Using the results I did in my analysis, I have chosen to design a lesson for end year German 1 students (ages 14-18) on the correct pronunciation of the allophones [x] and [ç]. I have chosen to do this pronunciation lesson early on, because studies have shown that early focus on pronunciation can prevent early fossilization as well as improve other areas of L2 learning. Students will use their prior knowledge of IPA to do a set of tasks to identify and produce the allophones. I have chosen to use the lesson template, Understanding by Design. The lesson will take place over one period with the possibility of two lessons given the duration of activities. Figure 3 below shows the template incorporating my lesson.
Assess their understanding through identification strategies of allophones in the form of a worksheet which will be graded for participation (see Appendix)
assessment of production of these allophones in form of recorded reading
recorded reading will not be formally graded; it will be used for teacher and student to see student’s progress in identification and production of sounds; this activity also raises awareness of one’s pronunciation (see Appendix: Worksheet 1, Teil 3)
Students get one half of Worksheet 2 (either Student A or Student B). Partners take turns reading aloud their word. Their partner listens and writes down the word on Worksheet 1 under Teil 1 under the correct sound.
Answers have been provided on the worksheet, so students can check their partner’s answers
Independent Work- Teil 2 (see Appendix)
Students are given a worksheet with words missing the two allophones. Students should use what they know to write in the correct allophone.
Students compare answers with a partner
Go over answers in plenum
In plenum, come up with a few story settings and themes. Write them on the board
Students get into groups of three or four and have to create a one to two minute role-play using ten ich or ach words in their dialogues. They can choose any of the settings or themes listed on the board as a basis for creating their role-play.
For homework, students will practice reading a tongue twister. This will be recorded a week later in the computer/media lab and students will be able to listen to their pronunciation.
Appendix- Worksheet 1 Name _______________________________________________
Anleitungen: Sie werden die folgende Wörter hören. Schreiben Sie sie unter dem korrekten Laut [x] oder [ç]. buchen, die Tochter, wachen, der Lebkuchen, die Nacht, die Milch, Achtung, hoch
Teil 2 Anleitungen: Verwende IPA und vervollständige die folgende Wörter mit dem korrekten Laut [x] oder [ç]. Buch: bu_____ Bücher: By_________ɐ
brechen: brɛ_____ən Nächte: nɛ______tə
Töchter: tœ____tɐ höchsten: hø___stən
hoch: ho______ Tochter: tɔ___tɐ
echt: ɛ____t Nacht: na______t
Anleitungen: Üben Sie die folgende Zugenenbrecher Machen Drachen manchmal nachts echt freche Sachen, oder lachen Drachen manchmal acht freche Lacher? Echte Dichter dichten leichter bei Licht Worksheet 2: Student A Student B die Woche [x] kochen [x]