TESO 1108

Teaching Pronunciation

Assignment #4

Pronunciation Guide and Lesson Plan

by
Hilda Mary Hickle December 1, 2008

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 Lesson Plan – Teaching Consonant Digraph “th” Voiced and Unvoiced ,
Interdental Fricative

Level/Type of Student: Intermediate, English as a Second Language Settlement Assistance

Program, must have permanent/landed status, ages thirty to seventy, some Iranian, Macedonian,
German, Thai; but mostly Japanese and Korean.

Time: 3 hours

Objectives of the lesson: to teach the pronunciation of “th”, [ θ ] and [ ð ] for perception,
production, and prediction

Previous work: voiced and unvoiced grammatical “ –s” lesson with [s] and [z]

Anticipated problems: The sound of “th” doesn’t exist in the majority of languages, so students
have difficulty perceiving this sound and often substitute [d] [s] [t] . The word “thank” could
sound like “sank”, “there” could become “dere” etc.

Materials: OHP, whiteboard, photocopied hand-outs

Classroom Setup: desks are in a U-shape formation.

Time Stage Procedure Objective Focus

Part A: Unvoiced
[θ]
10 min. Intro Discuss fact that “th”
doesn’t exist in most
languages, so what can
happen when learning
English? It may even be
considered impolite to show
tongue. Elicit some
examples of
mispronunciation/how this
affects communication.
Show OHT cartoon
(Materials #1)
5 min. Focused listening Say the list of [ θ ] words
exercise (Materials #2)
To captivate Ss interest T-C
and to motivate them to
learn correct
pronunciation
To provide a rationale
for effective
communication
To establish cultural
sensitivities about
showing tongue (teacher
can encourage Ss to put
a sheet of paper in front
of face for privacy)
Ss perception exercise T-C
to hear [θ] at the
beginning of words,
medial, and final
position.

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5 min. Presentation Using OHT (Materials #3)
show the Sammy diagram
and discuss how [θ] is
produced, compare/contrast
to Sammy diagrams [d] [t]
[s]
Develop concept of T-C
correct placement of
tongue between teeth,
continuous air stream
flow, vocal cords don’t
vibrate

15 min. Controlled Using OHT (Materials #2) Provide pronunciation T-C

Practice say the words as Ss listen, practice using words
then have students repeat. with [ θ ]
10 min. Focused listening Say the minimal pairs word Auditory discrimination T-C
and oral practice list (Materials #2) as Ss practice with similar T-S
listen for the word with [θ]. words that could pose
Repeat using OHT to see problems
words and have Ss repeat
orally.
10 min. Listening and oral Show OHT (Materials #2) Provide listening and T-C
practice and read sentences as Ss pronunciation practice T-S
of [ θ ] words in
listen, then Ss repeat orally.
sentences
15 Practice and Give handout (Materials Application of S-S
production #5) and Ss work in pairs to pronunciation practice
complete sentences and read and comprehension
to each other. Teacher using complete
circulates and monitors. sentences.
10 min. Practice and Use OHT (Materials #4) Provide a break to have T-C
fun production and show examples of some fun while S-S
break tongue twisters. Read and continuing to practice.
have Ss repeat. Ss work in Ss volunteer to give
pairs and create their own tongue twister they
tongue twisters using [θ] created.
words.
Part Voiced
B: [ð]
5 min. Focused listening Say the list of [ ð ] words Ss perception exercise T-C
exercise (Materials #6) to hear [ð] at the
beginning of words,
medial, and final
position
5 min. Presentation Using OHT (Materials #3) Develop concept of T-C
show the Sammy diagram correct placement of
and discuss how [ð] is tongue between teeth,
produced, compare/contrast continuous air stream
to Sammy diagram [d] [t] flow, vocal cords do
and [s] vibrate, Ss put hand on
throat to feel vibration.
10 min. Controlled Using OHT (Materials #6) Provide pronunciation T-C

