LESSON PLAN 8 – Mike Green
Class level
Classroom
Intermediate
tbd
Progress expectation
The student should understand how to use some of the free resources
available for pronunciation, and will know how to practice independently to
improve a vowel sound, the p-f consonants and the r-consonant.
Pronunciation
Work on a vowel, the p-f consonants and the r-consonants
Improved clarity of speech and accuracy of pronunciation.
1) The students will be able to use ‘say it right’ independently
2) The students will understand the difference between their own
worst vowel and the correct version.
3) The students will know a tongue twister to work on ‘p’ and ‘f’
consonants
4) The students will know how to use a helping consonant ‘t’ in order
to pronounce an ‘r’ correctly.
5) Some immediate improvement in at least one of these sounds.
6) The students will understand that pronunciation practice can be
useful, effective and fun!
The students should be able to read and speak, and should know the
names of the visible parts of the mouth.
SayItRight: phoneme example words, plus recording and playback
University of Iowa phoneme production diagrams (animated and step-bystep):
http://www.uiowa.edu/~acadtech/phonetics/english/frameset-ad3.html
My mouth: for demonstration of p - f consonants
The students can use SayItRight and can repeat the exercises that they
should practice outside class. It should be possible to observe some
improvements in the student’s pronunciation during the course of the class.
This lesson has not yet been delivered.
Subject
Topic
Aim
Objective
Knowledge assumed
Material & equipment
Learning assessment
Post lesson notes
Lesson date
Lesson duration
tbd
50 mins
Tasks
Phase Duration
1.
5
Topic
Warm up
5
2.
3.
4
5
5
5
Identify problem
vowel
Mechanics of
vowel
Vowel practice
Teacher activity
Make small talk
with the studentsask about weekend
Tell the students
about Bill Clinton
meeting President
Hiro of Japan.
Explain that
people will
understand you
better if you
pronounce things
correctly
Ask the students
which vowel they
have the biggest
problems with:
ask for example
words
Show the
students how to
find the word in
SayItRight
Show the
students how to
select a word and
listen to the
correct
pronunciation,
then to record
and replay their
own version
Ask if they can
hear the
difference
Find the phoneme
in the University
of Iowa diagrams
and show the
student
Try to repeat the
student’s version
of the sound, then
the correct
version.
Explain the
difference and
ask the students
to try again with
SayItRight.
Ask the students
whether they
think it’s getting
better.
Student activity Resources
Students explain
what they did at
the week-end
Ask students why
there was a
problem
Students suggest
example words
(may need to ask
them to spell the
word)
Students repeat
the word
SayItRight
Students listen,
then record and
replay the word.
SayItRight
Students will
probably say ‘yes’
U Iowa phoneme
diagrams
U Iowa phoneme
diagrams
Students repeat
the word
Students will
probably say yes
SayItRight
5
5
6
7
5
5
5
If they say yes,
ask them to try
different
examples of the
same phoneme
Tongue twister- Write “she sells
concept
sea shells on the
sea shore” on the
board and say it:
ask the students
to repeat it.
Explain that this is
called a tongue
twister- ask them
whether they
have things like
this in their own
language.
Teacher attempts
to say student’s
tongue twister
p-f tongue twister Explain that I
have made a
tongue twister
especially for
them: write on the
board “helpful
people found forty
pairs of perfect
flip flops in the
fireplace”. Ask
students to read it
out.
p-f mechanics
Explain that the
‘p’ sound is made
by putting lower
lip to teeth, and ‘f’
is made by
putting lower lip to
upper teeth.
Demonstrate
each letter and
ask students to
repeat it
p-f consonant
Ask the students
practice
to just say
‘perfect’
repeatedly,
emphasizing the
position. Watch
their mouths,
correct as
required
Ask them to try
the tongue twister
again: suggest
saying just a part,
speaking slowly
and clearly, then
adding more
words and
Students listen to SayItRight
and produce the
vowel in different
contexts
Students attempt Whiteboard
to say it
Students say their
own tongue
twisters
Students laugh
Anything could
happen at this
point.
Whiteboard
My mouth
Students repeat
the exercise
More mayhem
8
r- consonant
r-consonant
helper
9
5
Summary
speeding up.
Write ‘rain’ on the
board and say it,
then ask students
to repeat it.
Write ‘train’ on the
board and say it:
ask the students
to repeat it.
Ask students
whether this
makes the ‘r’
sound better.
Explain that the ‘t’
sound puts the
tongue in the right
position to say the
‘r’ correctly. Ask
the students to
say it a few more
times and think
about what their
tongue feels like
Ask students to
suggest other ‘tr’
words and say
them
Ask whether
student has been
to a gym: ask
what the staff did
the first time they
went.
Explain that this
lesson is like the
first visit to the
gym: I have
explained how to
use the
equipment, they
now need to
practice to build
up their mouth
muscles.
Students say
‘rain’
Whiteboard
Students say
‘train’
Whiteboard
Students will
probably say ‘yes’
Students repeat
the word
Students suggest
other words.
Will probably say
that staff showed
them how to use
the equipment
Students who attended
Name
tbd
Age Level
Notes
Students will be Korean