18
Running Head: LESSON PLAN FOR /s/, /z/, AND /ɪz/ Lesson Plan for /s/, /z/, and /ɪz/ Vanessa Johns Azusa Pacific University
Running Head: LESSON PLAN FOR /s/, /z/, AND /ɪz/
Lesson Plan for /s/, /z/, and /ɪz/
Vanessa Johns
Azusa Pacific University
LESSON PLAN FOR /s/, /z/, AND /ɪz/
Lesson Plan for /s/, /z/, and /ɪz/Audience
This lesson is for adult intermediate ESL or EFL students. It can be presented to a
small group of students from the same or varying L1s. Students will have the opportunity
to practice both comprehending and producing the phonemes /s/ and /z/. Students will
also be able to practice the sound /ɪz/, the –s ending of some verbs and plural nouns. The
sounds /s/, /z/, and /ɪz/ are found in many English words, and the ability to distinguish
them in listening and produce them in authentic speech are necessary skills for students
desiring a native accent and who are preparing to communicate with native speakers.
This lesson plan exposes students to a lot of vocabulary. Pictures could be added to
help explain some of the words and to make this appropriate for learners with a more
limited vocabulary.
Rationale
This lesson follows the communicative framework, which is beneficial for the
acquisition of new language skills. Celce-Murcia, Brinton, and Goodwin identify that
practicing beyond the “controlled phase of repetition or oral reading” prepares students to
use new pronunciation features in authentic communication (2010, pg. 45).
The consonant phonemes /s/ and /z/ are alveolar fricatives, with the difference
of /s/ being voiceless and /z/ being voiced by vibrating the vocal chords. In addition, these
consonants can be challenging for learners because the same spellings can be used for both
sounds. Throughout the lesson, students are exposed to the various spellings for /s/ and
/z/, and practice reading and speaking these words.
This lesson presents /s/ and /z/ together, as Celce-Murcia, Brinton, and Goodwin
state, “Although consonant sounds can be presented individually, they are often taught in
2
LESSON PLAN FOR /s/, /z/, AND /ɪz/
contrast with other consonants. … Depending on student’s language backgrounds, certain
individual consonants or consonant contrasts will be harder for them to distinguish than
others” (pg. 65). There are several languages for which the consonant pair /s/ and /z/ are
challenging when learning English, including Chinese, German, Japanese, Spanish, Korean,
and Thai (Power, 2012). In these languages and others, /s/ and /z/ are confused for each
other, or are also misused as substitutions for /ð/ (“Zen” for “then”) and/θ/ (“sank” for
“thank”). As such, this lesson could be used in a unit preceding a lesson contrasting the
consonants /ð/ and/θ/, the voiced and voiceless dental fricatives.
In addition, exercises incorporate the sound /ɪz/ to allow students to practice /z/ in
the final position of nouns and verbs ending in –s. While /s/ and /z/ do not carry much
functional load, as interchanging these sounds does not often result in misunderstanding,
the misuse of these consonants can set a learner apart as non-native. Especially when there
is L1 interference, students desiring to master a NAE accent will benefit from this lesson.
3
LESSON PLAN FOR /s/, /z/, AND /ɪz/
Objectives
Students will be able to --distinguish and demonstrate the voiceless /s/ and voiced /z/ phonemes through listening discrimination exercises and controlled practice --identify /s/ and /z/ and their different spellings and produce/ɪz/ in words with –s endings--demonstrate /s/, /z/, and /ɪz / in scripted and spontaneous communicative activities
Time
60 minutes
Materials
--dry erase board/markers--Student Handout 1 (Words with /s/ and /z/)—Appendix A--/s/ Triangle and /z/ Square cards for each student—example in Appendix B--Student Handout 2 (Sentences with /s/ and /z/)—Appendix C--Matching Game Cards—Appendix D--a hat or container and Storytelling Prompts—Appendix E
Part 1: Description and Analysis (Listening/Speaking) 10 min
--Make two lists on the board: Spy ZooScenery EyesFox PraiseCent CrazyDressPretzel
--T will point to first column and read the words aloud. Ask Ss, what similar sound do you hear? Ss may recognize /s/. Say the words again, Ss repeating. T should underline the letters making the/s/ sound. --Describe production of /s/ using articulatory descriptors. The tongue should be placed high near the alveolar ridge, the ridge behind the teeth, but not touching. Use a continuous stream of air, but do not vibrate the vocal chords.--Now read the words again with Ss repeating. First, exaggerate /s/, then read normally.