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 Practice say the words and have
students repeat
10 min. Listening and oral Say the minimal pairs word
practice list (Materials #6) as Ss
listen .Repeat using OHT
to see words and have Ss
repeat orally.
10 min. Focused listening Using (Materials #7),
practice dictate rows of words and
have students select the one
with [ð]. Print on
whiteboard as necessary.
10 min. Listening and oral Show OHT (Materials #7)
practice and read weather report as
Ss listen, then Ss repeat
orally.
15 min. Practice and Give handout (Materials
production #8) and Ss work in pairs to
complete sentences and read
to each other. Teacher
circulates and monitors.
15 min. Summary and Each student receives a
evaluation picture card #9. (and says
Communicative thank you). Then, working
practice in pairs makes up a riddle:
“I’m thinking of…
providing clues to guess the
[ð] or [θ] word depicted.
Teacher circulates and
evaluates successful
pronunciation. Allow for
individual questions.
10 min. Closing/Conclusion Show OHT cartoon again
(Materials #1) to remind Ss
that with their successful
pronunciation techniques
this won’t happen to them.
10 min. Homework Give handouts of crossword
Assignments puzzles and word search
(Materials #10 and #11) as
well as Student
Pronunciation Guide. (pp
6&7) Reminder that answer
key is available for next
lesson to check work.
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practice using words
with [ ð ]
Practice with similar [ ð T-C
] words that could pose
problems
Provide auditory T-C
discrimination practice T-S
of words having similar
sounds
Provide listening and T-C
pronunciation practice T-S
of [ ð ] words in a
paragraph.
Application of S-S
pronunciation practice
and comprehension
using complete
sentences.{with [ð]}
Opportunity to practice S-S
[ ð ] and [θ] words, T-S
also specify if word has
voiced or unvoiced
component
To link lesson back to T-C
introduction and end on T-S
a positive, encouraging
note. Ss need to
experience success.
To provide independent T -C
study and practice of
[θ], [ ð ], applying
what was learned.
Adapt lesson for different levels:

Lower levels: Lesson would have to be broken into smaller segments and spread over 2-3 lessons
instead. Vocabulary would have to be modified so that only the basic words are used. (using 1-2
syllable words)

Higher levels: For advanced students, the difficulty of the sentences could be increased. They could be
provided with more work on paragraphs/stories containing “th” words. In addition, they could use
authentic materials such as newspapers to search for “th’’ words and practice pronunciation.

Next lesson: Check homework puzzle exercises. Review the pronunciation of [ð] and [θ] using the
Sammy diagrams as well as some of the key words and vocabulary. These could be displayed as a wall
chart with the same content as the Pronunciation Guide.

Evaluation of Objectives Taught

Compile a concise checklist of performance descriptors to evaluate effectiveness of

the lesson. This allows the teacher to determine which students require additional
practice or if parts of the lesson need to be taught again, perhaps using a different
strategy.

1. In terms of auditory discrimination, is able to perceive [θ] [ ð ] during various

listening exercises? yes_____ observations_______________________modifications to
make/notes_________________________________________________________

2. Is able to produce the phonemes [θ] [ ð ] ? yes____ observations/notes ________

3. Are there cultural sensitivities apparent? yes____ observations/notes ________

4. Is able to pronounce words/ sentences with [θ] [ ð ] words? yes____ observations

_______________________________________________________________________________

5. Demonstrates understanding of new vocabulary used in sentences/ paragraphs?

yes____ observations/notes ________________________________________________________

6. Exhibits confidence and feels positive and successful, realizing the importance of
accurate pronunciation to engage in meaningful communication? yes____
observations ____________________________________________________________________

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 Student Pronunciation Guide

Th [ θ ]

How to Make the Sound

(Sammy diagram from www.englishsecret.com)

Place the tip of your tongue between your upper and lower teeth. Don't put it
between your lips. Make the sound by forcing air through the opening between
your teeth and tongue. Don't vibrate your vocal cords.

Key Words/Pictures:

think bath teeth

[θInk] [bæθ] [tiyθ ]

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 TH [ð]

How to Make the Sound (Sammy diagram from www.englishsecret.com)

Place the tip of your tongue between your upper and lower teeth. Don't put it
between your lips. Make the sound by forcing air through the opening between
your teeth and tongue.
This time vibrate your vocal chords.

Key Words/Pictures:

they/them feather lathe

[ðey] [ðεm] [fεðer] [leyð]

Rules:

a. When th is followed by an “e” or “er” the voiced pronunciation [ ð ] is used.

Examples: the, they, them, mother, brother, father, weather, leather.

b. When the noun is used as a verb, the voiced pronunciation [ ð ] is used. Example:
“bath” becomes “bathe”; “cloth” becomes “clothe”; “breath” becomes “breathe”

c. Exceptions to the rules: The person’s name Thomas is a [t].

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 MATERIALS
OHT #1 (Source: www.cartoonstock.com, text modified by Hickle)

What can happen without correct pronunciation?

“Oh, no! I said thaw the turkey, NOT saw the turkey!”

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OHT #2: th [ θ ]
(Source: www.okanagancollege.ca and Dale & Poms 2005, modified by Hickle 2008)
Part A: [θ]
Relax and listen to the following: (don’t show OHT yet, teacher reads first)

Initial medial final

Thursday without teeth
think bathroom path
third nothing method
throw wealthy booth
Thelma mythology wrath
thirsty method month
thank author oath
Show OHT and have students listen and repeat the words.

