Pronunciation Lesson Plan
Name : Nurhüda DİRİM
Class: 4/B, Evening
Number: 100126054
Level : Pre-intermediate
Age Level of Class: 13-14 (8th grade)
Topic: /θ/ sound
Materials : Board, b. marker, ppt, pictures.
Aims:
Cognitive
1)
2)
3)
4)
Knowledge of the specific speech sound
Knowledge of the phonemic symbol of the related sound
Discriminating of the particular sound
Knowledge of the words including the particular sound
Socio – Affective
5)
6)
7)
8)
Using the right pronounciation of the words without making mistake
Realization of the importance of good pronunciation
Appreciating of the individual efforts to sound well.
Enjoying the pronunciation lesson in English lessons
Psychomotor
9) Using of particular speech sound in simulated enviroment with ease.
Outcomes:
Sts
1.1 state where the sound is produced
1.2 state how the sound is pronounced
2.1 show the symbols for this particular sound on the phonemic chart.
3.1 match the sound with the appropriate words containing / / and / /
3.2 give examples for the words that contain these sounds
4.1 pronounce the words containing the particular sounds while uttering sentences.
5.1 state the importance of good pronunciation.
5.2 care when producing the particular sound.
6.1 praise the efforts of individuals who sound good and try to imitate them.
Anticipated Difficulties:
Form: No problems are anticipated.
Meaning: Students may have forgotten the meanings of some vocabulary items.
Pronounciation: The production of the particular sound is already problematic.
Other : None.
Solutions:
Meaning: I will try to use visual materials as much as possible. Also, I will try to demonstrate with
the help of my mimics as much as possible.
Pronunciation: One of the most important aim of this particular lesson is to take students’ attention
to the importance of the pronunciation. Thus, this lesson will be designed for students to realize the
sounds in English, to learn and insist on the correct pronunciation.
Time
Type
of
Int.
Procedure
St.
act.
Related
aims/
outcom
es
Related
strategies
Warm-up :
1’
-Greet the students. “Hello students, how are you today?”
-Play “magic of words” game with the students.
-Demonstrate the instructions.
-Say “I will give you two letters of the alphabet.”
T- ss
-“If the letters were “t” and “l” for example, one of you
Ss -T would say “ T plus L …” and then finish with a word like
“towel.” And next student’s turn.”
-“Words cannot be said twice in one game.”
-Start the activity
-Finish the activity
-Ask students’ ideas about the game
-Move on to the lesson.
Sts
5.1
listen 6.1
and
do
the
actio
n
Auditory
Topic Lead-in:
1’
- Set the scene.
- Show a picture of Yiğit.
- Ask some questions about him.
T- ss - Ask students “What do you see in this picture?What is his
name? How old is he?”
Ss -T - Elicit the answer “His name is Yiğit. He is three years old.”
- Ask “Can you guess how many sisters he has got?”
- Elicit the answers.
- Show the picture of them. “He has got three sisters.”
- Ask “How do you say the word “three” ?”
- Have students try say it.
- Model it yourself a few times for students to listen.
- Say “ Listen to me carefully ! Catch the word. Sese dikkat
edin.
- Repeat the word again.
- Ask “ easy or not? Bu ses Türkçe’de var mı sizce?
Do you want to learn it?”
-Elicit the answers.
T- ss
10 secs
Ss –T
Visual
Linguistic
Auditory
Introduce the topic:
- State the topic. “Today we are going to study the
pronunciation of /th/ - / θ / sound.”
Presentation
3’
Sts
5.1
listen,
write, 5.2
speak 6.1
Description
- Say “Yiğit likes birthday parties so much. He is very
thankful to his parents for the party.”
- Show the pictures and sentences in a box on PPT.
- Have students repeat the the words “birthday, thankful.”
- Isolate the sound.
- Put the picture on the board and show the position of the
T- ss tongue and teeth.
Say “This picture shows us how we produce this sound.
Ss –T
Look at it carefully. How can we produce this sound?”
Ss - ss - Elicit the answers.
- Recap on the description. “Put your tip of the tongue
between your front teeth. Blow the air between your tongue
and top teeth. Do not use your voice. Dilinizi iki dişinizin
arasına yerleştirin. Daha sonra ciğerlerinizden gelen havayı
burada bıraktığınız boşluktan dışarı verin””
- Model the sound and help students produce the sound.
- Model it with a gadget.
- Model the sound again and have the students produce it
chorally and individually.
- Have students repeat the whole sentence.
- Ask “Who wants to show us how we say this sentence?”
-Elicit the answers and give feedback.
Sts
1.1
listen
speak 1.2
Linguistic
Auditory
1.1
1.2
2.1
3.2
Sts.
4.1
listen
write 5.1
and
speak
Visual
Linguistic
Auditory
Analysing
1’
- Have students repeat the words “birthday, thankful”
- Ask students to analyse the written symbols. “which letter makes
this sound?”
-Elicit the answers. “ /th/”
- Show three of the phonetic alphabets on ppt and ask students
T- ss “Which symbol is correct for this sound?”
Ss –T - Ask one student to come and show the symbol
- Elicit the answers. “/θ/ and show it on PPT.
Ss –ss - Say “There is a short passage here.”
