Lesson Plan 1

LESSON PLAN

Student Teacher: Burak CÖBEK

Date: 08.03.2015

Duration: 80 minutes

Grade: 5th

Level: Beginner

Number of Students: 35

Topic: Minimal pairs with initial /p/- /b/ sounds

Materials: Pictures of some words of minimal pairs, exercise sheets including minimal pairs with initial /p/- /b/ sounds, a boardmarker

Skills: Listening, Vocabulary, Pronunciation

Techniques: Distinguishing sounds, identifying sounds using pictures, multiple choice sounds

Aims:

1.To enable the students to practice pronunciation skill through selected techniques.

2.To enable the students to practice listening skills.

Objectives:

1. Students will be able to distinguish /p/ and /b/ sounds in minimal pairs.

2. Students will be able to point the pictures by hearing minimal pairs’correct pronunciation.

3. Students will be able to pronounce minimal pairs with /p/ and /b/ sounds by using the target language point.

Procedure:

Warm-up:(10 mins) The teacher greets the classroom, and asks a question to illustrate the topic:

-         Sometimes, we do not understand some words or sounds. Why?

Then, the teacher gets the answers and adds what the teacher wants to say. Then, the teacher says the topic of  the class which is the difference between /p/ and /b/ sounds in minimal pairs.

Pre-activity:(30 mins) The teacher shows some pictures to the class, and says what they are. And the teacher sticks minimal pairs on the board one by one by writing their names below the picture. After the teacher sticks each one, he makes the class repeat the word two times. Until all the pictures are sticked on the board, the teacher makes the same process.

While-activity:(25 mins) The teacher uses minimal pairs written on the board. The teacher pronounces two words successively. They may be minimal pairs or they may not. So, the students should follow the teacher carefully to understand whether two words are the same or different.The teacher makes it several times.After it finishes, the teacher wants a student to come to the board and pronounces one of the minimal pairs. Then, the student points the picture pronounced by the teacher. If the teacher wants to make  it with whole class, then the pictures should be far apart each other. When it is done, the teacher pronounces one of the minimal pairs, so the teacher can easily see who is pointing the wrong picture.

Post-activity:(15 mins)The teacher hands out the exercise sheet which s/he has prepared before hand for the class.Then, the teacher pronounces one of the minimal pairs, and the students draw a circle around the word. After the teacher says all of  the words in the list, the teacher gives the answers to the class. And class finishes.