermediate black blag block blog buck bug crack crag dick dig
jock jog lack lag leak league lock log pluck plug rack rag sack sag snack snag
B) SEMI-‐CONTROLLED/FREE PRACTICE EXERCISE 2. (10 minutes) B.1) Read the following sentences to SS using normal English stress and intonation patterns. Have them clap when they hear the /k/ sound. Then give the sentences to pairs and repeat the sentences for them while they follow along. Ask for a volunteer for each and have their classmates say if the pronunciation is OK or not so much. Then have students work in pairs and try to say the sentences. Since the focus is the /k/ sound, do not focus on odd stress patterns for THIS exercise. 1) Doctor Kelly came for the card on a cold Christmas day. 2) I am so tired: I have a headache, a stomach ache, an earache and a backache. I am kaput! 3) I need some cough syrup, some chicken soup and some tender loving care (TLC)! 4) Neck, back, cheeks, ankles, skin and skeleton area all parts of the body. Cool! 5) Ken likes Kate, but Kate can’t look at Ken. 6) The little baby cries, kicks and screams. I kiss him. 7) Can you cook the cod and put some ketchup of it? 8) King Kong came to kiss me and give me the keys to his car. 9) Captain Crunch is a cool cereal, but I prefer Special K. Do you? 10) Caribbean Carnival has really crazy concerts and cool costumes! 11) Chris’ kid is so kind, cute and cool. 12) I am coughing because of my cold. I need cough syrup quickly. 13) Can you come to cook the turkey this Thanksgiving? Ask some volunteers to go through the sentences one final time. You can even record them with your smartphone app and play back the sentences to them. For added practice you can yourself record the sentences and send them to their emails. Really focus on the /k/ sound now.
B.2) Dialogue at the doctor: Remind SS that you still feel very sick. Give them the following dialogue in disorder and have them order it in pairs. Once students have ordered it, have them practice with their partners by reading out loud and focusing on good pronunciation for the /k/ sound. Once again you can record them and play it back to them so that they can hear themselves.) SS arrive at your doctor’s office: Doctor Kelly Krakov on 66 King Street West. DOC: What can I do for you? STUDENT: I feel very sick Doctor Krakov. I had a small car accident yesterday. DOCTOR: Really? Are you OK? STUDENT: I can’t see clearly. DOCTOR: I see. Do you have any aches? STUDENT: Yes, I have a headache and stomach ache today. I feel cold. DUCT: Can you walk for me? … Do your ankles hurt? STUDENT: Auch! Yes, they do. DOCTOR: We will need x-‐rays of your neck and back too, and some lab tests. STUDENT: Doctor Krakov, do I have to pay for them? DOCTOR: No it is part of Canada´s public health system. Student: Really? Canada is so cool! DOCTOR: Please wait outside. Get something to drink. Everything will be OK. (For this dialogue you can also go back and watch the excellent video “Walk-‐in Clinic” at ELSA Teaching Resources: http://www.elsanet.org/site/resources/links-‐teachers with excellent accompanying pdf. file) B.3) Role playing. Based on the previous exercise give SS a minute or so to prepare their own role plays at the doctor. Remind them they should try to use many words with the /k/ sound. PRODUCTION EXERCISES (Homework and different examples for different English levels; of course, this section can be further developed, but it simply aims to show how pronunciation can be seen at any level and in any English learning context) (30-‐45 minutes) A) LINC LEVEL 1: FOR HOMEWORK HAVE THEM DO ONE OF THE FOLLOWING: 1) Go to website www.settlement.org and look at info regarding family doctors in Ontario. Look for all /k/ sounds. Print/Copy your findings. 2) Go to the pharmacy, pick up some brochures. Underline the /k/ sounds you can understand. Fill out a medical card if one is available. 3) When grocery shopping, write down and pronounce all the words with /k/. (e.g., cucumber, kale, Captain Crunch ..) Also look at Canada´s Food Guide (available to order on-‐line at www.healthcanada.gc.ca)
