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Lesson 3

Introduction to Lip coolers and tongue coolers

& Review of previous consonant brothers

Activity Summary

​

  1. Before beginning the new lesson students organize the Lip Popper, Tip Tapper and Scraper cards in the order:

    1. mouth form card, quiet phoneme, noisy phoneme​

  2. Students will review their consonant book before learning new pairs

  3. Teacher Modeling 

  4. Mirror Activity 

  5. Think, Pair, Share:

  6. Writing on paper, in the air or use playdough to form the letter and make the sound 

  7. Students fill in their personal consonant book

  8. Watch letter-sound videos of the day

  9. Tracking

Grade Level & Benchmark Connection

This unit was created and intended for Grade 1-3 ELL students but can be used for all ages.

 

In terms of students' language proficiency, this lesson is ideal for students that according to the Learn Alberta ESL Benchmark are a minimum level 2 (developing) in listening, above level 1 speaking and level 0 reading and writing. See Lesson Overview to know what skills this lesson targets.

Teaching and Learning Strategies Employed

Informed by Coelho

(2016, p. 179)

Memory Strategies

  • Recitation, repetition and organization of consonants are used as promoted by Coelho (2016).

 Cognitive Strategies

  • Neural connections are built as student analyze what their mouth is doing using mirrors and observing peers.

  • Students are also given opportunities to go outside the classroom and experience phonemes in natural settings.

  • Students use strategies like covering their ears and feeling their vocal cords to figure out what sounds are quiet and what are noisy (voiced and unvoiced) so that they can then recognize patterns and make comparisons.

Compensation Strategies

  • Students are given opportunities to develop and practice what they feel their mouth doing, this allows students to communicate their knowledge even if they cannot remember the mouth form name for example.  

Social Strategies

  • Students develop a cooperative relationship with peers through the think, pair share activity time. This balances their individual time when working on their books, tracking and looking at their mouths in the mirrors.

Affective Strategies

  • Inquiry, game and play based learning decreases student anxiety and nerves surrounding language acquisition.

Metacognitive Strategies

  • Having an individualized book allows students to also monitor their learning.

Learning is Fun

Lesson Overview

This lesson's goal is for students to review the previously covered brother pairs and will learn the new Lip Cooler and Tongue Cooler consonant brother pairs. Students should understand why phonemes are important in their language acquisition, specifically isolated sound-symbol associations, auditory discrimination, pronunciation, and strategic decoding. The teacher will model phoneme sounds, and also how to create and use their Consonant Book. The students will be able to be exposed to phonemes in both visual and auditory forms in a multi-modal approach which offers differentiation for learners to attend to their learning needs. This includes hearing their teacher, peers, selves and in song. Visual exposure is featured in slide, tile, and book form. Students will be able to show their learning in many forms including using their books, using playdough, writing in the air, verbally communicating and drawing.  

Language Learning Outcome

The students will review and then demonstrate their understanding and subsequent mastery of Lip Popper,  Tip Tapper, Scraper, Lip Cooler and Tongue Cooler sounds by naming, pronouncing, comparing, contrasting, and explaining brother sounds.

 

Students will develop the same understanding for their new sets: Lip Coolers and Tongue Coolers. Their consonant book will give students the space to write, and record their learning. 

 

The tracking activity targets students' ability to determine the sounds they hear and the changes of minimal pairs as suggested by Coelho (2016, p.67). 

Content Outcome

The students will learn how to identify, label, reproduce, describe memorize, review, categorize, and build the Lip Cooler and Tongue Cooler sets.

Plasticine

f     v

th  th

Table Mirror
mouthforms_edited.jpg
mouthforms.png

Teacher and Student Materials Needed

  • Student Consonant Book

  • Cut out consonant phoneme pictures and letters (attached in the Student Consonant Book pages 13 & 14)

  • Pocket-sized mirror for each student

  • Playdough

  • Writing Utensils 

  • Extra paper

  • Teacher Slides (found in Teacher Resources tab)

  • Sound Videos: f, v, th, th (links found in Teaching Resources)

  • Cut out tracking coloured squares (found in Student Resource tab)

Introduction 

  1. The teacher will begin by reintroducing the previously covered consonant pairs: Lip Poppers, Tip Tappers and Scrapers.

  2. The teacher will use the Teacher Slides to aid in this.

  3. The teacher will then hand out a student set of precut Lip Popper, Tip Tapper and Scraper Sets shuffled in a plastic bag to be organized in the following method: mouth form card, quiet phoneme, noisy phoneme​

  4. The teacher will then give students time to organize and shuffle 3 times. 

  5. Students will then have time to retrieve and review their consonant book.

  6. Then the teacher will transition into introducing the next brother pairs: Lip Coolers and Tongue Coolers.  

Learning & Activity Sequence

  1. The teacher models the Lip Cooler Sounds and then asks students to cover their ears to test which is quieter and which is noisier. Another strategy offered by Coelho (2016) to test this is placing their hands on their vocal cords (p. 59). 

  2. Students make the sound and use their personal handheld mirror to observe what their mouth is doing and which sound is quiet and which is noisy (mirror suggestion by the LiPS program and Coelho (2016, p. 67).

  3. Think, pair, share: student turns to their partner and describes what their mouth is doing to make the sound and which is quiet and which is noisy.

  4. The teacher will then reconvene and ask students their observations and then explains what is happening in their mouth and which is quiet and which is noisy.

  5. Students can then write on paper, in the air, or use playdough to form the letter and make the sound again.

  6. Students will then fill in their personal consonant book.

  7. The teacher will play the f and v letter-sound videos (found in the Teacher Resources tab).

  8. The teacher will repeat steps 1-6 for the Tongue Cooler Sounds.

The video links are found in Teaching Resources under Online Links for Teaching This Unit

Conclusion

  1. Students will begin tracking simple chains using coloured squares (found in the Student Resource tab) representing sounds that only change by one sound

    1. The teacher will model a chain first​.

  2. This may look like:

    1. pk​

    2. tk

    3. tb

    4. gb

    5. gd

    6. th d

    7. th v

SEE TRACKING AND CHAINING PDF FOR MORE INFORMATION​

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