Part B: Minimal Pairs

Listen to the following sets of words. Which one has [θ] ?

three free thin sin

soar Thor pass path
both boat fought thought
moth moss bath bat
frilled thrilled three free
thank sank thank tank
sick thick saw thaw

(show above section on OHT, read and have Ss repeat)

Part C: Sentences
Show OHT. Ss listen and repeat:

1. Thank you for the birthday present.

2. I think it is the method.
3. Open your mouth and show your teeth.
4. Thelma is healthy and wealthy.
5. Baby Beth got her third tooth this month.
6. Thor took an oath to tell the truth.
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OHT #3 Sammy Diagrams

For voiced and unvoiced “th”, the tongue must be placed between the teeth,
compared to the placement for [d] and [s] as shown below. Indicate that [t] has
same placement as [d]

(source
www.englishsecret.com)

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OHT #4

Tongue Twisters (source: Dale & Poms 2005 and Okanagan U-C website)
Show OHT. Ss listen, read and repeat.

“Thor is the god of Thunder.

Thelma and Theo have bad breath.

Thieves are thankless thugs who deserve our wrath.

Thursdays are thirsty days for lethargic Ruth and Thelma.

Theopholus Thistle, the successful thistle sifter, in sifting a sieveful of

unsifted thistles, thrust three thousand thistles through the thick of his
thumb.

Thirty thousand thoughtless boys thought they’d make a lot of noise. So

with thirty thousand thumbs, they banged on thirty thousand drums!”

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Materials Hand-out #5 (Source: Dale & Poms and Okanagan U-C website)

Ss work in small groups or pairs to read sentences and select correct word.

1. Beth saw the pass/path and took it.

2. Thora and Thelma read all about the trees/threes.

3. After the rain, his booths/boots were covered with mud.

4. All the students saw the tree/three men and cheered.

5. The new manager really liked his new theme/team.

6. He was ready to take a bat/bath.

7. Thelma wanted to tank/thank him.

8. Ruth/roof will be going to the theatre.

9. The doctor said Beth looks shin/thin.

10. Mr. Thorpe thought/taught about the story.

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OHT #6 [ð] (Source: Dale & Poms, Bjerke and Okanagan U-C website)

Teacher reads the words first while students listen.

Part A:

Initial medial final

the gather soothe
than although
sheathe
those father
teethe
there northern
breathe
them leather clothe
thy whether
seethe
this
they

Now show as OHT and have Ss repeat.

Part B: Listen for the word that has [ð].

than Dan breathing breeding

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father fodder dare there
either ether clothing closing
teething teasing thy thigh
those doze thy die
though dough they day

Show as OHT and have students read and repeat.

Part C: Sentences

1. That’s right!
2. Father and mother are breathing the fresh air.
3. Heather is under the weather.
4. That leather purse feels smooth.
5. Mother will bathe the baby.
6. This clothing is as light as a feather.
7. The rhythm of the rain is soothing.
9. Birds of a feather flock together.
10. This is my other brother.

OHT #7 Weather Report (Source: Dale & Poms 2005)

Show OHT and have Ss read paying attention to words containing [ð].

This is Heather Worthington, here to give you another

weather

report. The weather is rather rainy in the northern areas.

Don’t

bother with umbrellas or heavy leather clothing in the

southern

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region. There will be warm weather, although there is a
slight

chance of either rain or storms. Seas are smooth, so you

might take

those bathing suits out. Neither tornado nor hurricane

warnings are

in effect this week, so everyone can breathe easy. That’s

all for

tonight.

Hand-out #8. Ss work in small groups or pairs reading sentences to select correct
word.

1. I like this book better (than/then) that book.

2. (This/These) shoes are weatherproof.

3. The family will be (there/dare) for the party.

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4. Mother told (they/them) not to be late.

5. (That/Those) lather is soothing.

6. (They/Them) are worthy of the award.

7. They were (breathing/breeding) the fresh mountain air.

8. When exactly will (they/day) come?

9. He used (ether/either) in the chemistry lab.

10. I don’t think that essay is (worthy/wordy) of an award.

Materials #9 Student hand-out. Duplicate page and cut out into picture cards and
give each student one face down on desk. (Source: Microsoft clips on-line)

father they bath

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thirtieth thumb teeth

thermometer thimble moth

thistle thief mother

Materials #10 Student hand-out for homework [θ] (Source: www.

createapuzzle.com)

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ANSWER KEY

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Materials #11 - Student hand-out for homework [ð] (Source www.createapuzzle.com)

ANSWER KEY
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 Print as a color poster
(source: http://www.apostle.com)

The tree is thin.

The tree is thick.

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 REFERENCES

Bjerke, Lisa, Accent on Canadian English: A Pronunciation Program for Speakers of

English as a Second Language, Second Edition, Optima Communications Inc.,
2008. (Workbook with 4 CDs)

Dale, Paulette & Poms, Lillian, English Pronunciation Made Simple, Pearson
Education, 2005. (Workbook with 2 Audio CDs)

Websites:

www.okanagan.bc.ca

www.createapuzzle.com

www.englishsecret.com

www.cartoonstock.com

http://www.apostle.com

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