PRONUNCIATION LESSON PLAN
Names: Nedim ÖZTÜRK
Class & Number: 4-B (E.C) 080126040 (retake)
Age: 13-14
Proficiency: Pre-Intermediate
Subject: /i:/ and /i/ sounds
Textbook: Original & Pronunciation Games
Aims & Outcomes:
Cognitive Aims:
1. Description of the /i:/ sound
2. Knowledge of /i:/ sound
3. Knowledge of alphabetical symbols of /i:/ and /i/ sounds
4. Knowledge of contrastive sound /i/
Psycho-motor Aims:
5. Imitation of the /i:/ sound after it is modeled.
6. Production of the /i:/ sound
Socio- affective Aims:
7. Enjoying the English lesson
Outcomes: Students
1.1 say how the /i:/ sound is produced
2.1 state how the sound is pronounced
3.1 guess the correct symbol of the sound
4.1 compare the difference between /i:/ and /i/ sound
4.2 state the difference of the two sounds
4.3 circle the correct sound via listening
5.1 repeat the words with /i:/sound correctly in the guidance of model.
6.1read the sentences including words with /i:/ and /i/sounds
7.1 join the activities voluntarily
7.2 follow the lesson carefully
7.3 join pairwork activities
Anticipated Problems:
Meaning: They may have problems to state the meanings of the words with /i:/ and /i/ sounds
Pronunciation: Students may not give clear production of the /i:/ sound may. Producing it
may be difficult.
Solutions:
Meaning: I will try to be a proper model as possible. I will help by showing pictures and
reading a story for the vocabulary items which include these two particular sounds.
Pronunciation: If they have difficulty in pronouncing the /i:/ sound correctly, I will make
them repeat it both chorally and individually.
Materials: Board, board marker, OHP, TP, handouts, pictures.
Instructional Strategies: Individual work, pair work, repetition, Q-A.
Time
Type
of
Int.
Procedure
Student
Action
Related
Aims
&Outcomes
Related MI
types –
Strategies
7.1
7.2
Linguistic
Warm-up:
-greet students and establish rapport
with small talk
-say “OK, then… Let’s start our lesson
with a game”
-say “our game’s name is “word colour
trick”
-give the instruction
“Look at our chart. One by one you
read the colour of each word. Be
careful don’t read the word itself. If
somebody makes a mistake , the other
takes the turn”
-demo the instruction
-start the activity
-monitor the sts
-finish the activity
-give feedback
-say “ did you like the game”
-elicit the answers
Say “let’s move on our lesson”
1min
t-ss
ss-t
Lead-in:
-set the scene by asking questions
“Have you ever gone to the beach?
What did you see? What do you see
when you go to the beach?”
-elicit the answers
-show the pic (sheep on the beach) and
ask
“what is there on the beach?”
-elicit the answer
“there is a sheep”
-point out a student and make him say
the sentence
-after the student say the correct
pronunciation of sheep and ask
“is there any difference, students?”
Speak
-elicit the answer “yes”
-say “lets learn the difference all
together.”
4mins
t-ss
ss-t
t-s
s-s
Introduce the topic:
-say “Today we will study some
pronunciation about /i:/ sound
Description:
-show the pic again and ask “what do
you see here”
-isolate the word “sheep”
-have ls repeat
-isolate the sound /i:/ and have them
repeat again
Answer
-ask ”how do we produce this sound?”
the
-elicit the answer and add “yes we
question
lengthen it”
Repeat the
-model the sound with a packet rubber
word
-show the picture and ask “where is the
sheep lying?”
- elicit the answer “beach”
-isolate the “beach” word and have sts
repeat
- do the same procedure for the third
word by asking “what is the sheep
lying on?”
Analysis:
-say ”OK sts help me write the words
on the board. What were our words?”
