Group members: Dominic Hartmann, Jana Bazzanella, Inesa Husic, Paul Rosenthal, Elias Kobald
Title: Tongue twister “Little Larry”
Age/language level: 9/10, A1
Teaching objectives (can-do statements):
Aim:
-
to practise saying a particular sound in a tongue twister
to raise awareness of how particular sounds are formed
to improve pronunciation skills
Language items:
 L - Sound
o Tongue and lip movement when saying the letter “L”
 R – Sound
 TH – Sound
Further material:
 Black board
 Essential: none
 Optional: Lollipop
Introduction
and greeting
Setting
Teacher role
Student role
Frontal teaching
Learners sit at their
desks
The teacher greets the children in English.
Listen
React
Notes
Pre-task
Frontal teaching
Learners sit at their
desks
I brought a friend along today. This is my friend Larry.
[Shows hand puppet] Larry can only speak and
understand English. Larry really loves candies, and his
favorite type of candy is a lollipop.
Does anybody know what a lollipop is?
What do you do with a lollipop?
Listen
React
The teacher says the tongue twister. “Little Larry likes
licking the sticky lollipop.”
Now the teacher writes the tongue twister onto the
blackboard and reads it out again.
Attention is drawn to the sounds in the tongue twister
and the kids are shown how the particular sounds are
made.
Main part
Frontal teaching
Learners sit at their
desks
Now the teacher gives the children the task to draw a
picture of what they think the tongue twister means.
Are they actually drawing Larry licking a lollipop?
The children
draw a picture
of the tongue
twister and
then discuss
the different
pictures in
groups.
Now the teacher and the entire class read out the
tongue twister together.
Here the teacher can make use of picture cards to help
them understand the meaning.
Listen and read
out
Puppet
Blackboard
Chalk
Paper
Pen
This is done a few times until the children get
comfortable with saying the sentence.
Repeat a few times until
learners are comfortable
The teacher tells the children try saying the tongue
twister on their own as often and as exact as they can.
The children
try saying the
tongue twister
on their own as
often and as
exact as they
can. They can
also try saying
it fast, but the
focus should
be on correct
pronunciation.
The teacher gives out lollipops and the children.
The children
try to say the
tongue twister
with the
lollipops in
their mouths.
The whole
group
discusses what
the difficulties
of the tongue
twisters are
and what
changed with
the lollipop in
their mouths.
Follow-up
task
Frontal teaching
Learners sit at their
desks
The teacher asks what other tongue twisters to the
children know? These could also be In their native
language.
The children
tell their own
tongue
twisters.
Another option would be,
that the kids get the chance
to create their own tongue
twisters.
Description of the sequence. (incl. possible challenges for the teacher and learners)
This sequence is based on the tongue twister “Little Larry” Its aim is to improve language awareness and pronunciation. It is important that the
teacher repeats the tongue twister a few times, to let the children hear correct pronunciation and encourage learners to speak together. The teacher
needs to make sure that s*he speaks loudly, clearly and slowly enough for the learners to follow, s*he should not make mistakes.
Little Larry
Little Larry likes licking the sticky lollipop.