Enise ÇINAR
090126020
PRONUNCIATION LESSON PLAN
Student Teacher: Enise ÇINAR
Regular Teacher: Sezgin ÇETİN
Class: 11/D
Date of Presentation: 16/05/2013
Length of the Lesson: 40’
Topic: /w/ and /v/ sounds
Aims:
Cognitive:
1. Understanding the process of pronouncing the sounds.
2. Discriminating between /w/ and /v/ sounds.
Affective:
1. Enjoying the lesson.
Psycho-motor:
1. Pronouncing /w/ and /v/ sounds
Outcomes: At the end of the lesson students,
Cognitive:
1.1. State how these sounds are pronounced
2.1. Discriminate the sounds when they hear in a sentence.
Affective:
1.1. Join the activities voluntarily.
1.2. Enjoy the lesson.
1.3. Follow the lesson.
Enise ÇINAR
090126020
Psycho-motor:
1.1. Pronounce the difference between these sounds.
1.2. Pronounce the words containing the particular sounds while uttering sentences.
Anticipated Problems:
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Form: No problems are anticipated.
Meaning: They may have forgotten the meaning of some vocabulary items.
Pronunciation: They may not pronounce the words correctly.
Solutions:
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Meaning: I will try to use visual materials and my gestures as much as possible.
Pronunciation: If they have difficulty in pronouncing the particular sound correctly, I will
make them repeat both chorally and individually.
Materials: Board, board-marker, visuals, handouts.
Instructional Strategies: Individual work, pair work, repetition, question & answer
Enise ÇINAR
090126020
Warm-up
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Greet students: “Hello every one, how are you today? “
Elicit the answers.
Say: “Let’s play a game before the lesson.”
Organize the students: “We will play it with two groups. From this line you are Group A; from
that line you are Group B.”
Ask:” Who are the group A? Raise your hands”
Ask: “Who are the group B? Clap your hands.”
Give feedback.
Give Instructions: “I will write here a word for 2 groups (wet/write). And you will write
another word beginning with last letter of previous one (by showing).”
Say “Which group writes more word, that group will be winner.”
Demo the instruction by showing an example.
Check the instructions. “Who wants to say what we are going to do?”
Elicit the answer.
Start the game. “Who wants to come from Group A and Group B?
Choose one and monitor the student.
Sustain the activity with different students in the same way.
Finish the activity by clapping the winner group.
Say: “Did you like the game?”
Get feedback
Say: “Ok, now let’s move on to the lesson.”
Lead-in
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Ask the students “What is the day today?”
Elicit “Wednesday”
Ask “Do you like Wednesdays? Why?”
Have a short talk with the students. Say: “For example, I like Wednesdays because after two
days it is weekend. It is holiday, isn’t it?”
Elicit the answers.
Have one student come to the board, and let him/her say the word ‘’Wednesday’’.
Ask the students if there are any differences between the pronunciations.
Elicit the answers.
Say “Listen to me carefully!”
Repeat the word again “Wednesday”.
Ask “Is it difficult to say?”
Elicit answers
Say ‘’ok everybody as you see there is a different sound here not existing in Turkish.
Ask them if they want to learn it.
Elicit the answers.
Enise ÇINAR
090126020
Introduce the topic
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Ask “What do you think, what may be our topic today?’’
Elicit the answers.
Say “Ok everybody today we are going to do some pronunciation work. And we are going to
learn how to pronounce /w/ sound.
Clarification and Focus
Description:
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Show the students a picture of watch via PPT
Ask “Look at this? What is it?”
Elicit the answer “watch”
Isolate the sound /w/ and model it for the students.
Say “Round your lips like this.”
Isolate the word watch and have students repeat it chorally and individually.
Show them a picture again.
Ask: “Look at this photo. Is the child wet or dry?”
Elicit the answer “He is wet.”
Model it for the students.
Isolate the word wet and have students repeat it chorally and individually.
Show them a picture of wolf.
Ask “What do you see? What is it?”
