Sectin A Prnunciatin 教案
I. Teaching Objectives:
By the end f the lessn, students will be able t:
1. Recgnize and prnunce the English cnsnant sunds /l/, /r/, /t?/, and
/d?/ crrectly.
2. Distinguish between similar sunds (e.g., /l/ vs /r/, /t?/ vs /d?/) and
prnunce them accurately.
3. Practice articulatin in islated wrds and cntext sentences, fcusing
n clarity and fluency.
4. Develp speaking skills by engaging in pair activities and
prnunciatin drills.
II. Teaching Pints:
1. Key Pints:
(1)Cnsnant sunds: /l/, /r/, /t?/, /d?/
(2)Articulatin practice: Crrectly prducing sunds in islatin and in
cntext.
(3)Distinguishing similar sunds: Especially /l/ vs /r/ and /t?/ vs /d?/.
2. Difficult Pints:
(1)Distinguishing /l/ and /r/: Many students struggle with this distinctin

due t the different tngue psitins.
(2)Differentiating /t?/ and /d?/: These sunds are similar but differ in
vicing, which is difficult fr nn-native speakers.
III . Teaching Prcedures:
Step 1: Warm-Up (5 minutes)
1. Greeting:Greet the students and intrduce the tpic. Explain: “Tday,
we will fcus n sme imprtant English cnsnant sunds: /l/, /r/, /t?/,
and /d?/. These sunds might be difficult, but with practice, we will
master them!”
Ask students: "What is the imprtance f prnunciatin in
cmmunicatin?" (Answers might include: "Helps peple understand
yu," "Makes yur English sund mre natural.") Briefly mentin that
accurate prnunciatin is key t clear cmmunicatin in English.
Step 2: Presentatin f Sunds (12 minutes)
1. Intrduce and Demnstrate /l/:
(1)Write /l/ n the bard.
(2)Demnstrate hw t prnunce it: Place the tngue against the rf f
the muth, just behind the upper teeth. The sund shuld flw arund the
sides f the tngue.

Example wrds: light, lake, lve, leaf.
(3)Have students repeat after yu: “l(fā)ight,” “l(fā)ake,” “l(fā)ve,” “l(fā)eaf.”
2. Intrduce and Demnstrate /r/:
(1)Write /r/ n the bard.
(2)Demnstrate the sund: Rund the tngue slightly and curl it back
withut tuching the rf f the muth.
Example wrds: red, right, rad, rain.
(3)Have students repeat after yu: “red,” “right,” “rad,” “rain.”
3. Intrduce and Demnstrate /t?/:
(1)Write /t?/ n the bard.
(2)Demnstrate: The tngue tuches the rf f the muth, then releases
a burst f air.
Example wrds: check, chair, chicken, chance.
(3)Have students repeat after yu: “check,” “chair,” “chicken,” “chance.”
4. Intrduce and Demnstrate /d?/:
(1)Write /d?/ n the bard.
(2)Demnstrate: The sund is similar t /t?/ but with vcal crd vibratin.
The tngue als tuches the rf f the muth, but there is vicing.
Example wrds: juice, judge, jke, jump.
(3)Have students repeat after yu: “juice,” “judge,” “jke,” “jump.”
5. Explain Vicing Difference:

Emphasize that /t?/ is viceless and /d?/ is viced (vcal crds vibrate fr
/d?/). Students can practice feeling the difference by tuching their thrat
as they prnunce the tw sunds.
Step 3: Guided Practice (12 minutes)
1. Listening and Repeating:
(1)Play a recrding r say the wrds alud, then have students repeat
after yu.
(2)Fcus n the accuracy f prnunciatin, especially fr the tricky
sunds.
Example practice wrds:
/l/: light, leaf, lve, lucky
/r/: rain, red, rck, right
/t?/: check, chat, chair, chicken
/d?/: juice, judge, jke, jump
2. Minimal Pairs Practice:
(1)Intrduce minimal pairs fr the cntrasting sunds.
/l/ vs /r/: “l(fā)ight” vs “right,” “l(fā)ake” vs “rake,” “l(fā)w” vs “rw”
/t?/ vs /d?/: “check” vs “jke,” “chat” vs “judge,” “cheap” vs “jeep”
(2)Ask students t listen carefully and repeat after yu, fcusing n
the difference in articulatin.
3. Cntextual Practice in Sentences:

(1)Prvide simple sentences fr students t practice. Fcus n fluency
and crrect prnunciatin f target sunds.
Example sentences:
“The light is n.”
“I like the red rse.”
“Check the chair, please.”
“Judge the jke carefully.”
Step 4: Pair Wrk (8 minutes)
1. Pair Practice:
(1)Have students wrk in pairs. Each pair will practice reading the
sentences alud t each ther.
(2)Encurage students t listen carefully and help each ther with
crrect prnunciatin.
(3)Walk arund and mnitr, prviding feedback n cmmn errrs.
2. Peer Crrectin:
After practicing in pairs, ask students t give feedback t their partner
n prnunciatin. This peer interactin helps reinfrce learning.
Step 5: Review and Cnslidatin (5 minutes)
1. Review Key Pints:

(1)Briefly review the sunds cvered in the lessn: /l/, /r/, /t?/, and
/d?/.
(2)Ask students t recall key differences between the sunds (e.g., /l/
vs /r/ and /t?/ vs /d?/).
2. Quick Grup Review:
Say a wrd alud, and ask students t identify which target sund it
cntains.
Fr example: “l(fā)ight” → /l/, “judge” → /d?/, etc.
3. Final Practice with Simple Sentences:
Ask a few students t read ne sentence alud while the rest f the
class listens. Prvide immediate feedback n prnunciatin.
Step 6: Hmewrk (Optinal)
Prnunciatin Practice:
(1) Assign students t recrd themselves reading a set f sentences
cntaining the target sunds and submit their recrdings fr feedback.
(2)Alternatively, students can cmplete a wrksheet with minimal
pairs and practice sentences.
IV. Teaching Reflectin:
1.Pay attentin t which sunds students find the mst challenging (e.g.,

/r/ vs /l/), and adjust the pace f the lessn accrdingly.
2.Encurage students t practice regularly at hme, especially with
minimal pairs.

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