Lesson Plan: Faculty of English Linguistics and Literature

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 9

VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES


FACULTY OF ENGLISH LINGUISTICS AND LITERATURE
----------
LESSON PLAN

SUBJECT: PRONUNCIATION
UNIT: 6
1. Description of the class Group 5’s members:
Level:  pre-intermediate 1. Vòng Trần Tiểu Kiệt
Description of the students: 18, freshman, visual and auditory learners, 2. Nguyễn Thị Thanh Trúc
motivation (improve and develop the pronunciation) 3. Phạm Ngọc Tú Anh
Class size: 40 Schedule: 45 minutes 4. Bùi Hoàng Cẩm Nhung
2. Textbook: Ann Baker (2006). Ship or Sheep?. Cambridge: Cambridge University Press.
3. Lesson aims
- Distinguish the /a:/ sounds using listening discrimination activities
- Identify the tongue, teeth, mouth placement needed to articulate the /a:/ sound through viewing articulatory description presentation
and practicing
- Noticing the importance of accurate pronunciation of /a:/ and how to affect meaning through contrasting the former ways students
speak after learning
4. Lesson Objectives
By the end of the lesson, students are expected to be able to:
- Develop the ability to identify and produce key sounds /a:/ as well as its basic rhythm, stress, and intonation patterns in context
- Increase self-confidence in the way students speak
- Develop speech-monitoring abilities for use outside the classroom

© EF INTERNSHIP-2014 FORM 2-LESSON PLAN ___ 1/9 ___


- Discover students' strengths and weaknesses with the key sounds /a:/ due to the influence of the native language, then self-correct
5. Methodology
Describe what approaches or methods of teaching used in the lesson.
The teaching method our group has employed is PPP (Presentation – Practice – Production). It is a method utilizing the techniques and
activities from a variety of available language teaching methods. In particular, the PPP method in English teaching is a three-step
lesson plan, which is presented in five activities. Some activities also involve other methods to help students learn, understand and
practice the vowel. Firstly, the teacher shows some words relevant to the vowel, and students try speaking them, which belong to the
Direct method. Then, the teacher presents the vowel and teaches pronunciation to students through the teacher's explanation, diagram,
and video, which is used in the Audio-Lingual method. Next, the teacher allows the students to practice the vowel in a controlled
setting by doing some exercises in words and sentences, which involves Task-based language teaching. Last but not least, comes the
production stage, the students get chances to use the vowel in an original way and to relate it to their knowledge and experiences by
working in pairs or groups to make up their own story related to the vowel, which is an activity in Communicative Language
Teaching. At the end of the lesson, students are encouraged to play a quiz that helps them revise the vowel.
6. Classroom Procedure
Stage & Time Class activities Aim(s) Possible/ Possible
(plus teaching aids, techniques used, etc.) (Explain why and how expected problems
Teacher (T) Students (Ss) these activities answers to (and solutions/
/techniques/ aids will help exercises activities)
T & Ss obtain the lesson
(key)
objectives)
Warm-up - Showing five words with - Read aloud the words. - Help the teacher
(Kiệt) vowel /a:/: Card, Heart, Start, know how students
5 minutes Guard, Sharpen. pronounce the vowel
- Ask students to read aloud /a:/.

© EF INTERNSHIP-2014 FORM 2-LESSON PLAN ___ 2/9 ___


these words. - Help students
recognize the
vowel /a:/.
Presentation - Showing the vowel /ɑ:/ - Students concentrate on - Students approach 1.Card There is
(Nhung) which includes /ɑː/ is a long the lecture and ask and get acquainted /kɑːd/ some
10 minutes vowel sound and the diagram questions if they do not with /ɑː/, know the 2.Heart information
showing the position of /ɑː/ understand. information and /hɑːt/ that
when pronouncing. location of /ɑː/  when 3.Start students do
pronouncing. /stɑːt/ not
- Giving instruction to - Students can practice by - Students know how 4.Guard understand.
pronounce /ɑ:/: Open your themselves while listening to pronounce /ɑ:/. /ɡɑːd/ As a result,
mouth wide. Your tongue to the instruction. 5. Sharpen teachers
should rest on the bottom of /ˈʃɑː.pən/ explain in
your mouth. It's pronounced more detail
/ɑː/.../ɑː/. by the
- Showing the video in which - Watching the video and - Students know more teacher’s
the native speaker practicing individually accurately how to actions or
pronounced /ɑː/. while watching. pronounce /ɑː/ which by drawing
is shown by a native a diagram
speaker. on the
- Teacher pronounces /ɑː/ and - Whole class speaks - Students practice board.
lets students repeat it. loudly after the teacher. several times to
remember vowel /ɑː/.