--T will point to the second column and read the words aloud. Ask Ss what similar sound do you hear? Ss should recognize /z/. Say the words again, Ss repeat. T should underline the letters making the/z/ sound.--Describe production of /z/ with articulatory descriptors. /s/ is similar to /z/, with high tongue not touching alveolar ridge, and a continuous stream of air. But now we use our
4
LESSON PLAN FOR /s/, /z/, AND /ɪz/
vocal chords. T and Ss can place their hand on their throat to feel the vocal chords vibrating. Buzz!--Now read the words again with Ss repeating. Exaggerate /z/ and then read normally. Ss may wish to hold their hands to their throats while reading the words aloud.
--T will show how /s/ and /z/ can occur at the beginning, middle, and end of words on the board. They can have different spellings, but the same letters are also used to make both /s/ and /z/ sounds!
Part 2: Listening Discrimination (Listening/Speaking) 10 min
--Pass out Student Handout 1 (Words with /s/ and /z/) --Ss will listen to the words being read and read on the handout. Read the words aloud, beginning with the/s/ column, then /z/.
--T will point out the /ɪz/ column and explain that verbs and plural nouns ending with –s often sound like /z/. --T will read the words in the /ɪz/ column while Ss read along.
--Pass out /s/ Triangle and /z/ Square cards.--Explain T will say a word on the handout and they have to hold up the Triangle card when they hear /s/ and the Square card when they hear /z/. --Read words from the handout, beginning with /s/, then /z/ and /ɪz/, then mixing them up. Finally, add words with both /s/ and /z/. Ss should be holding up the Triangle or Square cards with each sound they hear.
--Informal Assessment: T can then pick words randomly from the /s/ and /z/ columns and have Ss respond one at a time by holding up their Triangle or Square card when they hear the corresponding sound.
Part 3: Controlled Practice (Reading/Writing/Speaking) 15 min--T will pass out Student Handout 2 (Sentences with /s/ and /z/) and explain the directions.--Working in partners, Ss will read the sentences aloud. Then, draw a triangle around /s/ sounds and a square around /z/ sounds. Pay close attention because the spellings may be different than the sound they make. If you find a plural noun or verb ending in –s that sounds like/z/, circle the word. --T will write the example on the board, and read it aloud. Ss should direct T to draw a square around “s” in “street”, “s” in “houses”; draw a triangle around “s” in “has”, “z” in “crazy” and “se” in houses. “Houses” should also be circled. Why? Because it is a plural noun ending in /ɪz/. Leave the example on the board for Ss to refer to.
The street has crazy houses.
--T should walk around and monitor as Ss work together.
5
LESSON PLAN FOR /s/, /z/, AND /ɪz/
--As Ss complete the first part of the worksheet, they will continue by writing three of their own sentences (in partners). They can use the sample words from Handout 1 for inspiration.
--Informal Assessment: Several volunteer Ss will each write one of their original sentences on the board, marking /s/, /z/, and /ɪz/. --Formal Assessment: The handout can be collected and graded for correct marks identifying /s/, /z/ and /ɪz/.
Part 4: Guided Practice (Speaking) 10 min
--T will pair Ss in groups of two and designate one student “A” and one “B” with the respective shuffled Matching Game Cards. --T will explain the rules of the game and give an example.--In pairs, Ss will each be given a set of picture (“Student A”) or word (“Student B”) cards. Student A will choose a card and say, “I see…” and then describe what they see on the card using the prompt and original description. Ss should refrain from “acting out” the word on the card. Student B will find the correct word to match the description and reply with, “That’s easy! It’s…”
--Example: Student A’s card has a picture of a face. They will say, “I see… a nose, two eyes, a smile…” Student B will respond with the card from their hand, “That’s easy! It’s a face!”--Ss can switch roles and stacks of matching cards.
--Informal Assessment: T will walk around and monitor practice and offer words for description.
Part 5: Communicative Practice (Speaking/Listening) 10-15 min
--T will explain this is a storytelling activity.--Ss will work in small groups of 3 or 4, sitting in a circle. The first S will draw a slip of paper out of a hat (or similar container). Each slip of paper has a sentence with /s/, /z/ and/or /ɪz/ sounds. The S will read the sentence aloud, and other Ss will take turns telling a story one sentence at a time. Each S should speak 3-4 times (depending on time or class size). T will help Ss understand any words in their prompts they don’t understand.
