Running Head: WHAT HURTS? LESSON PLAN 1. What Hurts? Lesson Plan for Long Vowels. Brynn Paine. Azusa Pacific University

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1 Running Head: WHAT HURTS? LESSON PLAN 1 What Hurts? Lesson Plan for Long Vowels Brynn Paine Azusa Pacific University

2 WHAT HURTS? LESSON PLAN 2 Lesson Plan Title: What Hurts? Audience: Advanced Beginner Adolescents or Adults Time Frame: 60 minutes Student Learning Outcomes: Students will be able to correctly pronounce long vowel sounds. Students will be able to identify whether a one-syllable word has one vowel or two based on the vowel sound in the word. Students will be able to produce correct long vowel sounds in a conversation about health. Rationale: Using correct long vowel sounds aids intelligibility as a vowel pronounced incorrectly can change the word. Long vowel sounds are a common way to pronounce vowels in English. Long vowel sounds are used in many one-syllable words for parts of the body. Assumptions: This lesson is meant to be taught after lessons focusing on individual long vowel sounds. Sound symbols are not used with students in this lesson plan, but could be easily added if students have learned sound symbols. Students have previously learned vocabulary for parts of the body. Students know what a syllable is.

3 WHAT HURTS? LESSON PLAN 3 Materials Needed: Copy of Appendix A: Vowel Cards for each student (There are two sets of vowel cards on each page) Copy of Appendix B: What do you hear? for each student Copy of Appendix C: Reading Words Copy of Appendix D: Sentence Creation worksheet for each student Index cards Letter tiles from a word game such as Scrabble or Bananagrams Pens or pencils for each student Whiteboard and dry-erase markers Hook/Warm-up: What Sound is That? (10 minutes) Divide the class into five small groups, give each group a set of letter tiles, and assign each group a vowel. With your letter tiles, I want you to make as many words as you can that use the letter I gave your group. If I was part of the group with the letter A, we could spell the word cat because it has the letter A in it. Use the tiles to form the word. You may wish to give every group a word to start with. Give students time to make words. Students could write words on a piece of paper if you do not have tiles. When time is up or students have used their tiles, elicit responses to what sounds the vowels make in the words they have spelled. This will help students become aware that the same letter can make multiple sounds in English. Presentation and Practice: Long Vowel Sounds (10 minutes) In English, we have five letters that are vowels. Which letters are vowels? (A, E, I, O, and U). There are more sounds for vowels than there are letters. Each vowel letter can

4 WHAT HURTS? LESSON PLAN 4 make different sounds when different letters are next to it in a word. What sounds do you know that A can make? Elicit responses for each of the five vowels. There are short vowel sounds and long vowel sounds. We have been learning about long vowel sounds. The long vowel sounds are said the same way as the letter (/ey/ in ate, /iy/ in eat, /ay/ in ice, /ow/ in owe, and /yuw/ in use). Write the letter A on the board. What is this letter s long vowel sound? Elicit responses for each vowel letter. We have been learning about each long vowel sound on its own. Today, we are going to use all the long vowel sounds together. (Have students share words with long vowel sounds or ask them to identify which of the words they created in the previous activity that use long vowel sounds.) Give each student a set of cards from Appendix A. There are two sets on each sheet. You could also make card sets using index cards. I am going to say different words and you will hold up the card with the vowel sound that you hear. Practice so students understand the activity. Say words aloud and wait for them to hold up the correct card. If the majority of students hold up an incorrect vowel, stop and clarify the vowel sound. You may wish to use a combination of words below or use your own. Using words for parts of the body will get students ready for the final activity. Ate Face Table Meat Knee Leaf Ice Nine Mice Boat Toe Load Use Cue Cute Presentation and Practice: One Vowel or Two? (10 minutes) In one-syllable words, if a word has two vowel letters, you use the long vowel sound for the first vowel. The second vowel is silent. You do not say the second vowel whether the vowel is next to the first vowel or away from it. (Write meet and mate on the board to explain