4) Write a dialogue you already had between you and your REAL doctor. Be prepared to role play in class. 5) Write a sentence for each of the good qualities you think are part of a good doctor. B) FOR HIGHER-‐LEVEL LINC CLASS: Reading About Toronto´s Caribbean /k/ Carnival /k/ Parade at Lakeshore /k/ Boulevard. Read and underline all /k/ sounds. (Adjust vocabulary of reading accordingly) “The Caribbean parties and events are great but the main attraction of Toronto's Caribbean Carnival is the Grand Parade (North America's largest Caribbean Parade). With over a million people set to attend, this year's Caribbean Carnival Parade will start off inside Exhibition Place as the competing Masquerade Bands (also known as Mas Bands) will fill the stadium with live SoCal, Calypso and Steeplan music! The elaborate costumes, props and lively dancers bring everything to life and add to this incredible experience that happens only once a year. You can of course catch the Parade free of charge by lining up along the Lakeshore Parade route. However, if you want a comfortable seat within Exhibition Place (200 Princes' Blvd.) where you can catch the whole performance up close, tickets are affordable ($20 before tax) and considering the parade's length (approx. 4-‐6 hours), it is definitely worth it. The Caribbean calypso beat has been a staple at the Toronto Caribbean Carnival Parade since the festival's debut in 1967. SoCal is newer to the scene, popping up about 15 years ago. For those not familiar with this sexier cousin of Calypso, its sound is faster and lyrically can be sexually charged or just plain comedic, depending on the song. Steel pans will be all over the parade route and Toronto's Caribbean attracts some of North America's most skillful players. The most important and biggest event of the Caribbean weekend is the Caribbean Carnival Parade and it kicks off August 2nd, 2014 starting at 9am and ends at 6pm (just enough time to get ready for one of Saturday's many Caribbean nightlife celebrations). The Parade route begins at Exhibition Place, travelling down Lakeshore Blvd West and ends at Lakeshore and Parkside Drive (approximately 4.5 kilometers).” http://www.caribanatoronto.com/event/caribanaparade C) FOR an English for Academic Purposes (EAP) COURSE: Reading and Speaking Skills. Discuss the infamous acronym KKK with students (the “Ku Klux Klan”, ironically filled with the /k/ sound!) and go into the history of Canada’s famous Underground Railroad (Adjust vocabulary of reading accordingly)
“The Underground Railroad was a network of secret routes and safe houses used by 19th-‐century slaves of African descent in the United States to
escape to free states and Canada with the aid of abolitionists and allies who were sympathetic to their cause.[1] The term is also applied to the
abolitionists, both black and white, free and enslaved, who aided the fugitives.[2]Various other routes led to Mexico or overseas.[3] An "Underground
Railroad" running south toward Florida, then a Spanish possession, existed from the late 17th century until shortly after the American
Revolution.[4] But, the network now generally known as the Underground Railroad was formed in the early 19th century, and reached its height
between 1850 and 1860.[5]One estimate suggests that by 1850, 100,000 slaves had escaped via the "Railroad".[5]
British North America (present-‐day Canada), where slavery was prohibited, was a popular destination, as its long border gave many points of access.
Most former slaves settled in Ontario. More than 30,000 people were said to have escaped there via the network during its 20-‐year peak
period,[6] although U.S. Census figures account for only 6,000.[7] Numerous fugitives' stories are documented in the 1872 book The Underground
Railroad Records by William Still, an abolitionist operating in Philadelphia.”
D) FOR BUSINESS ENGLISH: LISTENING SKILLS: Have students go to the EXCELLENT “Business English Study” website: http://www.businessenglishstudy.com Have them choose one of the following businesses ALL of which, strikingly, have the /k/ sound in them. Ask SS why they think the /k/ sound is so popular with companies? Is it is “explosive” character? What do you think of the idea that the “Kalishnikov” has two /k/ sounds in it? 1) Coca-‐Cola: Elementary Level http://www.businessenglishstudy.com/?s=coke 2) Kodak: Elementary Level http://www.businessenglishstudy.com/?s=kodak 3) Facebook: Elementary Level http://www.businessenglishstudy.com/?s=facebook
4) Kalashnikov: Advanced Level http://www.businessenglishstudy.com/?s=kalash 5) IKEA: Intermediate Level http://www.businessenglishstudy.com/?s=ikea 6) Wikipedia: Intermediate Level http://www.businessenglishstudy.com/?s=wiki 7) Minecraft: Intermediate Level http://www.businessenglishstudy.com/?s=minecraft Think of other businesses/products that have the /k/ sound in them: Kawasaki, Kmart, Kraft, Canon, Nikon, Kit Kat , Snickers, Kellogg’s. Kleenex, Captain Crunch, Kia. End the class by showing once again Captain /k/ Canuck /k/ + /k/, the “defender of the national sound of Canada /k/”, the /k/ sound. Tell them: /k/ rules! Cooolll!