Lesson:L vs R


 * Pronunciation of /l/ and /r/ (through listening practice learning to hear the difference)
 * 10 min, 20 min, 30 min &mdash; break it into two 15 minute lessons with at least a day's rest between

Pronunciation contrast of /l/ and /r/

Purpose
This lesson may be helpful to students who are having difficulty clearly pronouncing /l/ and or /r/ or differentiating between them. Students who are not having this difficulty will be bored by this lesson. Ascertain their need before using this.

Materials
Print out the following four graphics to put on board:
 * Lesson:L vs R/Oral cavity L [[Image:Oral_cavity_l.png|30px]]
 * Lesson:L vs R/Oral cavity R [[Image:Oral_cavity_r.png|30px]]
 * Lesson:L vs R/Frog on rock [[Image:Frog on rock.jpg|30px]]
 * Lesson:L vs R/Lock and key [[Image:Lock_and_keys.jpg|30px]]

Or use a toy frog and a lock and key, for more fun! :-)

Introduction for students
Introduce this lesson to students before plunging into it so that they know what to expect. Let them know that:
 * This is a listening lesson
 * Focused on the difference between /l/ and /r/
 * Students will learn to hear the difference
 * This will help them learn to pronounce these sounds clearly and distinctly
 * This lesson trains their ears so that they can use their ears to train their voices themselves

Attention getter
'If students have no difficulty'' with this Attention getter step, you should skip the rest of the lesson! Pay CLOSE ATTENTION to how students handle the following and just drop the lesson with congratulations all round if they have no trouble with it! You DO NOT want to bore them with drills they don't need.'''

Bring students' attention to these sounds, /l/ and /r/

T: Notice the first sounds in these words:

Have students repeat some minimal pairs after you to try /l/ and /r/ out on their ears and tongues.

T: Please repeat after me:

Note that the pairs in the lower half have slightly different vowels in addition to the L/R difference.

'If students had no difficulty hearing and pronouncing the above, THEY ARE DONE!'' Congratulate them and move on to something else. Don't bore them with pronunciation drills they don't need! :-)'''

How to say /l/ and /r/
A large illustration of the oral cavity will help you in pointing out the following details. Without the visual many students might not understand.

T: Yes, when you pronounce /r/ in "rock" (pointing at the picture of a rock) you raise the tip of your tongue and curl it back inside your mouth, without letting it touch the top of your mouth. (Use a picture of the oral cavity to illustrate the tongue position.)

Same or different?
T: Tell me if the sounds you hear (pointing out the /l/ and /r/ on the board once) are the same or different:'''

(Calling on whole class at first, then individual students)

T: Very good. Now let's try it with sentences:

(Calling on whole class at first, then individual students)

Name that sound
T: Tell me which sound you hear. Say "L" when you hear /l/. Say "R" when you hear /r/.

(Calling on whole class at first, then individual students)

Hear that sound and reply
Pseudo communication drill

T: Excellent, very good. Now, when I ask you, "Which is the lock?" you answer, "There's a gold key in it." (point at the lock), and when I ask you, "Which is the rock?" you answer, "There's a green frog sitting on it." (point at the frog).

T: Ok--which is the lock? SS: It has a gold key in it.

Calling on individual students (mix this up as you like &mdash; it's in no particular order)

Say /l/ and /r/
Production drill

Practice saying minimal pairs
Have students repeat after you. Cue them two words at a time, in minimal pairs.

Call on the class as a group for the first few pairs, then call on individual random students if you know their names or in order of seating maybe if you don't their names.

The following words are not minimal pairs because the vowel is changed due to the R.

Reverse the sound
Opposite drill &mdash; mixed recognition and production

T: Please repeat after me but when I say "rock," you say "lock" (point to each picture as you say its name); and when I say "lock," you say "rock."

That last one is a double switch (leer -> real)

Correct me
Correcting &mdash; mixed recognition and production

Resources

 * http://www.soundsofenglish.org/about.htm