Chuchelka Chuchelka

Pronunciation Lesson Plan: Consonant sound /r/
Elementary level


By the end of the lesson, students will be producing /r/ more accurately and fluently in roleplaying and storytelling activities.


No materials added to this plan yet.

Main Aims

  • Introduce the articulation of the voiced sound /r/ through context.

Subsidiary Aims

  • Provide controlled, semi-controlled and freer practice through drilling and communicative activities.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1. What letters are missing in a word? HO_ _O_ movies Do you like horror movies? 2. Write as many words with the letter R as you can. Show pictures with words with R. 3. hide the object somehow—in a bag, for example. Get students to listen to it, touch it, smell it, etc. before revealing what it is. Mirror

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Present the sound through a story. Skills: listening and speaking – Technique: Answer questions. There is a story I want to share with you. Here are some questions to think about, so listen carefully. (T gives out a copy of the questions and goes over the questions to see if they all understand what they have to listen for.) What's the main character's name? Who is Truffle: a bear or a hedgehog? Where does he live? What does he do when he wakes up? What does he have for breakfast? Where does he go after breakfast? T: Now listen to the story. Good morning! My name is Truffle. I’m an ordinary hedgehog-short and stout I live on a Strawberry street in a pretty house under a large oak tree. I wake up in my room: it’s warm and cozy. I turn on the radio and listen to Forest Chat daily while I change my robe to trousers and a shirt. Then I prepare my favorite breakfast: a large mug of coffee and a croissant. I sit at the table by the window and enjoy my breakfast. I finish my coffee and rush to work. [T checks comprehension of the story and writes down the keywords that contain the sound /r/. At this point, T will not correct the sound. T: What's the main character's name? S: Truffle (T writes ‘Truffle’ on the board.)

Highlighting (2-4 minutes) • To draw students' attention to the target language

Elicitation and systematization on the board. Skills: listening and speaking Technique: concept questions and brainstorming words with /r/. The text is written or projected on the board. T: [Circles all words containing the letter ‘r’ ] Look at these words Truffle, ordinary, croissant, strawberry, prepare) What letter do they have in common? S: r

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T: That’s right. And how do you say this word? [T points to ‘ordinary’ and corrects students if necessary.] S: ordinary. T: in British English, it's pronounced like this. /ˈɔː(r)d(ə)n(ə)ri/ In American English, it's pronounced like this. T: Is there a word in the text where the letter "r" is not pronounced? S: prepare. T: How many "r" letters do you have in this word? Do you pronounce the first "r" letter? Do you pronounce the second "r" letter? S. two, the second is pronounced. T. /r/ is only pronounced in standard British English when the next sound is a vowel sound. In American English, all "r"s are pronounced. So, all these "r"s here would be pronounced in the US: strawberry, ordinary, trousers, prepare. Compare to British pronunciation: .... What other words on the board are spelled with ‘r’? The T writes all the words on the board, using a different color to distinguish "r". T: What are some other /r/ sounding words? Can anyone think of other words with that sound? T writes new words under the corresponding letter in the chart above. Then, circles the highlighted portions of the words. The "R" sound is usually spelled with only the letter R: favorite, shirt. Sometimes, the "r" sound is spelled with the letters WR: wrong or RH: diarrhea. In British English some "r" words are heard; some are silent. In American English, all "r" words are heard.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Activity 1: Identifying minimal pairs – Skill: Listening and speaking – Technique: skim listening and mechanical drilling. T: Listen for the word that contains the sound /r/. Write down 1 or 2 after each minimal pair. (The students will not see the written words.) For example, arrive - alive. Which one contains "R"? S; 1 T: Correct. Now, what about these words? T. distributes handouts 1 and reads the pairs. Arrive Alive Rock Lock Corrected Collected Right Light Wrong Long Rake wake T checks answers models the words and writes the pairs on the board. T gets the SS to repeat the minimal pairs in turns. T: What's the difference between these two words? Note: the difference between these two words: there is "r" and there's no "r" 2. Listen to your teacher saying the words in Column 1 and Column 2 below. Column 1 Column 2 1.warm worm 2.bored bird 3.walk work 4.hurt hurt 5.road road 6.rink wink If the words are the same, circle S below. If you think the words are different, circle D below. 1. S D 2. S D 3. S D 4. S D 5. S D 6. S 3. Listen to your teacher reading the sentences below. Circle the word you hear. 1. Our newspaper has over a million readers. Our newspaper has over a million leaders. 2. Don’t wait to rate the new restaurant online. Don’t wait to hate the new restaurant online. 3. There’re a lot of branches on that old tree. There are a lot of scratches on that old tree.

Semi-Controlled Practice (8-10 minutes) • To hear the sound "r" through minimal pair listening activities. To practice the sound in short sentences through various oral activities.

Activity 2: Identifying minimal pairs - Skill: listening and speaking- Technique: Circle the right word- Interactive pattern: Pair work Time: 5 minutes – Aids: handouts with a list of words and minimal pairs T pairs SS up and gives Students A a list of words and Students B a list with minimal pairs. Student A has to read the words on his/her list and Students B has to circle the words they hear. In this way, Ss can test each other for which word contains the sound /h/. T checks students’ answers and corrects them when necessary. Activity 3 – Hear the sound in sentences. Skills: reading, listening, and speaking- Technique: circle the right word and repetition – Interactive patterns: individual and pair work – Time: 5 minutes – Aids: handouts with sentences. T gives the students the following sentences and gets Student B to read the sentences. Student A must tick the sentence he hears. Student A's paper a. 1 I write with my right hand. 2 I write with my light hand. b. 1 It’s time to collect your vote. 2 It’s time to correct your boat. c. 1 The loyal prince wanted to fix his grammar. 2 The loyal prince wanted to fix his glamour. d. 1 Your answer is correct. 2 Your answer is “collect”.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Skill: speaking and listening – Technique: creating a story using pictures – Interactive pattern: pair-group work – Time: 10 minutes – Aids: Pictures: strawberry, breakfast, forest, robe, road, restaurant, croissant. Using the pictures, the students must tell a story using the pictures in pairs. Then they must share their stories with the class.

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