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Lesson Overview
Lesson Overview
Language Skills and Strategies in Focus: Pronunciation Skills
Age & Level: Teenager/High School Age; Level B2 (Per CEFR Levels)
Length of Lessons: 80-90 Minutes
Materials and Learning Objectives
Materials and Learning Objectives
Age Level: Teenagers ages 15-18, Level B2
Length of lesson: 80 Minutes
Materials Needed:
Computer and projector to present Lesson 2 Slides. (Appendix A)
Reading Excerpts (list of Schools types) (Appendix B)
Pronunciation Rubric to guide the students expectations. (Appendix C)
Computers for students to participate in Padlet activity. (If technology is not available to record a video, Ss can create a short script to present to small groups about their type of schooling.) (Appendix D)
An open room for students to participate in telephone game.
Learning Objectives:
SWBAT...
Analyze common pronunciation errors in similar words.
Identify new vocabulary words within a reading excerpt.
Differentiate different types of schooling options for Deaf Students.
Use rising intonation when asking questions to convey meaning.
Discuss three types of schooling options for Deaf Students.
Warm up Part 1: Vocabulary Review
Warm up Part 1: Vocabulary Review
Time: 10 Minutes LO's Targeted: #2
Project slides onto the screen
Go over the following vocabulary with students defining each one:
Accommodations
Changes or support that help people with different needs fully participate in school, work, or other activities. (EX: Extra time for tests, Sign language interpreters, ramps for wheelchair users, etc.)
Bilingual / Bicultural Education
Teaching that includes two languages and two cultures. for Deaf students it often means learning in sign language and written/spoken language while learning about deaf and hearing culture.
Lip Reading
A way of understanding spoken words by watching the movements of a person lips, face and expressions.
Cochlear Implant
A small electronic device that helps people who are Deaf or hard of hearing hear sounds by helping the brain understand sounds when the ear cannot.
Hearing Aids
A small device that helps people who have trouble hearing and makes sounds louder so people can hear better.
FM System/Radio System
A device that helps people with hearing loss hear better especially in noisy places that has a microphone worn by the speaker and a receiver used by the listener.
Play corresponding ASL sign video allowing students to sign along if they choose to.
Warm Up Part 2: Telephone game
Warm Up Part 2: Telephone game
Warm up Activity
Time: 15 minutes LO's Targeted: #1
The Telephone Game
Introduce the Telephone Game
Students will sit in a circle sitting close enough to whisper to the student next to them.
The first student will whisper the first phrase into the ear of the person next to them. Players are allowed only one more repetition of the phrase after hearing it once.
Students will continue to whisper the phrase to each other until it reaches the last player.
After each round, the teacher will show the correct question to the class, and have students answer the question as a class using the correct word.
We will then analyze where students made pronunciation errors (if any) and talk about the pronunciation differences between the keywords.
EX: When whispering the two words Support and Abort in phrase 1, the /b/ becomes voiceless when whispering the sound which makes it harder to identify and differentiate the sounds. That is why it is important to be aware of pronunciation.
Have a discussion with the students after the game asking the following questions to have students become aware of Deaf experiences:
How did that exercise make you feel?
Confused, frustrated, isolated…
Was it hard to communicate with others?
If yes, why?
What was challenging?
How can we relate our experiences through a whisper challenge to real-life experiences of people who are Deaf or hard-of-hearing?
Phrases for the game:
Phrase 1: Should we support or abort Deaf education?
Phrase 2: Do Deaf students sigh or sign in class?
Phrase 3: Did Luca’s FM system help or hurt his learning?
Phrase 4: Is lip reading easy or messy?
Comprehension Check Questions (CCQs)
What shape are we sitting in?
How many times are we allowed to whisper the question?
What does the last person who heard the question do?
Listening Activity
Listening Activity
Listening Activity
Note: The listening activity helps engage the students attention to common issues within certain school environments while also getting the student to think about possible topics for their advocacy research project.
Time: 25 Minutes LO's Targeted: #3,4,5
Use lesson slides to introduce listening activity.
Inform students that they will be watching a video and will discuss the details about the video after watching it. Play the video for the class all the way through.
After the video is over have students get into pairs and talk about what they thought of the video and what did they see happen.
After their partner discussion present two questions to the class and allow students to answer them.
What did you notice was wrong in the video?
What could have been done differently to better help the student?
After completing the listening activity introduce the three types of schooling options for Deaf people.
Residential Schools
Schools that give education, housing, & support for students who are Deaf or hard-of-hearing. Students live on campus during the school year.
Deaf Schools
Schools designed for students who are Deaf or hard-of-hearing.
Mainstream Schools
Students who are Deaf or hard-of-hearing students join regular classes with hearing students for some or all of the school day
Ask students to read the reading excerpts which contains more detailed information on the different types of schools.
After reading the reading excerpts introduce Jennifer's rising intonation video providing this information before showing the video:
Rising intonation is used when asking a yes/no or what question. Within the question, you use a gliding & drop before rising on certain syllables to insinuate asking a question or needing to hear it again. Rising intonation is used for doubt, uncertainty, incompletion, & confirmation within a question or statement.
Show Ss the YouTube video Rising Intonation - English Pronunciation with JenniferESL featured in (Appendix A) on rising intonation & do the practices along with the teacher in the video.
Continue on to Padlet activity.
Padlet Activity
Padlet Activity
Padlet Activity
Time: 20 Minutes LO's Targeted: #3,4,5
Continue to use lesson slides after listening activity to introduce padlet activity.
introduce the Padlet Activity (ensure all students have access to a computer or a partner to pair with who has a computer) assigning each student with one of the schools from the reading excerpts.
Explain to students they will be creating a 1-2 minute video describing the school given to them from the reading excerpt. Students videos should have the following:
Focus on pronunciation and intonation when describing their school.
State what their school is and how it is different from the other Schools.
At the end of the video the student asks two questions they would like to ask someone who attends that school using rising intonation.
Provide students with the pronunciation rubric to guide students expectations.
Once students are done have them watch each other’s presentations and ask them to add comments or questions questions in response to at least 2 of their peers videos.
Discuss as a class – Overall what can schools change or do to help make learning more accessible for Deaf Students?
Wrap Up
Wrap Up
Wrap up: class discussion
Time: 10 minutes LO's Targeted: #3,5
Ask three Student volunteers to briefly explain what their schooling options was and its details.
Ask students if there are any questions about any types of schooling
Ask students what they learned or thought was interesting about each type of schooling
Check in with students about advocacy projects such as what topic they choose to advocate for in their non-profit organization.
Note criteria for Final Project:
Choose a Focus Area: Pick one situation where Deaf people need more accessibility (like ordering at a drive-through or buying tickets at the movies).
Plan Your Organization Name:
Think of a creative name.
Mission Statement: Write 1-2 sentences explaining your organization’s purpose.
Services: Describe at least 3 things your organization will do to help (like training businesses, creating apps, or hosting events).
Goals: Write 2-3 goals you want to achieve in the first year.
Create Your Poster
Title: write the name of your organization
Create a drawing/design that shows what your non-profit does. Use images, symbols, colors etc.. to represent your focus area and the services you offer. ( think of it like an advertisement– make it eye-catching and creative!)
Presentation
Give a 2-3 minute presentation describing:
Name of organization
mission statement
services your non-profit will offer (at least 3)
2-3 goals you want to achieve in the first year
You will be graded on the following areas:
creativity
organization
content
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