AYŞEN ERASLAN
09131030-3.A
PRONUNCIATION LESSON PLAN
GRADE: 5
UNIT: 4 SCHOOL LIFE
SUBJECT: PRONUNCIATION
VOCABULARY POINT: Ruler, rubber, teacher, water, computer, sharpener, litter
OBJECTIVES:
Ø
To make
students aware of “r” sound
Ø
To
attract their attention on pronunciation
Ø
To
develop positive attitudes towards studying pronunciation
Ø
To
develop an awareness about English has a different pronunciation system
Ø
To
encourage them to speak fluently.
1) PRESENTATION
Technique:
Listen and repeat ,demonstration
Materials: Realias (rubber, ruler, a bottle of water, computer,
sharpener, litter)
Procedure:
Ø
The
teacher comes to the class and greets the students. She says:”Good morning
class” and they say “Good morning teacher” …
Ø
Then
she says not” teacher “ it is
teache(r).Repeat after me “Good morning teache(r)”
Ø
The
class repeats several times after the teacher.
Ø
And
then she takes some objects (ruler, rubber, sharpener and water) out one by one
from her bag by asking some questions such as what is this? Have you got a sharpener,
ruler and rubber? Would you like to drink some water? Where is the computer? Or
shows the bin and says “Put your litter into the bin.”
Ø
But she
does not say “r” sound and says them “do not say “r” sound just roll it in your
mount like teache(r), sharpene(r), wate(r), litte(r), compute(r) ,rubbe(r) and
rule(r).Students repeat after the teacher several times.
Ø
The
teacher also focuses on the words which begin with “r” sound like rabbit, rat, red
etc in order to make distinction between the ‘r” sound when it is used at the
beginning or at the end of the word. She says we pronounce dominant “r” sound
when the word begins with “r” sound.
Ø
She
explains the difference by focusing on the target words, ruler and rubber. Students
repeat after the teacher several times until the teacher thinks it is enough.
2) PRACTICE
Activity:
Run and Touch Game
Procedure:
Ø
The
teacher writes two “r” sound on the board and put a cross on the second one.
Ø
Students
work in pairs. They come to the board and stand in front of the board. The
teacher pronounces some words, which also include previously learnt vocabulary
like car, sugar ,finger, color,etc.
Ø
Students
try to find out whether they include a dominant “r” sound or not. They put
their hands on the first “r” or the second “r”. The one who knows the correct
one wins the game.
3) PRODUCTION
Activity:
Finding words
Ø
Students
work in groups. The teacher wants them to look at the previous units and to
find some words which have “r” sound at the end of them. She asks them to study
their pronunciation with group members and then all groups present their words.
REFERENCES
Cameron, Lynne (2001)
Teaching Language to Young Learners/ Learning Grammar, Cambridge University Press
Yalçınkaya, Lütfü(2012) My Way
English,Pasifik Yayınları
Editor Norşenli,Faruk(2012) Time For
English,MEB.
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