Basic Intermediate  Advanced

Lesson Plan Pronunciation

Micro Lesson Video Link: https://archive.org/details/MOV0000111.3gp
Business/Materials
Blackboard,chalk,pencil , pen
Audio, video recorder
Story,poem,text written by me
“the Feast of beasts part 2”
British council.com
Teach English.copm
Lesson Objectives
Students will be able to identify similarity between
pronunciation and grammar as related to listening and
speaking
Be able to state the elements that make pronunciation
difficult or ,hard
Students will be able to apply strategies or techniques
that that renderpronounciation easy
Students will be able to change the text into conditional
and in passive voice
Be able to focus on the text the feast of beasts part 2 to
create his own pronunciation essay.
Be able to apply their technology to pronunciation
process

Warm-up and Objective Discussion

After recalling the previous lesson, on how accents, stress, intonation, volume, slang….and
other variables are used in pronunciation process.
Ask them to practice those elements. If they don’t know, show them if they know, praise them.
Focus on relationship between pronunciation, grammar, listening and speaking.
Write questions on the board interrogating them about the variables that make pronunciation
hard and easy.

Show them a list of elements diagram, flashcards, pictures, phonetic chart and initiate
discussion questions paralinguistic, regionalism, pragmatically reduction, ellipse or elision
etch as linked to pronunciation process.
.thus connecting previous lesson to new information before introducing the lesson of the day.
Attention is given to the text the feast of beast’s part 2 its connection with pronunciation
process and its application with technology.
Example;
Welcome class
I have put some words on the board
Can someone tell me how these vowels and these consonants are articulated?
Yesterday we saw in the text the feast of beasts how consonants are related to vowels, how
intonation, reduction, intonation, elision harmonize pronunciation.
Can someone tell me which word is a reduction and which one is an elision?
Correct.
Which rule is applied to obtain it?
That’s good
Today, we are going to talk about what make pronunciation hard and easy.

Instruct and model R W L S

 First use anecdote or short story to introduce the lesson of the day.
Bring out rules and explanation related to pronunciation.
Then put samples on the board and ask questions on it.
Or use inductive reasoning; first put questions on the board and asktjhem to come out with the
rules.
Then take their rules change it or add something new to it.
Ask them to give explanation about the rules.
.

Example,
Good morning class
Do you know a human with high vocabulary knowledge but unable to speak that language?
I know many of them but don’t know why they are stuck.
So language needs some strategies in order to use it in real world situation.
Can someone tell me what their weakness is?
Those people lack good voice.
-No
Their weakness is the lack of practices.
Ok that’s some strategy that makes pronunciation easy.
I would like you to write four sentences on paralinguistic, reduction, regionalism and volume.
The interlocutor and intertractive effect. Choose only one topic you have five minutes.

Guided Practice R W L S

Recall the previous lesson on instructs and model.

Ask students questions on it and explain the answer.
Put them in a mixing groups low with high performers and give them essay to evaluate the
main principles of pronunciation

Show them sample of how to examine, accent, tone, volume ,elision that make pronunciation
hard and easy
On less guided practice, use spot correction, ask them to take not and correct their own errors.
Observe, advice them, ask question, initiate proposition and let them complete it.
Show them how to connect sound to letters, to use phonetic diagram, how to incorporate
technology to their work
Explain how the group should perform by giving to each student his position.
Example,
Ok class, we have just discussed and explained those variables that easy and hardened
pronunciation.
I would like you to seat in group and organize a dialogue each person has to construct three
sentences you have five minutes.
Ok start
Right. Great work that’s what I’m waiting from you.
Now that you have finish, I have reviewed and see that you have followed very well the
instruction on pronunciation in your dialog. You are great

