Lesson Preparation
| Lesson Title: | Pronunciation |
|---|---|
| Objective: | Students will show their understanding of pronunciation by critiquing a fellow student and nominating a partner for performance. |
| Materials Needed: | Overhead of vowel and consonant sounds, tongue twisters overhead, Sentences |
Lesson Directions
Anticipatory Set/Hook:
Put list of tongue twisters on the overhead. Go over why tongue twisters are used as warm-ups. Focus on the way it allows the mouth to get used to using words correctly. Practicing focusing on articulation. Read each one with the students out loud and then ask a student to volunteer reading the sentence.
Instruction:
Instruction – Put up overhead of vowel and consonant sounds. Show just one list of the vowels. Talk to students about how they need to practice the vowel sounds so that they do not say words incorrectly (A good example is the word Aunt which is usually pronounced wrong as ant). Go over the fact that vowels can be used for interpretation by being lengthened, shortened, or inflected. As a class say the lists of words focusing on correctly saying the vowel sounds.
Put up the consonant sounds and go over the importance of pronouncing the consonant sounds. Go over the lists focusing on saying them correctly.
Go over the Common habits of sloppy speech with the students. Students should take notes on this section.
· Mumbling, muttering, or dropping words at the end of sentences and letters at the end of words.
· Using the vocal apparatus, especially the tongue, in a lazy manner, resulting in indistinctness.
· Being too meticulous, artificial, or theatrical.
Modeling – Tell the students that they will have the opportunity to be critics. They will get into groups of 2 and be given a sentence. They will read to each other the sentence and then the listener will tell the student what they can work on. They will continue to practice in this way. Do an example with a student from the class where you read the sentence using one of the common habits and the student points it out. Thank the student and read the sentence again correctly.
Guided Practice – Let the students get into groups and then appoint them each a sentence. The students will have time to practice.
When the students have had enough time to practice have them go back to their desks. Ask students to nominate their partner if they think they did an excellent job.
Put up the consonant sounds and go over the importance of pronouncing the consonant sounds. Go over the lists focusing on saying them correctly.
Go over the Common habits of sloppy speech with the students. Students should take notes on this section.
· Mumbling, muttering, or dropping words at the end of sentences and letters at the end of words.
· Using the vocal apparatus, especially the tongue, in a lazy manner, resulting in indistinctness.
· Being too meticulous, artificial, or theatrical.
Modeling – Tell the students that they will have the opportunity to be critics. They will get into groups of 2 and be given a sentence. They will read to each other the sentence and then the listener will tell the student what they can work on. They will continue to practice in this way. Do an example with a student from the class where you read the sentence using one of the common habits and the student points it out. Thank the student and read the sentence again correctly.
Guided Practice – Let the students get into groups and then appoint them each a sentence. The students will have time to practice.
When the students have had enough time to practice have them go back to their desks. Ask students to nominate their partner if they think they did an excellent job.
Assessment:
Ask students to perform and then have students give further critique of how the student can improve.
Author's Notes:
The lesson was designed for a junior high beginning theatre class that was 45-minutes long.
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