--***If there are three or more groups, they can tell their stories to each other simultaneously while T walks around and listens to each S at least once.
--Informal Assessment: If there are two groups, the first group can tell their story while the other Ss listen and hold up their triangle and square cards from the earlier activity when they hear the /s/ and /z/ sounds.--Formal Assessment: Groups can designate a “scribe” to write their stories down. Then, using the marking system from Part 3, groups will identify the sounds /s/, /z/ and /ɪz/ in their communicative practice. T could require a minimum number of each to be found within the story.
6
LESSON PLAN FOR /s/, /z/, AND /ɪz/
Resources Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course
book and reference guide. (2nd ed.). New York, NY: Cambridge University Press.
Dale, P. & Poms, L. (2005). English pronunciation made simple. White Plains, NY: Pearson
Education.
Power, T. (2012). Common mistakes in English by language background. Retrieved from
http://www.tedpower.co.uk/phono.html
7
LESSON PLAN FOR /s/, /z/, AND /ɪz/
Appendix A
Student Handout 1Words with /s/ and /z/
Listen and read along. When you hear /s/, raise your triangle card. When you hear /z/ raise your square card.
/s/ /z/ /ɪz/ /s/ and /z/spy zoo houses supposescenery crazy chesses salespersonfox eyes dresses (n, v) reasoncent praise races (n, v) sneezedress eyes roses coasterspretzel zero sizes (n, v) disasterCD zinc boxes presentsSunday pools ices (v) excuseSneak zebra laces (n, v) speakerstax razorSale presidentlooks activitiesschool phasestudent breezelesson amazingscent teachers
8
LESSON PLAN FOR /s/, /z/, AND /ɪz/
Appendix B
Sample /s/ and /z/ cards
Appendix C
Student Handout 2Sentences with /s/ and /z/
Adapted from Dale & Poms (2005)
Read the sentences aloud with your partner. For each one, draw a triangle around the /s/ sound, and a square around the /z/ sound. Draw a circle around words ending in the /ɪz/ sound.
9
LESSON PLAN FOR /s/, /z/, AND /ɪz/
Example: The street has crazy houses.
1. Please keep off the grass.
2. I suppose the dresses are on sale.
3. The museum holds several famous paintings.
4. Stacey speaks Spanish.
5. She ices her sore knees.
6. The bees buzz around the basket.
7. Excuse me! I said I was sorry!
Now write three of your own /s/ and /z/ sentences! Remember to draw triangles for /s/, squares for /z/, and circles for /ɪz/. Use Handout 1 if you need inspiration.
8. ____________________________________________________________________________________________.
9. ____________________________________________________________________________________________.
10. ____________________________________________________________________________________________.
Appendix D
Matching Game Cards
Student A Student B
Example: Example:
10
LESSON PLAN FOR /s/, /z/, AND /ɪz/
I see…
A nose, two eyes, a smile….
That’s easy! It’s a
face.I see…
A building for students and teachers….
That’s easy! It’s a
school.I see…
A place for different kinds of animals…
That’s easy! It’s a
zoo.
I see…
That’s easy! It’s a
fox.
11
LESSON PLAN FOR /s/, /z/, AND /ɪz/
A red animal with a bushy tail…I see…
The man who lives in the White House.
That’s easy! It’s the
president.
I see….
The sound a nose makes….
That’s easy! It’s a
sneeze.
I see…
12
LESSON PLAN FOR /s/, /z/, AND /ɪz/
Red flowers that are not daises…
That’s easy! It’s
roses.I see…
A device that leaves behind a smooth face…
That’s easy! It’s a
razor.I see…
A sign of love you make with your lips…
That’s easy! It’s a
kiss.I see…
A person who works at a store…
That’s easy! It’s a
salesperson.
I see…
13
LESSON PLAN FOR /s/, /z/, AND /ɪz/
Brown containers to pack for a move…
That’s easy! It’s
boxes.
I see…
Clothes for girls, but not a skirt…
That’s easy! It’s
dresses.
14
LESSON PLAN FOR /s/, /z/, AND /ɪz/
Appendix E
Storytelling Prompts
A princess trapped in a castle with no one to save her.
The soccer team scored their game-winning goal.
A scientist saves the world from a super virus.
A policeman races to save six cats stuck in a tree.
The grocery store sold out of spinach and rice.
15