-elicit the words and write them on the
board (sheep-beach-seat)
-ask ”do you think which letters give
us the /i:/ sound
-elicit the answer on the board and box
the related words
-put two symbols on the board and ask
“do you think which symbol is for the
Remember
/i:/ sound
the words
-elicit the answer and give feedback
Guess the
-set the scene for the activity
symbol of
“here a small dialogue between two
the sound
friends”
Join the
-give the instruction
activity
“read the dialogue with the person
Join pair
sitting next to you and circle the /i:/
works
sounds”
-check the instruction
-set the time and start the activity
“you have 30 secs lets start”
-monitor the students
1.1
2.1
5.1
6.1
Linguistic
Auditory
Visual
1.1
2.1
3.1
4.3
Linguistic
Intra-inter
personal
visual
-finish the activity
-elicit the answers on TP
-have students read the dialogue a few
times
-give feedback
-ask for a short summary “what we
have learned so far?”
Contrast:
-set the scene
“yes students we have said that our
symbol is this. But what about this
one? (/i/) when do we use it? Lets
learn.”
-show a pic and ask “what is this
(ship)”
-isolate the word “ship”
-model the sound and have learners
repeat
-put the pic on the board and write ship
near its minimal pair –sheep-show the other pis and ask “what is
the sheep doing now?”
- elicit the answer
“it is sitting”
-isolate the word “sit”
-model the sound and have ls repeat (ci)
-stick the pic on the board
-write the word ‘sit’ near its minimal
pair -seat-have ls repeat the 4 words (c-i)
- ask “what is different with these
sounds? Are the letters same?”
-elicit “different letters”
-ask “do we read them same?”
-ask “are the meanings same?”
-elicit the answers
-give feedback and ask
“well done students. We have seen the
difference between these two sounds.
Do we have to know their difference?
Why?”
-elicit the answers
-have students summarize the points
covered so far
-give feedback
Speak
Answer
the
questions
Repeat the
sounds
1.1
2.1
3.1
4.1
4.2
4.3
5.1
6.1
Visual
Linguistic
90secs t-ss
90secs t-ss
t-s
s-t
90secs ss-t
t-ss
Listening Discrimination:
-set the scene
“now students, we will listen to some
sentences”
-give the instruction
“I want you to circle the sound you
hear. Circle a or b. The first one is
done for you.”
-check the instruction
“who will tell us what to do”
-give the worksheets
-start the activity by playing the tape
-stop the tape and have them do pair
check in the second listening
-elicit the answers
-give feedback
Controlled Activity:
-set the scene
“now students we will play a bingo
game. Do you know what it is?”
-give the instruction
“here are the bingo cards. I will give
you. Listen to the tape and cross out
the words you hear. Who completes
first is the winner. BUT BE
CAREFUL ABOUT THE /i:/
SOUND”
-check their understanding
-play the tape and start the activity
-announce the winner(s) and make sts
applause her
Semi-controlled Activity:
-set the scene
“ did you enjoy the bingo game? Now
lets play another game, hah?”
-give the instruction
“ here is a word map for you. Find the
/i:/ sounds in the words and find the
exit. (by pointing on the sheet) you
will start here and finish here. Don’t
jump over the words. Don’t move
cross. Only move like this(show on the
board).”
-check their understanding
-set the time
Listen to
the source
Join pair
work
Join the
activity
Follow the
source
Find the
sound
Speak
Join the
activity
4.1
4.2
4.3
6.1
7.1
Auditory
Intrapers
4.1
4.2
4.3
6.1
7.1
Auditory
Intrapers
Linguistic
4.1
4.2
4.3
6.1
7.1
7.2
Intrapers
Linguistic
-give the worksheets
-start the activity
-monitor the sts closely and finish the
activity
-elicit the answers on TP (make sts say
the words and you go on)
“OK students lets make me move. Tell
me the words”
-give feedback
30secs t-ss
Wrap-up:
-say “ yes students we come to the end
of our lesson. What have you got in
your pocket? What did you learn in
this lesson?”
-elicit the answers and ask
“will you be careful in /i:/ and /i/
sounds anymore?”
-give h.work
“here is your h.w. I want you to write 5
words with /i:/ sound and 5 words with
/i/ sound”
-check the h.w -say goodbye
Evaluation & Assessment: Oral summary, Giving feedback, Observation, Q-A, Monitoring,
Repetition
BOARDWORK SKETCH
Pict.
pict
Pict.
OHP
symbol
symbol