Elicit the answer “a wolf”
Repeat the word “wolf”
Isolate the sound and model it for the students.
Help them produce the sound.
And ask “How do we pronounce this sound? Who wants to say?”
Let one of them to come to the board and model it.
Give feedback.
Have students summarize
Analyze the sound:
- Have the students repeat the word again and write the words “wet, watch, wolf” on the
board.
- Ask the students to analyze the written symbol “w”.
- Show them the phonemic symbol /w/ the same as the alphabetic one.
- Then introduce the characters via PPT.
- Give the instruction ‘’Ok, everybody there is a dialogue here. I want you to read the dialogue
and circle the words including /w/ sound.
- Check the instruction. “Who will tell us what to do?”
- Elicit the answer.
- Set the time “You have 3 mins.”
- Start the activity “Yes go.”
- Monitor the students by walking around the classroom.
- Have them check their answers with their partners.
- Finish the activity. “Ok friends tell me your answers by raising your hands.”
Enise ÇINAR
090126020
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Elicit the answers.
Give feedback. “Good. You are right. Well done.”
Have them summarize again. “
Contrast the sound with the other sound:
- Show them a map of Turkey.
- Ask them where İzmir locates on the map.
- Elicit the answer ‘’west’’
- Ask “Now look at this one, what is it?”
- Elicit the answer “vest”
- Ask “Do we write them in the same way?’’
- Elicit the answer “No”
- Ask “Do they have the same meaning?”
- Elicit the answer “No”
- Ask “Then do we read them the same?”
- Elicit the answer “No”
- Model the pronunciation.
- Make them repeat chorally and individually.
- Ask “Is there anybody who wants to try to say them?”
- Help them pronounce the difference.
- Describe the pronunciation of /v/ sound.
- Have the students repeat the sound.
- Give feedback.
- Ask “Let’s look at another photo. What is it?”
- Elicit the answer “wine”
- Ask “Then, what is it?”
- Elicit the answer “vine”
- Ask “Is there the same difference again?”
- Elicit the answer “yes”
- Ask “Who wants to say them?”
- Help them produce the sound.
- Have the students summarize.
- Give feedback.
Activity I (Listening Discrimination)
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Say in a motivating way “I think you learnt these sounds very well, now let’s see your
listening efficiency”
Distribute the phonetic symbols of ‘w’ and ’v’
Give instruction “I will pronounce a word by covering my mouth. If it includes and exemplify
“/w/” sound, raise the “w” card. If it is about “/v/”, raise the “v” card.
Demo it.
Check the instruction “Who wants to say what we will do?”
Elicit the answer.
Start the activity saying the words with /w/ and /v/ sounds.
Enise ÇINAR
090126020
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Finish it. “It’s enough.”
Give feedback “Perfect. Very good.”
Activity II
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Say “Let’s study a tongue twister together.”
Organize the students (pair work) “Work with your partners.”
Give the instruction “Try to read this tongue twister to your partner as fast as possible.”
Check the instruction.
Whether the weather is warm,
Whether the weather is hot,
We have to put up with the weather
Whether we like it or not.”
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Demo the tongue twister
Run the activity. “Let’s get started.”
Monitor the students by walking around the classroom.
Make them try to say.
Say: “I think it is enough.”
Give opportunity for a few students to repeat it quickly.
Give feedback “Well done. Good try.”
Wrap-up:
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Say ‘’Ok everybody how did you find the lesson and the activities?’’
Elicit the answers.
Ask: “Which sounds did we study today?
Can you give me some examples?
Do we have the same sounds in Turkish?
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Elicit the answers. “We studied “w” and “v” sounds. Watch, wonderful, very, why, etc.”
Ask them whether there are any problems or questions.
Give homework. Say: “Look at the dialogue again. Work with your partner and practice it.
Next lesson I want you to act this dialogue.
Check the instruction “Who will tell us what we will do?”
Elicit the answer.
Give feedback “Very good.”
Say: “Our lesson is over. You are all perfect today.”
Say goodbye.
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