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Native Speaker Pronunciation Practice

The document outlines a lesson plan focused on introducing students to authentic pronunciation through interaction with a native speaker. It includes warm-up activities, pronunciation practice, and exercises for spelling names and personal information. The plan emphasizes listening skills and recognition of challenging letters compared to Spanish.

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Valentina Oliveros
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21 views2 pages

Native Speaker Pronunciation Practice

The document outlines a lesson plan focused on introducing students to authentic pronunciation through interaction with a native speaker. It includes warm-up activities, pronunciation practice, and exercises for spelling names and personal information. The plan emphasizes listening skills and recognition of challenging letters compared to Spanish.

Uploaded by

Valentina Oliveros
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Part 1 – Warm-Up & Introduction to the Native Speaker (15 min)

Objective: Break the ice, set the context, and give first exposure to authentic pronunciation.

 Introduce the native speaker and let them share a fun fact about themselves (e.g.,
favorite food, hobby).
 Native speaker says the alphabet slowly, then at normal speed.
 Students listen only — no repetition yet — focusing on noticing “different” sounding
letters from Spanish (like G, J, V, B).
 Ask students: “Which letters sound are the most difficult for us to pronounce?”

Part 2 – Pronunciation & Listening Practice (25 min)


Objective: Build recognition and accuracy in listening to letters.

 Call & Repeat: Native speaker says 5–6 letters at a time, students repeat. Focus on tricky
ones:

For B / V / A:
B–V–A–T–R–Q
V–A–B–M–D–P
A–T–L–B–V–F

For I / E / A:
E–I–A–C–K–M
I–A–E–G–Z–N
A–E–T–I–F–L

G / J / A:
G–J–A–M–D–R
J–G–A–Q–L–H
A–G–P–J–K–I

M / N / A:
M–N–A–C–T–Z
A–N–M–R–S–G
M–L–A–N–D–K

 Listening Challenge: Native speaker says 3 random letters, students write them down.
Increase speed gradually.

C–Z–B
P–B–V
M–N–C
E–Z–I
G–J–P

 Mini Competition: Divide the class into 2 teams. Native speaker says a sequence of 5
letters; the first team to write all correctly gets a point.

Part 3 – Spelling Names & Personal Info (20 min)


Objective: Use the alphabet for personal communication.

 Students ask the native speaker: “How do you spell your name?” and write it down.

 Native speaker asks students for their names and spells them aloud for confirmation.

 Students practice spelling their own names to the native speaker.

 Error Catch Game: Native speaker pretends to mishear some letters so students must
repeat clearly.

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