Pronunciation Lesson Plan
/u/ and / /
Instructor
seoyeon
Level
Students
Intermediate
Time
8
60 min
Materials
 Laptop
 Projector
 Power point
 Words cards
 Labial pictures (/u/ and / /)
 Pictures of tongue position
 Work cards
Aims
 To distinguish between /u/ and / /
 To practice sounds of /u/ and / /
 To produce 10 words and 5 sentences containing the sounds /u/ and / /
Language Skills
 Speaking- Practice sounds of /u/ and / /
 Listening – Discrimination (/u/ and / /)
 Writing- Produce 10 words and 5 sentences containing the sounds /æ/ and /a/
 Reading
Language Systems
 Phonology - /u/ and / / sounds
 Lexis – Words containing the sounds /u/ and / /

Assumptions
 Students have difficulties distinguishing /u/ and / /sounds
 Students are familiar with phonetic symbols (/æ/ and / /)
 Students are familiar with the vocabulary words that are used in the minimal pairs
 Class consists of 7 Korean students, 1 Taiwanese and 1 Mexican students and
they have difficulties distinguishing and saying these sounds

Anticipated Errors
 Students may still have difficulties distinguishing between /u/ and / /
--More practice(repetition)
 Students may have difficulties to divide into two groups when the teacher elicit
the today’s topic /u/ and / /
--Encourage students to think any ideas.
 Student will forget to voice these sounds
--visual clues/gestures can help students remember.
 Students may have difficulties to produce 10 words and 5 sentences
--Give hints and help a little
 Laptop or projector may not work
--Write the content on the board
 Students may be absent
--Think of forming groups.
References
 English Pronunciation made simple by Paulette Dale, Lillian Poms
 Pronunciation plus- practice through interaction by Martin Hewings, Sharon
Goldstein
 Speaking clearly by R. Richard Appelbaum
 Pronunciation pairs an introduction to the sounds of English by Ann Baker,
Sharon Goldstein

Lead In
Materials: Word cards
Time
Set up
5 min
Whole class
Procedure
1. Greeting
 Hello, class! Did you have good lunch?
2. Elicit
Words cards
☞



Show the 6 word( Sad, Man, Axe, Ox, Jar, Car)
Can you put these 6 words into 2 groups?
I’ll give you 3 minutes to think grouping the words.
You can work with your partner.
☞ Check the students’ ideas.
 How did you divide?
3.



Introduce today’s sounds (/u/ and / / )
We can divide into 2 sounds, /u/ and / /
/u/ : look, cook,
/ / :ox, jar, car
Presentation
Materials: Labial pictures (/æ/ and /a/), Picture of tongue position
Time
Set up
5 min
Whole class
Procedure
1. Present the sounds (/u/ and / /)
☞ Explain differences between /u/ and / /
Labial
pictures (/æ/
and /a/)
1) /u/ sound 풍선 불기
① When we say /u/, our lips look like this.
(Show the labial picture /u/ )
② Now we’re going to make /æ/ sound
③ Open your mouth and spread your lips
④ When you say /æ/, your tongue position is like this.
(Show the picture of tongue position)
⑤ Practice the words together(……….)
2) / /sound
① When we say / /, our lips look like this.
(Show the labial picture // )
② Now we’re going to make /a/ sound
③ Open your mouth the widest. This time your lips are
not spread.
④ Pretend you’re going to the doctor and saying
“When you say /a/, your tongue position is like this.
(Show the picture of tongue position)
⑤ Practice the words together(……..)
 CCQ: When you say /æ/ your lips are tens?
How about /a/ sound? Your lips are relaxed?
Practice
Materials: Work cards, , laptop, projector, ppt
Time
Set up
3 ~ 5min
Whole class
Procedure
1. Minimal pairs
 Now, we’re going to practice some words
 Repeat after me.
PPT
☞ Minimal pairs
/u/
/ /
① Full – fool
2. Practice minimal pairs
5 min
Pairs
PPT
☞ Give instructions
① Now we’re going to practice these words with your
partner.
② In your work card, there are minimal pairs with
numbers.
③ First, choose some numbers in your mind. (It can be
your birthday or your telephone number.)
④ It has to be at least 4 numbers. (eg: 5924)
⑤ Read the words. Don’t read the numbers
(eg:5924:)
⑥ Then, your partner finds out the numbers.
⑦ You’re going to practice back and forth.
⑧ I’ll give you 5 minutes
0
1
2
3
4
full
look
luck
pull
should
5
6
7
8
9
Fool
Soot
Suit
Pool
Shooed
⑨ Divide into 2 pairs and 3 students of a group.
 CCQ: What are you going to do?
How much time do you have?
(Time warning)
☞ Practice together.
5~10 min
Groups
3. Find the same sounds
Example)
bag, snack, art, mat, car, star, hat, jar
☞
①
②
③
④
⑤
⑥
⑦
⑧
⑨
Give instructions
Divide into 2 groups
There are 8 words containing the sounds /æ/ and /a/
You’re going to find words which has the same
sounds
If I say /æ/, you find the /æ/ sound words and say it.
In your team, each member can say one word.
For example If someone already say ‘bag’, the other
members can’t say ‘bag’. They have to find other /æ/
sound words.
If your team is ready, shout your team name.
1 correct answer is 1 point
Each team decides their team name.
 CCQ: What do you have to find?
Who is your partner?
(Extra Practice)
☞ Which one is/æ/ ? which one is /a/

①
②
③
④
⑤
Phrase /æ/ and /a/
Starving man
A smart attack
Had an armband
A frank partner
The remarkable band
Production
Materials:
Time
Set up
25~35min Groups
Procedure
1. Production (10 words and 5 sentences)
1) Step 1.
☞ Give instructions
① Choose 2 teams.
② Each team finds at least 10 new words containing
the sounds /æ/ and /a/
③ Give 5 minutes
 CCQ: How many words should find?
What sounds should be containing?
☞ Students present their words and the teacher checks
to see if they fit the sounds desired.
2) Step 2.
☞ Give instructions
① Each team exchanges their new words with the other
team.
② Each team creates 5 sentences which is including the
new words
③ Team members practice their sentences together to
acquire perfect pronunciation of the words.
④ Each sentence will be worth 5 points.
⑤ If they say the sentences perfectly, they’ll get 5
points.
⑥ 1 mistake is 1 minus point.
⑦ If the other team catches the mistakes from the team,
they’ll get extra points.
⑧ The team with the most point is the winner
⑨ Give 10 minutes
3) Step 3.
☞ Students present their sentences.
☞ The teacher gives points and error corrections.