\"The magic schaw\" a phonetic project

  • 2,421 views
Uploaded on

 

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
No Downloads

Views

Total Views
2,421
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
1
Likes
5

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. “ THE MAGIC SCHWA” PHONETIC PROJECT Sonia Goya Espronceda Ainhoa Moreno Miguel
  • 2. LINGUISTIC OBJECTIVES:
    • Phonological awareness:
      • Becoming conscious about the importance of working for improvement phonetics.
    • Production of the phoneme “schwa” /ə/
      • Schwa is the most common vowel in English. It doesn’t exist in Spanish language, so it’s very important to know how to produce it since childhood.
  • 3. LINGUISTIC OBJECTIVES:
    • Learning the grapho-phonemic rule:
      • Although the phoneme schwa appears in other positions inside the words, it seems easier to start with words ending in schwa because many of them belong to the context of the children, as they are related to family (mother, father…), jobs (sailor, teacher…), common objects or animals (flower, spider…).
  • 4. TARGET STUDENTS:
    • Approximately 25, 8-year-old children in Primary Education (3 rd level, 2 nd cycle).
    • These students are in a “British” or “Multilingual” language model. It means that they work on phonetics in a compulsory lesson every week, as well as an every day training in English lessons.
  • 5. MATERIALS AND RESOURCES:
    • Adapted material from:
      • British Council web page
      • http://www.britishcouncil.org/kids.htm
      • MacMillan Heinemann English Language Teaching Method (“Bugs”: pupil and teacher’s book)
      • BBC web page
      • http://www.bbc.co.uk/worldservice/learningenglish/multimedia/pron/schwa/index.shtml
  • 6. ACTIVITIES :
    • JOBS SONG
      • METHODOLOGY:
        • We listen to the Jobs Song
        • We read the lyrics all together
        • Students have to circle the words refering to professions and pronounce them separately using flashcards .
        • Teacher will ask which of these words sound similar at the end.
        • Teacher now can explain that there are many words ending in vowel+r that sound /ə/
        • Finally they will practice with the words ending in /ə/.
      • TIMING:
        • 1 lesson of 50 minutes.
  • 7. ACTIVITIES :
    • FIND THEIR JOBS!
      • METHODOLOGY:
        • The teacher hands out a worksheet in order to reinforce the words ending in /ə/ worked in the previous activity.
        • At the begining students will work individually and in the last activity they will work in pairs.
      • TIMING:
        • 30 minutes.
  • 8. ACTIVITIES :
    • I WANT TO BE A….
      • METHODOLOGY:
        • First of all the teacher has to expand the vocabulary about professions ending in /ə/. He’ll hang the pictures of these new jobs on the blackboard . Then, he’ll give them a little card with the names of the jobs, one job for each pupil. One by one, they will answer the question “What do you do?” made by the teacher. Depending on the job, the teacher will give an explanation about it.
        • After that, students will work in pairs, asking each other this question:
          • What do you want to be when you are older?
          • I want to be a _______ (choose one from the blackboard)
      • TIMING:
        • 50 minutes or divided in several sessions (10 minutes each), working with a few pictures)
  • 9. TEACHER: What do you do, ______? STUDENT: I’m a carpenter TEACHER: Do you Know what does a carpenter do? STUDENT: Yes, I do / No, I don’t TEACHER: A carpenter makes forniture. Which of these pictures is the carpenter? STUDENT: That one is the carpenter.
  • 10. CONDUCTOR LAWYER MINER COMPUTER PROGRAMMER WEATHER PERSON CONSTRUCTION WORKER WELDER BARBER BUTCHER CARPENTER HAIRDRESSER JANITOR SANITATION WORKER POLICE OFFICER TRUCK DRIVER NEWSCASTER PHOTOGRAPHER PLUMBER REPORTER TAILOR FIREFIGHTER ACTOR BUS DRIVER CASHIER DOCTOR FARMER MAIL CARRIER PAINTER TAXI DRIVER TEACHER WAITER
  • 11.  
  • 12. ACTIVITIES :
    • FAMILY TREE!
      • METHODOLOGY:
        • In this activity the students will learn more words ending in schwa related with the topic of family. They will fill in a worksheet with the names of their relatives and then, in pairs they will explain each other their own tree. For example:
            • My mother is called Alicia.
            • I have two sisters and one brother.
      • TIMING:
        • 30 minutes
  • 13.  
  • 14. ACTIVITIES :
    • BUGS 1
      • METHODOLOGY:
        • In this activity, students have to circle and say the words of the worm. Then, they will listen these words in the bee’s kite. At the same time, they have to point the words in the order they appear and finally read them all together.
        • Now, the teacher will ask students if they know what do these words have in common, related to the schwa sound.
      • TIMING:
      • 10 minutes per activity.
  • 15.  
  • 16. ACTIVITIES :
    • BUGS 2
      • METHODOLOGY:
        • This activity is based on a listening about bugs as well. Now, students have to listen to the story and underline the words ending in /ə/ in the worksheet given.
      • TIMING: 15 minutes.
  • 17.  
  • 18. ACTIVITIES :
    • CHECKING SCHWA:
      • METHODOLOGY:
        • In order to summarize all the previous contents about the schwa, and follow working about it, the teacher will hang a poster in which students have to write all the words ending in schwa that they have learnt until now, and all the words they’ll learn in the future.
      • TIMING:
        • The last five minutes of every lesson.
  • 19. “ THE MAGIC SCHWA” PHONETIC PROJECT Sonia Goya Espronceda Ainhoa Moreno Miguel