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LESSON PLAN Nº1

- The lesson plan is for an English language class focusing on plosive consonants. - The objectives are for students to recognize and produce plosive consonants like /p/, /b/, /d/, /t/, /g/, and /k/. - Activities include watching a video on pronouncing plosives, contrasting pairs of sounds, answering questions, and listening to exercises and a conversation comparing /p/ and /b/. Students will also do a homework assignment explaining the contrast between /k/ and /g/.

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Lindalu Callejas
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474 views2 pages

LESSON PLAN Nº1

- The lesson plan is for an English language class focusing on plosive consonants. - The objectives are for students to recognize and produce plosive consonants like /p/, /b/, /d/, /t/, /g/, and /k/. - Activities include watching a video on pronouncing plosives, contrasting pairs of sounds, answering questions, and listening to exercises and a conversation comparing /p/ and /b/. Students will also do a homework assignment explaining the contrast between /k/ and /g/.

Uploaded by

Lindalu Callejas
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School of languages English language Program

Institucin Educativa: SPRINGFIELD SCHOOL Applied Methodology Lesson plan Format

Teachers: Linda Callejas Topic: reinforcement chap 4 1. Objectives: a. Students will be able to recognize plosives consonants. b. Students will be able to produce plosive consonants

Date of implementation: tues 15 and wed 16 JAN Lesson No: 1 Length: 1H

2. Language content Patterns Functions -comparing and /p/ and /b/ differentiating English /d/ and /T/ plosives. /g/ and /K/ -pronouncing pair of plosives.

Lexical items -sound and spelling for /p/, /t/, /k/.

Pronunciation /p/ and /b/ /d/ and /T/ /g/ and /K/

3. Skills: Speaking Writing listening

4.

STAGES

5.

ACTIVITIES

6.

MATERIALS 5min

7.

TIME

Agenda

Greet SS, write the date and agenda on the board. Ss will watch a video on how to pronounce English plosives. Firstly, they will contrast /p/ and /b/by pronouncing them in isolated form, then those combined with a vowel (1). Watch the video for a second time; they have to create questions about the difference between the plosives in terms of; vocal cords position, type of consonant, voicing, positions of the tongue and lips. Paper, clay, play-doh Thirdly, as there is a missing part of video (contrast between /k/ and /g/, Ss have to look for a graphic representation of the production of these sounds in the vocal system e.g drawing of the video (2). After, Ss have to bring out questions related to the previous aspects. (vocal cords position, type of consonant, voicing, positions of the tongue and lips). 15min 15min Video

Bellwork

School of languages English language Program


Institucin Educativa: SPRINGFIELD SCHOOL Applied Methodology Lesson plan Format

Warm up

SS have to listen a song about a tongue twister, then they have to fill in the missing gaps and sing it along. 1. Ss have to listen to some exercise about the sound and spelling of /p/ and /b/. Then they have to do some exercises related to sound and spelling of bilabial plosives. Finally, they have to listen and then record a conversation contrasting /p/ and /b/.

song 10 min 2omin Cd player

Procedure

Follow-up

Have arrange the chairs. Assign homework: Ss have to create a video explaining the contrast between /k/ and /g/.

Anticipated problems
(1) Stop the video as to make the contrast between /p/ and /b/. So they are aware of the sound in isolation, then the sound plus a vowel. (2) Include craft paper or other types of materials such as clay or play-doh, Ss may use them to create their graphic representation. Rember there

may be Ss are kinesthetic.

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