David Delgado David Delgado

-ed endings
Intermediate level

Description

In this lesson SS learn how to pronounce different words with -ed endings in the past tense.

Materials

Abc images from city landmarks
Abc -ed presentation

Main Aims

  • To provide accuracy speaking practice in a -ed endings in the context of commonly used verbs

Subsidiary Aims

  • To provide practice of Past continuous and Past simple in the context of Short stories in the past

Procedure

HW check / warmer (4-6 minutes) • To set context on Past continuous and check understanding of previous lesson

1. T will display answer key for HW while latecomers arrive and have SS check together, monitor and address specific problems they had with HW.

Controlled practice / error correction game (8-10 minutes) • To practice topics from previous lesson and allow latecomers to arrive

T will display a presentation with examples of wrong use of Past simple and Past continuous. SS will make groups and compete to write the correct version on the board first. 1. Set up the presentation on TV and demonstrate the first example, eliciting the correct version from the SS. 2. Work with the weakest SS to make sure he/she understands Target Language.

Introduction (4-6 minutes) • To introduce SS to target language and identify 3 different pronunciations in -ed ending words.

T will prepare a short anecdote to tell the classroom including -ed ending words with /t/, /d/ and /Id/ sounds. 1. Listen to my story in the past, notice the pronunciation on -ed ending words. 2. T tells the story and writes down TL (purposeful words with the 3 different endings). 3. Elicit the 3 sounds used for -ed ending words. /t/, /d/ and /Id/.

Presentation (8-10 minutes) • To introduce SS to method for pronouncing -ed ending words.

1. Use the IPA chart to show SS the difference between a voiced and unvoiced consonant sound. Have SS practice different phonemes and feel their throat. 2. Show a list of words pronounced /Id/. Elicit rule for this case (words ending in /t/ and /d/). 3. Present SS with the chart that classifies /t/, /d/ and /Id/ sounds. Demonstrate the method by removing -ed and replacing it with 1 of the 3 phonemes.

controlled practice - celebrity game (13-15 minutes) • to provide a practice for student to develop accuracy on TL

There are for celebrities visiting the city, going around 4 famous landmarks of the city (4 pictures around the room). a /t/ sound means forward, /d/ sound means right and /Id/ means left. 1. Introduce the 4 celebrities and 4 iconic landmarks in the city. 2. Demo the game with SS, eliciting the correct pronunciation. 3. Have SS form groups or pairs and choose a celebrity. Monitor and micro-teach while SS play the game. 4. Reveal the correct final destination for each celibrity and help SS retrace their steps if they made any mistakes. 5. Feedback with problematic words from the activity.

freer practice - How did...? (10-12 minutes) • For SS to get a personalised use of TL and focus on fluency.

T presents 5 sentences asking how something happened i.e. 'how did you cut your finger?' SS must write down how these things happened and elaborate more on the story. Write down a short story for each one. ask T for vocabulary and functional language. Demonstrate the first sentence explaining how things happened. Use words like luckily, unfortunately, surprisingly, out of nowhere to connect parts of the story,

Feedback (5-7 minutes) • To acknowledge content and correct TL

T asks questions about the stories based on the monitoring. Highlight good use on TL and correct mistakes picked up during freer practice.

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