Appendix A

Lesson Task Learners’ activities Class Skills

organization
1-2 1 Teacher models the [d] sound T→Ss Listening
as in “dance”, “reduce” and
“panda”
Imitate the sound Ss→T Speaking
Listen to the tape and repeat the M→Ss Listening and
words in Part A Speaking
2 Teacher models the [ð] sound T→Ss Listening
as in “they” and “mother”.
Imitate the sound Ss→T Speaking
Listen to the tape and repeat the M→Ss Listening and
words in Part B Speaking
3 Listen to the tape and repeat the M→Ss Listening and
words in Part C Speaking
4 Listen to the tape and repeat the M→Ss Listening and
words in Part D Speaking

Tabulated Pronunciation Test

Diagnostic Test Performance Test

Number of Number of Percentage Number of Number of Percentage
occurrences students ( of students ( occurrences students ( of students (
n=42 ) %) n=42 ) %)
26-30 3 7% 26-30 0 0%
21-25 12 29% 21-25 9 21%
16-20 15 36% 16-20 9 21%
11-15 6 14% 11-15 12 29%
6-10 6 14% 6-10 12 29%
0-5 0 0% 0-5 0 0%

Minimal pairsedit
 breed - breathe; dare - there, their, they're; day - they; den - then; dough, doe - though;
doze - those; header - heather; ladder - lather; load - loathe; sued - soothe; udder -
other; wordy - worthy;

 /d/ is an alveolar consonant. /ð/ is a dental consonant. This means that the tongue is
between the teeth for /ð/ and not for /d/.

 /d/ is a stop consonant. /ð/ is a fricative consonant. This means /ð/ may be much
longer than /d/.