T

I Questions and instructions

M Procedure Stage number and aim
E
8-10mins Lead-in: Ss choose English names for 1.Ss take on ‘new identities’ (Suggestopedia Oral checks for pronunciation. Choral
themselves from list. T models correct pron. of technique). Each name has an English phoneme and individual drilling.
names. that French learners have difficulty with: / ɒ /
/ ɔ: / or / əʊ / T-sss.

T shares learning aims. Ss aware of focus of lesson: pronunciation.

4-5mins Ss walk around classroom saying their English
name and finding others who have the same
phoneme in their name (e.g. Dawn / ɔ: / and
Shaun / ɔ: /).
Phonemic symbols used. T-sss
2. Ss practise saying and listening for target T will see if ss have found the right
language (the 3 phonemes) phoneme group.

Ss relax and are encouraged to breathe deeply.
3-4mins
T ensures ss are comfortable then plays
Baroque music.
2mins
Ss are given the food vocabulary and asked to
listen to the pronunciation during the reading of
the dialogue.
8-10mins Ss listen to T reading ‘real-life’ dialogue and
‘absorb’ the pronunciation of the target
phonemes.
3. Ss in relaxed but alert state, more able to Breathe deeply through your nose.
absorb new language. Now breathe out through your nose.
Baroque music aids concentration and when Repeat…
combined with rhythmic speaking allows for
‘double-plane’ learning (Larsen-Freeman 2010).
T-sss.
Are you relaxed?
Ss should be encouraged to listen but not put too What is the focus of the lesson?
much effort into listening. T-s (students work Does it matter if you don’t understand
individually for listening part). every word?
4. Ss hear model of target phonemes in
vocabulary within a ‘real-life’ context. T-s.
In passive-alert state, ss are susceptible to
noticing and absorbing pronunciation of target
phonemes (?).
8mins Ss place food vocabulary in appropriate
‘shopping lists’ according to the target
phonemes (Rob: oranges, cauliflower etc.)
Group activity.
If ss find it difficult to match the vocab by the
underlined phoneme sounds, T will re-model.
4-5mins Ss read out their lists, one word read by one s at
a time so all ss get to speak.
4mins
Ss look at the spellings of the different
underlined sounds in the food vocab and asked
to comment on it.
5. Ss work collaboratively to recognise target
phonemes in food vocab and put them with the
correct name phonemes. Sss.
Ss get another example of target phonemes in
vocab if necessary. Sss.
6. Learning check: answers from activity. T-sss.
Ss noticing that spelling does not indicate what
phonemic sound is present. Ss create own
meaning by commenting on it in their own words.
Ss-ss.
Look at the food vocabulary. Can you
match the underlined sounds with the
sounds in your English names?
Would you like to hear the word
again?
Look at the underlined letters on your
list. Are they all the same?