The Magic Schwa


Published on

Published in: Education, Technology
1 Comment
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • The Magic Schwa

    1. 1. “ THE MAGIC SCHWA” PHONETIC PROJECT Sonia Goya Espronceda Ainhoa Moreno Miguel
    2. 2. LINGUISTIC OBJETIVES: <ul><li>Phonological awareness: </li></ul><ul><ul><li>Becoming conscious about the importance of working for improvement phonetics. </li></ul></ul><ul><li>Production of the phoneme “schwa” /ə/ </li></ul><ul><ul><li>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. </li></ul></ul>
    3. 3. LINGUISTIC OBJETIVES: <ul><li>Learning the grapho-phonemic rule: </li></ul><ul><ul><li>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…). </li></ul></ul>
    4. 4. TARGET STUDENTS: <ul><li>Approximately 25, 8-year-old children in Primary Education (3 rd level, 2 nd cycle). </li></ul><ul><li>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. </li></ul>
    5. 5. MATERIALS AND RESOURCES: <ul><li>Adapted material from: </li></ul><ul><ul><li>British Council web page </li></ul></ul><ul><ul><li>http :// / kids.htm </li></ul></ul><ul><ul><li>MacMillan Heinemann English Language Teaching Method (“Bugs”: pupil and teacher’s book) </li></ul></ul><ul><ul><li>BBC web page </li></ul></ul><ul><ul><li>http :// / worldservice / learningenglish /multimedia/ pron / schwa / index.shtml </li></ul></ul>
    6. 6. ACTIVITIES : <ul><li>JOBS SONG </li></ul><ul><ul><li>METHODOLOGY: </li></ul></ul><ul><ul><ul><li>We listen to the Jobs Song </li></ul></ul></ul><ul><ul><ul><li>We read the lyrics all together </li></ul></ul></ul><ul><ul><ul><li>Students have to circle the words refering to professions and pronounce them separately using flashcards . </li></ul></ul></ul><ul><ul><ul><li>Teacher will ask which of these words sound similar at the end. </li></ul></ul></ul><ul><ul><ul><li>Teacher now can explain that there are many words ending in vowel+r that sound /ə/ </li></ul></ul></ul><ul><ul><ul><li>Finally they will practice with the words ending in /ə/. </li></ul></ul></ul><ul><ul><li>TIMING: </li></ul></ul><ul><ul><ul><li>1 lesson of 50 minutes. </li></ul></ul></ul>
    7. 7. ACTIVITIES : <ul><li>FIND THEIR JOBS! </li></ul><ul><ul><li>METHODOLOGY: </li></ul></ul><ul><ul><ul><li>The teacher hands out a worksheet in order to reinforce the words ending in /ə/ worked in the previous activity. </li></ul></ul></ul><ul><ul><ul><li>At the begining students will work individually and in the last activity they will work in pairs. </li></ul></ul></ul><ul><ul><li>TIMING: </li></ul></ul><ul><ul><ul><li>30 minutes. </li></ul></ul></ul>
    8. 8. ACTIVITIES : <ul><li>I WANT TO BE A…. </li></ul><ul><ul><li>METHODOLOGY: </li></ul></ul><ul><ul><ul><li>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. </li></ul></ul></ul><ul><ul><ul><li>After that, students will work in pairs, asking each other this question: </li></ul></ul></ul><ul><ul><ul><ul><li>What do you want to be when you are older? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>I want to be a _______ (choose one from the blackboard) </li></ul></ul></ul></ul><ul><ul><li>TIMING: </li></ul></ul><ul><ul><ul><li>50 minutes or divided in several sessions (10 minutes each), working with a few pictures) </li></ul></ul></ul>
    9. 9. ACTIVITIES : <ul><li>FAMILY TREE! </li></ul><ul><ul><li>METHODOLOGY: </li></ul></ul><ul><ul><ul><li>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: </li></ul></ul></ul><ul><ul><ul><ul><ul><li>My mother is called Alicia. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>I have two sisters and one brother. </li></ul></ul></ul></ul></ul><ul><ul><li>TIMING: </li></ul></ul><ul><ul><ul><li>30 minutes </li></ul></ul></ul>
    10. 10. ACTIVITIES : <ul><li>BUGS 1 </li></ul><ul><ul><li>METHODOLOGY: </li></ul></ul><ul><ul><ul><li>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. </li></ul></ul></ul><ul><ul><ul><li>Now, the teacher will ask students if they know what do these words have in common, related to the schwa sound. </li></ul></ul></ul><ul><ul><li>TIMING: </li></ul></ul><ul><ul><li> 10 minutes per activity. </li></ul></ul>
    11. 11. ACTIVITIES : <ul><li>BUGS 2 </li></ul><ul><ul><li>METHODOLOGY: </li></ul></ul><ul><ul><ul><li>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. </li></ul></ul></ul><ul><ul><li>TIMING: 15 minutes. </li></ul></ul>
    12. 12. ACTIVITIES : <ul><li>CHECKING SCHWA: </li></ul><ul><ul><li>METHODOLOGY: </li></ul></ul><ul><ul><ul><li>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. </li></ul></ul></ul><ul><ul><li>TIMING: </li></ul></ul><ul><ul><ul><li>The last five minutes of every lesson. </li></ul></ul></ul>
    13. 13. ASSESSMENT: <ul><li>Teacher will do a continuous assessment along the didactic unit, focusing on every student’s improvement about the knowledge of the phoneme schwa. Teacher can use for that point the last activity raised, asking a different student each day to do the task (add new words with schwa). </li></ul>