Independent Practice R W L S
As this activity is not grade, ask students oral questions on the previous lesson.
Then write a question on the board ,give them one to two minutes to write their answer on a
sheet of paper
Or ask each one to come and share his answer in front or among the group.
Then ask others to evaluate the one in front.
While circulating in the classroom answering their questions to avoid distraction.
After that give them homework by stating clearly what teacher want them to do, length ,time,
direction, expectations, due date etc.
Give them hearing, reading, speaking directions on pronunciation using different methods.
After correcting the homework, review the lesson for ten minutes before introducing the new
lesson.
Use formative evaluation to help student know where they are from what it has been seen in
the instruct and model and in guided practice.
Require them to practice spot discourse related to the information discussed.
Don’t use true or false questions and related ones , , but essay or writing essay, and so on
Give them explanation activity using technology and diagram
Example
Ok class. Now that we have close with our guided practice ,I would like you to pronounce five
sentences and incorporate them in your device
Here are five pictures representing animals in the story the feast of beasts, use them to create
your sentences.
Apply reduction, elision, intonation, stress, volume to emphasize your pronunciation.
You have five minutes use standard English.
At the end I will ask you to come in front and share your presentation to your peers.
I’m around if you have question.
Good luck.

Assessment R W L S

Control their dress, books, and use summative assessment to evaluate student’s performances.
Use rubric for the main categories of grade and subjects.
Often use peer review, working together with students to create quiz or assignment for the
class.
Also use shortcut code so that students might see it and know what they have to do. A for
accent, E for elision,, V for volume R for reduction etc.
Also use questionary that allow all students of the class to speak.
 Use the rule of thumb, as well as feedback to help them remember what they have missed and
what they have to do.
Use technology to create short survey to check their understanding of the lesson already seen.
Give out a word; ask them for the roots, meaning or the rule that come from that or vice versa.
The same method can be use for a list of elements.
So use memory and knowledge learning to help students remember, understand, synthesize or
analyze, evaluate and create to achieve their goal.
Example.
Ok everyone
We have discussed how to compare, identify, and produce pronounciationn in English
language as well as the main strategies or techniques to overcome difficulties that hinder and
easy pronunciation.
My aim to introduce the text the feasts of beats is to help you learn how pronunciation can be
use in a dialogue in an ecological environment and to discover how pronunciation is linked to
grammar, listening and speaking English language.
Now I would like you to sit inn group of three and use the phonetic diagram to find in the feast
of beats five elements that make pronunciation hard and easy.
Here is on the board five questions you have to answer;
What is the interlocutor effect?
What is the figure of style use in the feast of beasts part2
Can you see any reduction element in this story?
What about elision?
How many words are difficult to pronounce in the story?
After answering each student would come on the board and share his answer.
Any question?
Airtight, start.
Let us examine and see what you have done.
Good, good, nice, yes you are great.
Now for your homework, you have to register a dialog that you transfer to your chosen bird.
You will include sounds that sound the same with hard orthograph.
Sound that end with the same orthograph.
You will define synonymous, acronym, antonymous..
Make sure to use standard English, I will use rubric for your correction.
We have already seen a model of a good dialog.
God luck

The Feast of Beasts part 2. P. Emperoy.N Published by Bookrix 2017

………………………………………………….
It also finds great quantity of mud and put it aside.
Then it digs a correct well with clear water nearby.
At the day promised, all beasts were at the meeting place,
Turning up their tongues,
Waiting for the best food that elephant was to offer them.
It was a great occasion for each animal,
To eat correctly the meal of its choice.
Elephant came and said to them;
You must seat down not in disorder, but according to your taste.
So, adjusted yourselves in groups of taste,
So that it can facilitate my work of sharing foods,
And serve you better.
Animals obeyed, divided themselves,
And seat down by groups of taste;
Herbivorous, granivorous, fructivorous, carnivorous, and so on.
They occupied their meeting place, and then elephant stood up,
Show to each group its food and makes them appetite.
The feat has started and each group were enjoying,
The best food elephant has prepared for them.
But one group was still waiting for its own part of food.
But they heard nothing, the time went on and enjoyment was good. The group that ended to
eat started to sing and dance.
But one group was still waiting for elephant,
To show them their part of food, but it says nothing.
The time went on and enjoyment was good.
All groups minus one have finished eating,
And were now singing and dancing.
But one group was still waiting for elephant,
To show them their part of food, but it says nothing.
However, this group falls in astonishment.
Each member look to another, but no one dare uttered a word.
Hungry was now knocking feet in
Their stomachs;
Then panther stood up and said;
Oh! Sir elephant; it seem as you have forget to save us here.
Since we are here, we have not yet seen something to eat.
May be you did not heard our taste, or how?