- Give the instructions. “Find and circle the words with this
sound.
- Put the text on PPT and do the first one as an example.
- Check the instructions. “Who wants to say what you will
do?”
- Elicit the answers.
- Set the time. “you have 30 seconds.”
-Start the activity.”Let’s start.”
- Monitor the students.
- Finish the activity. “time is up.”
- Make students pair-check.
- Elicit the answers. “ think, theft.”
- Give feedback and have the students repeat the words
chorally and individually.”
- Finally have students summarize the points covered so far.
Sts
read
4.1
Visual
Linguistic
5.1
5.2
6.1
Contrast
1’
- Ask students “ How many sisters has Yiğit got? Do you
remember? Let’s remember by looking at the photo.”
- Show the photo of sisters again.
T- ss - Elicit the answers. “Three.”
Ss –T - Show and put a picture of the number three on the board.
- Write “three” beside the picture.
Ss –ss - Have students repeat it individually and chorally.
- Show a picture of a tree and ask them “what is it?”
- Elicit the answers. “Tree.”
- Put the picture of Tree next to the Three and write it.
- Have students repeat it chorally and individually.
- Write the words as minimal pairs. “Three – Tree”
- Do the same for “ Both – Boat”
- Show the picture of Yiğit’s sisters and ask “ how are the
twin sisters dressed?”
- Elicit the answers.“Both of them have same dresses.“Both”
- Put the picture under the Three and write “ Both.”
- Have students repeat it chorally and individually. (attention
to the particular sound.)
- Show a picture of a boat and ask “what is it?”
- Elicit the answers. “Boat”
1.1
Sts
listen 4.1
speak 5.1
5.2.
6.1
Visual
Linguistic
- Put the picture under the Tree and write “Boat”
- Have students repeat it chorally and individually. (attention
to the particular sound.)
- Write the words as minimal pairs. “Both – boat”
-Circle “th” and “t” sounds in the words on the board.
- Write the phonetic symbols under the words. “/θ/ and /t/.
- Ask “These words are written similarly or not? Do they
have the same meaning? Do they have same pronunciation?”
- Elicit the answers.
- Model the words again with a gadget individually and
chorally.
- Say “We have learnt the difference between these two
sounds. We should be careful while pronuncing them, ok?
Then why, you think?”
-Elicit the answers.
-Give feedback.
Sts
listen
Linguistic
write
Listening Discrimination
Say “We are going to listen to a poem including the words
with this sound.”
-Give the instruciton “Listen to the poem and circle the words
Ss –T
you hear in each line.”
- Check the instruciton. “Who wants to say what you will
Ss –
do?”
ss
- Elicit the answer.
- Give the hand outs.
- Set the time. “You have 40 seconds.”
- Start the activity. “Let’s start.”
- Monitor the students.
- Finish the activity. “time is up.”
- Elicit the answers.
- Give feedback.
T- ss
1’
1.1
2.1
5.1
5.2
Visual
Linguistic
Activity 1 (controlled)
1’
- Organize students in two groups “You are group A and you are
group B.”
- Give the instruction. “ First member of the group A will come to
T- ss the board and look at the word with this sound without saying to
the other group members. And he/she will try to tell the word by
Ss –T using only his/her gestures, mimics without saying anything. When
Ss - ss he/she catches the word all the group members will pronunce that Sts
word and then next will go on.Which group have more words in
speak
30 seconds will be the winner.”
- Check the instruction. “Who wants to say what you will do?”
- Elicit the answers.
- Set the time. “you have 30 seconds.”
- Star the activity. “let’s start.”
- Finish the activity.
- Applause the winner group.
- Have students repeat all of the words chorally and individually.
2.1
3.1
4.1
5.1
6.1
Visual
Linguistic
Activity 2 (Semi – controlled)
2.1
1’
- Say “Let’s play another game.We will make a story.”
- Organize the students in two groups as group A and group B.
- Give the instruction. “Now firstly group A will make short
sentences spontaneously by looking at the words with /th/ sounds
on the board in 30 seconds. Pay attention the pronunciation of the
T- ss words. Which group makes more sentences in 30 seconds will be
the winner.”
Ss –T - Check the instruction. “What will you do?”
Ss - ss - Elicit the answers.
- Set the time. “you have 30 seconds.”
- Start the activity. “Let’s start.”
- Monitor the students.
- Finish the activity. “time is up.”
- Announce the winner.
- Give feedback.
Wrap-up and Homework:
-Have students sumarize the topic.
T- ss -Ask “What have you learnt today?” How is this sound
pronunced?”
30 scs
Ss –T -Elicit the answers.
-Give them homework “Find five words with this sound, produce
Ss - ss this sound and record your pronunciations.”
-Check their understanding. “ what will you do?
-Elicit the answers.
-Say goodbye.
Sts
3.1
listen
4.1
and
speak 5.1
Audial
Visual
Linguistic
6.1
3.1
Sts
5.1
listen
and
6.1
speak
Visual
Linguistic
Boardwork Sketch
Minimal Pairs
Pictures of Yiğit
Pictures
three - both
Pictures
Three /θ/ th - Tree /t/ t
Both /θ/ th -
Boat /t/ t
birthday - thankful
Chart of the Phonetic Alphabet