DAILY LESSON PLAN
I.
PREPARATION
Candidate Teacher
: Viktoriya POLTAVETS SÖNMEZ (07271045)
School
: Mersin University, 3’rd class
Lesson
: English
Course
: Pronunciation and Vocabulary
Skills
: Integrated Skills (reading, writing, speaking, listening)
Subject
: /p/ and /b/ sounds
Level
: Pre-Intermediate
Grade
: 8th
CEF level
: A2
Age
: 14
Duration
: 15
Approaches and methods
: Audio-lingual Method, TPR
Techniques
: Reading Aloud, Repetition, Use of minimal pairs
Materials
: Classroom objects, power point, handouts
Teacher Roles
: Facilitator, organizer
Learner Roles
: Imitator, active participant
Overall Objectives:
1. Knowledge of pronouncing the aimed sounds.
2. Ability to recognize the sounds in words, sentences and tongue twisters during the
activities.
3. Ability to recognize the difference between /p/ and /b/ sounds.
Behavioral Objectives: By the end of the lesson, the students will be able to;
1. Find some words that have /p/ and /b/ sounds.
2. Pronounce the aimed sounds correctly.
3. Recognize /p/ and /b/ sounds via minimal pairs and drills
4. Use this knowledge while articulating new words.
5. Identify and use the new vocabulary.
6. Find as many words as they can that include the aimed sounds.
II.PRESENTATION
1. Warm-up and Motivation
The teacher greets the class and asks “How are you today?” If there is not a problem, the
teacher starts the lesson. She shows students two flashcards (a peach and a beach) and asks
‘Do you know these flashcards?’ She waits a minute for their answers and says ‘this is a
peach.’ by showing it to the class and sticks the flashcard on the board. Then, she writes the
word “peach” under the related picture and underline /p/ sound. She shows the other flashcard
(a beach) and says ‘This is a beach.’ She sticks the flashcard on the board and writes ‘beach’
under the picture. Then she underlines the /b/ sound to attract the students’ attention to only
these sounds. She wants them to look at her mouth while she is saying ‘peach’ and ‘beach’.
She wants all students to repeat the words after her.
2. Stating the Instructional Objectives
The teacher tells the students the topic of the lesson and he mentions about the aim of the
lesson to the students “Today, we are going to learn together how to pronounce /p/ and /b/
sounds. Firstly, we will repeat some minimal pairs together and do an exercise related to
them. Then, we will make an activity on our worksheets. Finally, we will play a game. Also,
you will try to read the tongue twisters as fast as you can.
3. Presenting the Instructional Objectives
The teacher shows and explains how “b” and “p” sounds are pronounced, briefly. The
teacher has two papers on which “p” and “b” sounds are written. She puts the papers in front
of her mouth and says the sounds. At this point, students see the difference clearly. She also
wants them to make the same action with a piece of paper or she says that they can put their
hand in front of their mouth in order to understand the difference. She says some words
including the sounds “b” and “p”. The teacher shows slide show that contain all the minimal
pairs used in presentation and activities which are done in the practice and production parts,
and she writes the minimal pairs on the board by reading them aloud. Then, she wants the
students to repeat them after her.
This is the passage:
Barker and Parker
Barker and Parker are close friends. They like jumping on the beach. They like eating
peach while they are sitting on the beach. At school they like going to the lab. They like
swiming in the pool. Every morning they swim 5 laps in the pool. They like playing baseball.
They have the same caps, because they play in the same team. Barker is a rapid player. He
runs like a rabbit. Parker is a strong player. Every morning he pulles himself up forty times.
Their team has a simple symbol on their caps. The bull is a symbol of their team. Today they
win the game. They are going in the cab. They will buy an apple pie.
Minimal Pairs: /p/ and /b/ sounds
pie
cap
peach
buy
cab
beach
rapid
lap
rabbit
lab
pull
symbol
bull
simple
III. PRACTICE
In practice part teacher reads some words. The students don’t see the words; they only
hear them. The teacher wants the students listen to her carefully. She wants them to stand up
when they hear the “p” sound and to sit down when they hear the “b” sound. After the each
sentence finishes the teacher writes the words on the board.
Exercise 1: Listen to the teacher carefully. Stand up when you hear “p” sound, sit down
when you hear “b” sound.
These words are;
1. bull
pull
pull
2. rapid rabbit rabbit
3. lab
lap
4. symbol
5. buy
lap
simple
pie
simple
pie
As the second activity, there are sentences including the words with /p/ and /b/ sounds and in
each sentences two different words are. The teacher wants the students to choose and
underline the correct word. She gives a few minutes for this activity, when the students are
ready, the teacher wants them to read the sentence with the correct word and correct
pronunciation of the word. The students gives the answers one by one but the teacher repeats
also each sentence with the correct answer to check the answers of the whole class so all
students can hear the right answer and correct their answers if they have made a mistake.
Exercise 2: Read the sentences carefully, choose and underline the correct word.
•
The bull/pull hit a man in the street.
•
It's symbol/simple to find our house.
•
Every morning she swims 10 labs/ laps in the pool.
•
Where did you buy/pie that dress?
•
I took a cap/cab to the airport.
•
Let's go to the beach/peach tomorrow.
•
Ben bulled /pulled himself up with difficulty.
•
I like eating peach/beach while I am sitting on the peach/beach.
•
The dove is a simple/symbol of peace.
•
Our school has a science lap/lab.
•
Would you like another piece of apple buy/ pie?
IV. PRODUCTION
In production part the teacher divides class into two groups. Each step teacher
whispers a word to the ear of a student in each group and wants them to hear that word on the
grapevine. If the word which last student pronounces is same with the teacher’s word, they
carry out that task. The words will be the same as in the presentation part. Then the teacher
says “Now it’s competition time. The same groups will try to find as many words as they can
with the /p/ and /b/ sounds. The teacher gives only one minute for this activity. The team
which will find the more words will be winner.
Then there are the tongue twisters. The teacher gives a few minutes to students for
reading tongue twisters. Then the students one by one reads the tongue twisters. The students
try to read them as fast as they can.
These are the tongue twisters:
1. Pick up a piece of paper.
2. Paula ate apple pie.
3. Rubber baby buggy bumpers.
4. Black bug bit a big black bear. But where is the big black bear that the big black
bug bit?
5. Betty bought butter but the butter was bitter, so Betty bought better butter to
make the bitter butter better.
6. Purple Paper People, Purple Paper People, Purple Paper People
7. Penny's pretty pink piggy
8. Peter Piper picked a peck of pickled peppers.
9. Pat a cake, pat a cake, baker’s man.
Bake me a cake as fast as you can;
Pat it and prick it and mark it with ‘B’,
Put it in the oven for baby and me.
10. Billy Button bought a bunch of beautiful bananas. A bunch of beautiful bananas, Billy
Button bought. If Billy Button bought a bunch of beautiful bananas, where’s the bunch
of beautiful bananas Billy Button bought?
V. SUMMARY
In a few words, the teacher summarizes the lesson by saying: “Today, we learned
some new words and how to pronounce these words and do activities together. Thank you
very much.”
VI. HOMEWORK:
Write a short story which includes ten B/P sound words that you have learned in this
lesson. Prepare yourself to have this read to the class the next lesson. Thanks to this
assignment, students can not forget the words and the pronunciation of the aimed sounds and
have a chance to practice them until the next lesson.
REFERENCES:

The pictures are taken from “Google Images”

The story in the slide show was developed by the teacher.

http://www.indianchild.com/tongue_twisters.htm

http://www.englishclub.com/pronunciation/minimal-pairs-b-p.htm