Date:
LESSON PLAN
I- PREPARATION
Candidate teacher : Gülhanım BALCIOĞLU 07271020
Lesson : English
Course : Pronunciation
Subject : [θ] & [t] sounds
Method : Audio-lingual Method
Techniques : Repetition, Reading Aloud, Dictation, Fill in the blanks
Skills : Listening, Speaking, Reading, Writing
Level : Elementary
Grade : 6
Duration : 10’
Materials : Projector, laptop, Audio, Board, Worksheet
Teacher Roles : Model, conductor
Learner Roles : Imitator, less active participant
1- . Overall Objectives of the Lesson
• The knowledge of “[θ] & [t]” sounds
• The ability to pronounce the “[θ] & [t]” sounds correctly
• The skill in realizing the differences between these two sounds in some key words and pronouncing them with special training exercises.
2- Behavioral Objectives of the Lesson
By the end of the lesson, the students will be able to:
• pronounce the “[θ] & [t]” sounds in a correct way.
• find the correct sound when they read or hear the words including the sounds; “[θ] & [t]”
II- PRESENTATION
1- Warm up and Motivation
The teacher comes into the class and greets the students saying “Good morning/afternoon class” and asking “How are you today?”. After the students answer to the question, the teacher takes the students attention to the pronunciation. She focuses on the “[θ] & [t]” sounds by showing two pictures using power point. These words are ‘three and tree’. The teacher asks what they are. Then, she wants the students to pronounce these two words. She elicits their pronunciation mistakes because she expects that most of her students will pronounce these words in a wrong way. Then, she says ‘It is important to pronounce these two words correctly because the ‘th’ sound and ‘t’ sound are different from each other; so, if you pronounce them in the same way, people don’t understand what you say and they may laugh at you’.
2- Stating the Instructional Objectives
The teacher tells about the importance of the correct pronunciation of the sounds. The teacher tells the students the topic of the lesson and she says the aim of the lesson to the students “Today, our course is pronunciation and we will pronounce some words with ‘th’ and ‘t’ sounds. She writes down the topic on the board. While she is stating the topic of the lesson, she gives importance to take her students’ attention to the pronunciation of ‘th’ and ‘t’ sounds by pausing and saying these two sounds slowly. So; she tries to make her students realize how these sounds are articulated and the difference between them.
3- Presenting the Instructional Objectives
The teacher says ‘there are some other words with ‘th’ and ‘t’ sounds like ‘there and tree. Let’s look at their pronunciation together.’ She uses power point presentation and shows some minimal pairs of “[θ] & [t]”. These minimal pairs are ‘tick- thick, bat- bath, tin- thin, tent- tenth, mat- math, fit- fifth, tank/tanks- thank you/thanks, boat- both, toot- tooth’. She pronounces these words one by one. At first students only listen. Then, they repeat the words after the teacher. So, she try to make the students to see the difference the pronunciation of these words. She wants to be sure that each student pronounces the sounds correctly; thus, she shows a minimal pair from the power point to the students one by one and each student tries to pronounce the sounds on their own.
III- PRACTICE
In that part of the lesson, the teacher gives students an activity paper. There are two parts on the activity paper. The first part includes “A, B, C and D’’ activities. In the activity “A”, there are some words including “[θ] & [t]” sounds which are in the different places in the words. These words are ‘initial ‘th’- thank you, thick, three, thin, think, Thursday, throat, thumbs, thirty and theater; middle ‘th’- birthday, toothbrush, bathroom, earthquake, toothpaste and healthy; final ‘th’- bath, path, tooth, both, math, fifth, tenth, mouth, cloth and month. The teacher wants the students to look at the words and pronounce them. In activity B, there are some words again but with ‘t’ sounds as in the activity A. These words are initial ‘t’- tree, tank, tent, tick, tin, toot, table, toes, toys, tongue; middle ‘t’- potato, seatbelt, military, hunter, lunchtime, lipstick, pasta, empty; final ‘t’- boat, bat, pat, fit, mat, toot, tent, hat, foot, cat. While students pronounce these words, the teacher corrects if they mispronounce them.
In the activity ‘C’ there are six different minimal pairs with“[θ] & [t]”sounds. The teacher wants the students to listen to the minimal pairs and circle the word they hear. Then, the teacher pronounces them they circle which one they hear. These minimal pairs in activity C are ‘three- tree, tent- tenth, thanks- tanks, tick- thick, tin- thin, pat-path.’ After they check the answers, they repeat these words together. In the activity ‘D’, the students listen to the teacher and say ‘same’ if they hear the same sounds and say ‘different’ if they hear different sounds. For example; teacher says ‘tree- tree’ and students say ‘same’ or she says ‘thin- tin’ and they say ‘different’. These minimal pairs in activity D are ‘toot- tooth, bat- bath, fit- fifth, pat- path, and mat- math.’ After they do this activity, they repeat these words, too.
IV- PRODUCTION
In that part of the lesson, students write down only 2 words with ‘th’ and ‘t’ sounds they have learned such as ‘tree’ and ‘birthday’. They work on their own and don’t show their words to their friends next to them. Each student pronounces the words she/he has written to her/his friend next to her/him. Then, the student who is listening writes down these words and she/he goes on doing the same thing.
V- SUMMARY
The teacher summarizes the lesson by telling the difference these two sounds. At the end of the lesson, she says that “That is the end of our lesson. Thank you for your attention and listening to me. See you next lesson.”
REFERENCES
- Sarıçoban, A. (2001), ‘The Teaching of Language Skills’ Hacettepe-Taş.
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