© EF INTERNSHIP-2014 FORM 2-LESSON PLAN ___ 3/9 ___


- Presenting the challenge in - Practicing pronouncing - Students get a
the warm-up again and these words and chance to correct and
inviting some students to read volunteering to read them. pronounce the words
them. correctly after being
learned.
Practice (Anh) - Present a new list of words - Practice pronouncing the - By practicing so Students are
10 minutes that contain the target sound given words. many times, students not certain
for students to read have the chance to of how the
individually (20 words). imprint the words/
knowledge and set up sentences
a new good habit. pronounced
- Present a list of sentences - Discuss with their mates. - Students will know => Make
that include the target sound - Highlight the target what it is like when mistake on
for students to practice in pairs words that include the putting the target their own as
(5 sentences). target sound. sound in practice well as on
- Practice saying the full sentences, no longer their
sentence with their partner word by word partners.
and correcting each other. anymore. => Teachers
- Full sentences make must move
their intonation more around the
natural. class and
- Correcting each help their
other is a way to drill students.

© EF INTERNSHIP-2014 FORM 2-LESSON PLAN ___ 4/9 ___


into the method
(Students control their
understanding).
Production - Creating a story: Teachers - Students in pairs or - Producing the sound There is no
(Trúc) will choose pair work or group group will write their own accurately and time for the
10 minutes work based on the size of the story with assigned words. fluently through a whole class
class, then give students a list - The students will take story and role-playing to present
of words (5-10 words) in turns presenting their activities. their stories.
targeted sound /a:/, then ask story in front of the class, But they
students to make up their own voluntarily and randomly. can listen to
story about 100 words in 2-5 others’
minutes based on these words. stories and
-During this time, the teacher take out
will circulate around the room something
to provide students with for
guidance as they write their themselves.
dialogues.
- The teacher and peers then
give feedback for self-
reflection.
Wrap-up Run and Grab a game : - In turn, each pair goes to This game can give
(Kiệt) - Write 10 minimal pairs on stand at the back of the Ss the opportunity to
10 minutes the board. room, listen to the teacher hear the difference

© EF INTERNSHIP-2014 FORM 2-LESSON PLAN ___ 5/9 ___


- Create two teams and pair call one of the words on between the minimal
students up with a member of the board then races to the pairs, recognize the
the opposite team. board to touch the correct different words
- Call one of the minimal pairs word. written on the board
out. - Students from the and clearly pronounce
winning team could have the difference when
a turn at calling the words they win and have a
for others to run to. chance to be the
caller.

NOTE: FOR TEACHING MINI SKILLS : GRAMMAR – VOCABULARY – PRONUNCIATION


PPP (Presentation – Practice – Production) or ESA (Engage – Study – Activate) can be used for lesson stages.
7. Assessment Evidence (Evaluation of students’ performance: Ways that T uses to evaluate the Ss’ performance/ grading of
exercises, etc.)
- Give bonuses to students who volunteer to answer the teacher’s questions or have great ideas during the lesson.
- Ask some students about pronouncing some words at the end of the lesson.
- Students do a quiz in a small group.
- Ask students to evaluate their group’s dynamics and the contributions of their teammates.
- Give them homework and they will get a grade on it in the next session.
8. Homework/ Assignments
- Finish writing the story using the given words
9. References
1. Diane Larsen-Freeman, A. M. (2011). Techniques & Principles in Language Teaching ( Third edition ed.).

© EF INTERNSHIP-2014 FORM 2-LESSON PLAN ___ 6/9 ___


2. Jeremy Harmer. (1988). How to teach English.
10. Appendices (handouts attached)

* WORD PRACTICE: 

bar large party scarf

charge lark darling marsh

laugh harsh marvelous jars

art park shark March

palm mar guitar hearth

* SENTENCE PRACTICE: 
1. We spent part of the summer cruising the canals of France in a large barge.
2. The song Jars of heart started to reach the top of the chart in March. 
3. Have you ever heard of the skylark? That bird is a living-harp.

© EF INTERNSHIP-2014 FORM 2-LESSON PLAN ___ 7/9 ___


© EF INTERNSHIP-2014 FORM 2-LESSON PLAN ___ 8/9 ___
© EF INTERNSHIP-2014 FORM 2-LESSON PLAN ___ 9/9 ___

You might also like