DAILY LESSON PLAN
I.
PREPARATION
Candidate Teacher
: Ayser Raif İSMAİL (06271046)
School
: Mersin University, 3’rd class
Lesson
: English
Course
: Pronunciation
Skills
: Integrated Skills (reading, writing, speaking, listening)
Subject
: Pronunciation of past tense “ed”
Level
: Elemantary
Grade
: 7th
CEF level
: A2
Age
: 14
Duration
: 15’/20’
Approaches and methods
: Audio-lingual Method
Techniques
: Repetition, Reading Aloud, use of minimal pairs
Materials
: Board, handouts, computer, projector
Teacher Roles
: Facilitator, organizer
Learner Roles
: Imitator, active participant
Overall Objectives:
1. To be able to pronounce the past tense suffix –ed like a native speaker.
2. To be able to realize the difference between the three ways the suffix –ed is
pronounced.
3. To learn and practice the difference between these three ways with words and to be
able to realize the difference while listening to conversations.
Behavioral Objectives:
By the end of the lesson the students will be able to:
1. Pronounce the voiced -ed sound correctly.
2. Understand the target sounds when they read or hear the words which include –ed.
3. Hear the three different sounds.
II. PRESENTATION
Warm up and motivation
The teacher greets the students saying “good morning class. How are you?” After greeting
the students, she reminds the students that they learned how to express the past actions with
regular verbs. That is, they learned the simple past tense in the previous lesson. The teacher
devotes a part of the lesson to the teaching of pronunciation of past tense suffix
–ed. Then
she starts her lesson.
Stating the instructional objectives
The teacher tells about the importance of the correct pronunciation. She states that the suffix
–ed is not pronounced in the same way at the end of all verbs it is added. She says that it is
pronounced in three different ways. And she adds they will practice these three ways in order
to pronounce the suffix –ed correctly.
Presenting the instructional objectives
The teacher explains how the past tense suffix –ed is pronounced. She says that it is
pronounced in three ways according to the sounds at the end of the verb. The teacher knows
that her students know the difference between voiced and voiceless sounds and they can
decide whether a sound is voiced or voiceless. So, she gives the rule for pronouncing the –ed
as below:
Pronounce the final –ed as “t” following a voiceless sound (except for “t”).
Pronounce the final –ed as “d” following a voiced sound (except for “d”).
Pronounce the final –ed as “id” following “t” or “d”.
She explains the rules with examples on the board. She also wants the students to write the
rules on their notebook. She chooses common verbs.
Examples of /t/ Endings for Past Tense Verbs
"laugh" becomes "laughed" and is pronounced "laugh/t/"
"walk" becomes "walked" and is pronounced "walk/t/"
"kiss" becomes "kissed" and is pronounced "kiss/t/"
"finish" becomes "finished" and is pronounced "finish/t/"
Examples of /d/ Endings for Past Tense Verbs
"clean" becomes "cleaned" and is pronounced "clean/d/"
"dream" becomes "dreamed" and is pronounced "dream/d/"
"save" becomes "saved" and is pronounced "save/d/"
"enjoy" becomes "enjoyed" and is pronounced "enjoy/d/"
Examples of /id/ Endings for Past Tense Verbs
"want" becomes "wanted" and is pronounced "want/id/"
"need" becomes "needed" and is pronounced "need/id/"
"decide" becomes "decided" and is pronounced "decide/id/"
"dedicate" becomes "dedicated" and is pronounced "dedicate/id/"
First the teacher reads the verb, then she emphasizes the last sound of the verb to show
whether it is voiced or voiceless. Lastly she reads the –ed added version of the verb. She also
wants the students to repeat after her. She does the same things for all the verbs one by one.
She wants the students to make choral repetitions or to repeat as groups.
III.
PRACTICE
In the practice part, the teacher divides the board into three parts for /t/, /d/ and /id/ sounds.
She writes suitable words for each sound. She uses these words:
For /t/ sound;
For /d/ sound;
For /id/ sound;
collapsed
staggered
started
locked
scanned
created
glanced
rolled
ended
focused
aimed
arrested
faked
pictured
aided
grasped
stared
protected
First, she reads a word aloud. Then, she wants the students to repeat after her. She wants
them to make choral repetition or repeat one by one. She does the same thing for all the
words. She makes them practice the pronunciation of –ed in this part.
As a second activity, the teacher reads a text to the class called “What Did You Do in Your
Country? In the text, there are some sentences including the regular past tense. The students
do not see the text. The teacher starts reading and she wants the students’ to clap their hands
once when they hear “t” sound, twice when they hear “d” sound, and thrice when they hear
“id” sound.
She reads the following text:
What Did You Do in Your Country?
I worked in my family’s restaurant in my country. My family owned the restaurant. First, I
washed dishes. Then I cleaned the tables and waited on customers. Later, I became a chef and
cooked meals. My father retired, so I managed the restaurant. I listed inventory, ordered food
and wine, and managed the employees. I also greeted customers. I enjoyed working at the
restaurant.
IV.
PRODUCTION
In the production part of the lesson, teacher gives handouts to the students. In the handout,
there are regular verbs which are –ed suffix added. Under the verbs, there is a chart which has
three columns. The students are supposed to write the suitable verbs under the suitable sound
/t/, /d/ or /id/. Then, they will read aloud the verbs. The teacher expects them to pronounce
correctly.
opened, danced, looked, covered, boasted, pointed, listened, stopped, screamed, wanted,
shouted, played, asked, delighted, amazed, faked, placed, wasted, pleased, packed,
anticipated, drained, tripped, ghosted.
Type 1 /T/ (8 words)
V.
Type 2 /D/ (8 words)
Type 3 /ID/ (8 words)
SUMMARY
The teacher observes pronunciations of the students in the production part. If necessary, she
makes them repeat the verbs they have practiced. She also wants them to practice the verbs
they encounter. Then, she finishes the lesson.
VI.
HOMEWORK:
The teacher wants students’ to find and write five words (five from each one) pronouncing
the final “ed” as /t/, /d/ or /id/.
VII. REFERENCES:
http://www.speakoz.com/english-directory/lesson-plans/ed.html
http://www.teaching-esl-to-adults.com/english-past-tense-pronunciation.html
http://lc.ust.hk/~material/pl/p18_19.htm#p18