Benemérita Universidad Autónoma de Puebla

Metodología de la Enseñanza de la Lengua Extranjera

II

Fecha

02 de Mayo de 2007

General Scheme

School: Public University

Students: 25

Level: Intermediate

Theme: Phonetics

Lesson Topic: Homophones

Used Method: Direct Method

Language Skills: Listening + Writing + Reading + Speaking

Content Skills: check the phonetic difference between words that sound is the same but are spelled different and have different meanings.

Key Vocabulary: Homophone words

Literature: http://en.wikipedia.org/wiki/Homophones, Song: “High”, Album: back to bedlam, Singer James Blunt, year: 2005.

Material: Whiteboard, Recorder, CD or tape and copies…

Warm-up ( 10´ +/- ):

At the beginning of the class the teacher is going to start talking about this topic that belongs to the phonetics, the teacher is going to give a little introduction and explanation talking about what are this words called homophones, in which situations the students can find them, how can they difference them, what the students are going to learn and what they are going to do along the class working on this topic.

Then the teacher is going to ask to the students what they know about Homophones to know what the students have of previous knowledge about this topic, according what the students know the teacher is going to start explaining how this words are phonetic composed and how the students can difference them according to what they are doing or what they are seeing in the moment that they are using this words.

Presentation ( 20 +/- ):

The Teacher is going to start to present the topic selected in this case “Homophones”.

The teacher is going to ask to the students for some homophone words that they know to start with some examples, then the teacher is going to give the most common and the easiest homophone examples writing this examples on the whiteboard, then the teacher is going to explain why this words are similar in

pronunciation and different in their spelling receiving some help using specialized dictionaries and the knowledge of the teacher.

Practice ( 20´+/- ):

Once the teacher has explained the phonetic rules, the differences, the correct spelling and the main aspects of this topic the teacher is going to give some copies with a list of this words to the students, the students are going to analize this list and then they are going to make some sentences with this words using what they have learnt in the previous presentation, when they have finished their sentences one of the students is going to read that he wrote and other student is going to try to choose the correct word to give the correct meaning to the sentence, once they have finished with this practice the teacher is going to present other activity, the teacher is going to give the students some copies of one song that has an exercise using homophones, the Teacher is going to present the song and give some copies of the activity and the students are going to listen to the song carefully and then they are going to work on it differing and choosing the correct word that gives the correct meaning of the sentence and they are going to fill the blanks with the correct answer. Once finished this activity the teacher is going to ask the students what they think about this words, the teacher is going to do this to encourage the students to use their speaking skill and at the end of the class the teacher have encouraged the students to use the 4 skills in the learning of a second language.

Evaluation:

Along the class the teacher is going to be evaluating constantly according how the students develop the knowledge what they have acquired, in few words the teacher is going to evaluate according how students answer and react to the activities that he has applied during the presented practices, the teacher is going to be so objective as he can and he is going to give them a certain grade that the student deserve according to their performance.

Extension:

Finally to conclude with the class the teacher is going to ask the students something related with the Lesson Topic, in this case the students have to design a kind of activity using the words what they have learnt, they can write some sentences using the both meaning of one word or they can write a little story using Homophones for Example:

“One day the knight was in a beautiful night waiting for four cute girls……etc, etc”

The task has to be delivered in a separated sheet of paper with a readable letter, If the student choose make sentences he/she has to deliver 10 sentences, If the student choose the composition he/she has to deliver 100/150 words.

Example List of Homophones.

• Bare, bear

• be, bee

• beech, beach

• berth, birth

• blew, blue

• bouy, boy

• brake, break

• burro, burrow

• bury, berry

• by, bye, buy

• capitol, capital

• carat, caret, carrot, karat

• days, daze

• doe, d'oh, dough

• ewe, you

• eye, i, aye

• fare, fair

• hete, hate

• know, no

• knew, new

• lone, loan

• meat, meet

• night, knight

• principal, principle

• read (past tense: /r
  d/), red

• read (nonpast tense: /r
  d/), reed, rede

• right, write, rite

• scent, cent, sent

• road, rode, rowed

• see, sea

• seed, cede

• stationary, stationery

• their, there, they're

• threw, through

• to, too, two

• told, tolled

• waist, waste

• wale, wail , whale

• whole, hole

• wood, would

• your, you're

High(Hi)

Beautiful dawn - lights up the shore for(four) me (mi(name of the musical note))
There is nothing else in(inn) the(thee) world,
I'd (eyed)rather wake up and see(sea) with you(ewe).
Beautiful dawn - I'm just chasing time(thyme) again.
Thought I would (wood) die (dye) a lonely man, in endless night.(knight)
But(butt) now I'm high; running wild among all(awl) the stars above.
Sometimes it's (its) hard to(too-two) believe you remember me.

Beautiful dawn - melt with the stars again.
Do(doe-dough) you remember the day when my journey began?
Will you remember the end of time?
Beautiful dawn - You're (your)just blowing my mind (mined)again.
Thought I was born to endless night, until you shine.
High; running wild among all the stars above.
Sometimes it's hard to believe you remember me.

Will you be(bee) my shoulder when I'm grey and older?
Promise me tomorrow starts with you,
Getting high; running wild among all the stars above.
Sometimes it's hard to believe you remember me

MATERIAL