Activities and Procedures:
1. Warming-up: Asking the class to read the following phrases in falling tone and rising tone, pay attention to the words containing /ei/ /ai/ /ɔi/ /au/ /әu/ /iә/ /eә/ /uә/ sounds.
/i/: did pig give will
/e/: bed leg says well
/ɔ:/: jaw tore wore saw
/a:/: car jar hard heart
/u/: full could took sugar good books woolen socks
/ә/: about annoy alive agree bread and butter at the counter
2. Display examples by playing the recording of the native speakers showing the typical pronunciation in English.
3. Have the students imitate the sound in focus.
The tongue /ei/ is usually read in the following letters or letter groups : ai ay ei ey ea
The sound /ai/ is usually read in the following letters or letter groups : i, y, ie, ye, igh
This sound /ɔi/ is usually read in the following letters or letter groups : oi, oy
This sound /әu/ is usually read in the following letters or letter groups : o, oa,
The / au / is usually read in the following letters or letter groups : ou, ow
The / iә/ is usually read in the following letters or letter groups: ear, ere, ea, eer
The /eә/ is usually read in the following letters or letter groups: are, air, ear
The /uә/is usually read in the following letters or letter groups : ure, oor, our
4. Have the students make a comparison between /ei/ /ai/ /ɔi/ /au/ /әu/ /iә/ /eә/ /uә/ and share what they have learned by reading out the practice materials in pairs.
Pair work :
A: May Day
Labor Day
No pains, no gains.
Great changes have taken place in only one day.
B: quite right
a nice knife
a kind writer
Time and tide wait for no man.
C: toilet paper
joyful boys
make a choice
The boy was annoyed because his toy was destroyed.
5. Have the students listen to the conversations recorded by native speakers of English and try to get the sounds in focus correct in their pronunciation.
6. Have the students practice the guided conversation. Ask them to pay special attention to the sounds in focus in speech.
Dialogues 1:
A: Oh, may I stay, Mummy? Please say I can stay all day.
B: Yes, if they say you may.
A: They’ve got lots of places to play, and they’ve…
B: Wait, Jane!
A: I’ll take my painting book, and some of my games.
B: Wait till they say you may.
Dialogues 2:
A: Are you seeing Mike tonight?
B: Yes. He has a new motorcycle.
A: Did Mike let you ride it?
B: Yes. I tried it. And I like it.
A: Weren’t you frightened?
B: Sure. But I still like it.
7. Comment on the students’ performance by highlighting the achievement of the students and the efforts they need for the improvement.
8. Give advice to the students.
Read aloud words and phrases which include pronunciations of diphthongs /ei/ /ai/ /ɔi/ in college English book one page 60 to 61.
Make sentences and or advertising slogans containing the diphthongs.
Review and remember the words, phrases, sentences, dialogues and the chant learned in class.
9. Ask the students to do more practice after class and get ready for presentation during the next session.
10. Summary of the English Vowels Diphthongs:
Centring Diphthongs: /iә/ /eә/ /uә/
Closing Diphthongs: /au/ /әu/, ending in /u/
Closing Diphthongs: /ei/ /ai/ /ɔi/, ending in /i/
11. After-class assignments: Review and memorize the words, phrases, sentences in class. Make sentences containing Vowels Diphthongs /ei/ /ai/ /ɔi/ /au/ /әu/ /iә/
