Pronunciation and Speaking Lesson
To provide speaking practice in the context of school days, and pronouncing -ed endings in the regular past simple verbs.
To provide practice of regular past simple verbs.
Procedure (34-45 minutes)
To start with a review of the past form for affirmative and interrogative sentences, the teacher projects some past simple sentences in the wrong word order on the WB, and asks Ss to correct them as a whole group exercise. The sentences are shown on the WB one by one. After Ss say a sentence in the correct order, the T projects the answer on the board. The T elicits answers from Ss if there are any mistakes.
The teacher explains the concept using the board first. He/she uses the verbs 'play', 'watch' and 'wait' as examples. Then the T gives the HOs adapted from Straightforward Pre-Intermediate Student's Book (2005), p.17, Pronunciation, exe. 1, and plays the recording. It is first done for the verbs ending with the sounds /t/ and /d/. After that, the same is done for the verbs ending with the sound /id/. In the end, the T plays the Audio Track '1.19'. Feedback is given by the recordings.
The teacher gives the instructions, and the HOs which include a chart with two columns, 'no extra syllable' and 'extra syllable' and is adapted from Straightforward Pre-Intermediate Student's Book (2005), Philip Kerr, Macmillian Publishers Ltd., p.17, Pronunciation 2. Students work in pairs and, under the 'no extra syllable' part, they write the /t/, /d/ ending verbs and the 'extra syllable' part is for /id/ endings. Then, the teacher projects some verbs on the board. Ss write the verbs in the correct columns. Feedback is given by peer-checking. After that, the class will drill on pronunciation of these verbs.
The teacher asks students to name any films to do with schools or teachers, and tell about it to the rest of the class. If Ss do not remember any films themselves, the T will project some film posters on the WB, and ask Ss whether they know any of these films.
The teacher asks Ss to think about a teacher they liked. They read the questions and prepare to talk about him/her. The T allows Ss about two or three minutes' preparation time to read through the list of questions and think about them.
Ss work in groups, and describe their teacher. The T takes notes while monitoring and do delayed error correction.