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APLNG 410 Mini Project

APLNG 410 Mini Project. Articulation of /l/ and /r/ for Japanese learners of English Shiho and Marti. Mini Lesson Plan. Target Audience: Intermediate Level adult Japanese learners of English (also applicable to native speakers of other Asian languages) Materials: Dr. Seuss books

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APLNG 410 Mini Project

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  1. APLNG 410 Mini Project Articulation of /l/ and /r/ for Japanese learners of English Shiho and Marti

  2. Mini Lesson Plan Target Audience: Intermediate Level adult Japanese learners of English (also applicable to native speakers of other Asian languages) Materials: Dr. Seuss books Lesson Topic: /l/ and /r/ distinction Goal: To assist students in identifying distinctions and articulating accurately the /l/ and /r/ phonemes

  3. Articulation of /l/ and /r/by Japanese Learners of English • Japanese has only one liquid sound which is between the English /l/ and /r/. • Japanese learners of English may articulate /l/ and /r/ as the same sound, which is close to /l/.

  4. Mini Lesson Pre-Activity: Initial review and practice of /l/ and /r/ minimal pairs with phonemes in initial position. Introduce Dr. Seuss by showing some of his books to the group. Core Lesson: 1. Using the Dr. Seuss story, “Gertrude McFuzz,” have students practice in pairs reading their assigned passages of the story. 2. Students read their passages aloud sequentially to create the story. 3. Discuss as a class the words that pose difficulties in articulation.

  5. Pre-Activity: Minimal Pairs using /l/ and /r/ • Distinction of place of articulation: /l/ is made with tip of tongue touching the alveolar ridge while /r/ is made with tip of tongue touching no part of roof of mouth. /l/ /r/

  6. Pre-Activity (cont’d): Minimal Pairs using /l/ and /r/ lap wrap leader reader

  7. Pre-Activity (cont’d): Minimal Pairs using /l/ and /r/ loom room lies rise

  8. Pre-Activity (cont’d): Minimal Pairs using /l/ and /r/ lent rent long wrong

  9. Core Lesson 1. Using the Dr. Seuss story, “Gertrude McFuzz,” have students practice in pairs reading their assigned passages of the story. 2. Students read their passages aloud sequentially to create the story. 3. Discuss as a class the words that pose difficulties in articulation.

  10. Assessment Determine the ability of students to articulate correctly /l/ and /r/ by circulating around the class and listening to them while they practice in pairs and read story passages aloud.

  11. Thank You for your cooperation 

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