5 WHAT HURTS? LESSON PLAN 5 this difference.) In English, the rule does not apply to all one-syllable words, but this is usually the case. If you use this rule, most of the time you will pronounce words correctly. You can use this rule when you are reading and see a word you don t know (Rules taken from Clear Speech by Judy Gilbert). Ask students to repeat the rule with you or to restate it to make sure they grasp the concept before moving to the activity. Hand out Appendix B: What Do You Hear? I am going to read a word. Circle which word you hear. Remember to use the rule that we just learned. (Ask a student to share the rule.) Read one word from each pair (time, cut, pain, coat, bed, rain, rob, kite, net, and use), giving students time to circle the word they heard. When you have read one word from all 10 pairs, go over the answers. You may wish to collect the worksheets. For an option using fewer materials, read both words in each set, changing which word you read first. Ask students to hold up one finger if they think the first word has a long vowel or two fingers if they think the second word has a long vowel. Production: Long Vowel Sentence Creation (10 minutes) Before class, write the words ate, eat, pain, pine, laid, load, feed, bead, gate, goat, true, train, road and read on individual index cards so there is a card for each class member. During class, divide your class into small groups. Give each group the same number of cards as group members. Put the cards face down on the desk (or table). One person will pick a card and read the word written on the card. Don t show anyone the card. The person on the left will use that word in a sentence. The other people in the group with decide if the words were the same and if the word was used correctly. Then the person who gave the sentence will draw a card. Demonstrate this activity and how students take turns in a circular fashion

6 WHAT HURTS? LESSON PLAN 6 (clockwise). Walk around while students are working to listen to the use of long vowel sounds and mediate any disagreements. Production: Talking to the Doctor (15 minutes) Many of the one-syllable words for body parts use long vowel sounds. What body parts can you think of? (Elicit some vocabulary for body parts that have a long vowel sound. You may wish to use illustrations, such as those in the Oxford Picture Dictionary on pages or other classroom posters and write these words on the board.) In pairs, you are going to pretend to visit the doctor. Take turns being the doctor and the patient. If you are the patient, tell the doctor what is wrong. If you are the doctor, ask the patient questions about what you hear. Provide an example role play with a classroom assistant or a student volunteer. Divide students in pairs and remind them take turns in each role. For additional structure, you may want to give students role play cards with information about their health problem or how to find out what is wrong. As students are role playing, walk around the classroom and listen, paying attention to students pronunciation of long vowel sounds. Wrap-up: Review and Homework (5 minutes) Today, we learned about long vowel sounds and one way we know when to use a long vowel sound. Place cards from Appendix C in a basket or create your own cards. Students do not need to have learned these words previously. There should be one card per student. Have each student draw a card and read the word using the rule that they learned. Play until everyone has had a turn or you need to wrap up class. Before our next class, write five sentences. Circle the words that have a long vowel sound. Give each student a copy of Appendix D to complete this exercise or have students complete the activity on a blank sheet of paper.

7 WHAT HURTS? LESSON PLAN 7 Assessment: Each area of this lesson has opportunities for formal or informal assessment. When students hold up the letter card to show which vowel they hear, it is a quick informal assessment as to whether the students can identify the individual long vowel sounds. If students are continually choosing one sound incorrectly, the teacher may wish to pause the lesson and spend more time on that particular vowel. The What do you hear? activity can be used as a formal assessment or simply as a written record as to which vowel sounds individual students or the entire class have mastered or are struggling with. The One or Two? optional activity is an informal assessment as to whether students can apply the rule they just learned. The minimal pairs group activity is structure for peer-assessment and is intended to help students learn to hear and produce different long vowel sounds. Walking around the room during this activity and any needed teacher mediation will give the teacher insight into whether students can hear and produce the different long vowel sounds. The role play activity allows students to use what they have learned in a loosely structured communicative activity, showing whether or not students can use correct vowel sounds in a conversation and not simply when they are emphasized individually.

8 WHAT HURTS? LESSON PLAN 8 References Adelson-Goldstein, J. and Shapiro, N. (2008). Oxford picture dictionary (2 nd ed.). New York, NY: Oxford University Press. Celce-Murcia, M., Brinton, D., & Goodwin, J. (2010). Teaching pronunciation: A course book and reference guide (2 nd ed.). New York, NY: Cambridge University Press. Gilbert, J. (2012). Clear speech: Pronunciation and listening comprehension in North American English (4 th ed.). New York, NY: Cambridge University Press.

9 WHAT HURTS? LESSON PLAN 9 Appendix A: Long Vowel Cards A A E E I I O O U U

10 WHAT HURTS? LESSON PLAN 10 Appendix B: What Do You Hear? 1. Tim Time 2. Cut Cute 3. Pan Pain 4. Cot Coat 5. Bed Bead 6. Ran Rain 7. Rob Robe 8. Kit Kite 9. Net Neat 10. Us Use

11 WHAT HURTS? LESSON PLAN 11 Appendix C: Reading Words Vase Plate Pie Tea Suit Soap Toast Rice Needle Coast Load Take Cream Bike Drive Prune Duke Sleep

12 WHAT HURTS? LESSON PLAN 12 Appendix D: Sentence Creation with Vowel Sounds Write five sentences. Circle the words that have a long vowel sound. Alphabet Vowel Sounds A in ate E in eat I in ice O in boat U in use Example: Did John see the toad?

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