New lesson plan: pronunciation

Maryam Asker

pronunciation - Elementary level

pronunciation
Elementary level

Description

In this lesson the students will be able to describe people, places, and things in the past ,talk about colors and memories, talk about movies and actors, write an email about things they keep from their past ,talk about TV shows from their childhood.

Materials

evolve 1 SB

evolve 1 SB

Main Aims

To provide accuracy speaking practice in a movies in the context of By the end of the lesson, students will be able to: Recognize and distinguish between the vowel sounds /oʊ/ (as in know, go) and /ɑː/ (as in not, on). Pronounce the two sounds accurately in isolated words and short sentences

Subsidiary Aims

To provide gist, specific information, detailed, deduction and inference listening practice using a text about movies in the context of Students will understand and use functional language for expressing uncertainty, such as: I have no idea – I’m not sure – I think – Maybe. Develop listening for gist and detail skills through a short dialogue. Improve speaking confidence through pair practice.

Procedure (24-38 minutes)

Warmer/Lead-in (3-5 minutes) • To engage students, activate background knowledge about movies, and create interest in the lesson topic.

The teacher shows some pictures of Kate Winslet. The teacher says: “Look at this picture. Do you know this woman?” “Which movie was she in?” and gives the students 15 seconds to think. They discuss in pairs and with me for one minute. Teacher encourages students to answer and elicits the word Titanic. The teacher writes Movies on the board and asks: “Do you like movies?” This creates a relaxed atmosphere and prepare students for the listening.

Exposure (7-8 minutes) • To expose students to the target language (expressions) in a natural spoken context.

Students listen to a short record about a movie and an actress. The teacher gives a gist task: What does the man want to remember? Students listen and answer. Then they listen again to answer: Does he remember it at first? Whole-class discuss it together then the teacher shows them the right answer .

Noticing (4-5 minutes) • To help students notice the target functional expressions and understand their communicative purpose.

Students read the script from the book. The teacher asks them to underline expressions the speakers use when they are not sure. Students work individually for one minute, then compare answers in pairs. The teacher shows the next question : Very unsure and A little unsure. Students help the teacher place the expressions in the correct column. The teacher asks CCQs like: “Is ‘I have no idea’ strong or weak?”

Clarification (8-10 minutes) • To clarify meaning, form, and pronunciation of the functional language and the vowel sounds /oʊ/ and /ɑː/.

The teacher confirms that these expressions show uncertainty. The teacher writes and highlights structure: I think + sentence Maybe + sentence The teacher models pronunciation of each expression and drills chorally, then individually. Next, the teacher moves to pronunciation focus. The teacher writes two columns: /oʊ/ → know, go, no, home /ɑː/ → not, on, concert The teacher shows them the mouth movements and uses gestures (rounded lips vs open mouth). Students repeat chorally, then individually. The teacher conducts quick minimal pair drilling (go/not, no/on).

Productive Task(s) (2-10 minutes) • To allow students to use the target expressions in speaking while practicing accurate pronunciation.

Students work in pairs. The teacher gives question prompts on the board, such as: Where was Mona yesterday? Who is your favorite actor? Was Ali at school yesterday? Students ask and answer using expressions of uncertainty. The teacher reminds them to focus on pronunciation of /oʊ/ and /ɑː/. The teacher monitors, takes notes of errors, and avoids interrupting fluency. After the activity, the teacher conducts delayed feedback, writes common mistakes, elicits corrections, and models correct pronunciation.