Professional Documents
Culture Documents
Aeseob Lesson Plan 7 20 2014
Aeseob Lesson Plan 7 20 2014
Aeseob Lesson Plan 7 20 2014
Aeseob Kim
Azusa Pacific University
Professor Jody Fernando
TESL 501
July 20, 2014
Lesson plan
Audience
This lesson is designed for 3rd grade elementary school students in a
public class room in Korea in an urban area. There are around 36
students who are all 8-year-olds, and most of them already know the
alphabet and some English words in urban area. The activities can be
used with learners of various language backgrounds.
Learning outcomes
Ss will be able to listen and distinguish between the voiced and
various activities.
Ss will enjoy exercises and improve their listening, speaking, reading
The 3rd grade elementary school children in Korea usually start to read
English words as people say them by listening to Korean teachers,
foreign teachers, or audio files from the internet without appropriate
explanations about the phonics of each letter and considering the
syllables of the words. Thus, the students pronunciation is diverse;
many students have poor pronunciation, while a few are very accurate,
like native speakers. In addition, voiced fricatives /v/, voiceless
fricatives/f/, and voiceless stop /p/ are represented by only one
consonant,,in the Korean language, which means it is hard to
distinguish the difference among the letters if students only listen. The
teacher should teach how different they are and how students can
pronounce them the right way. However, even though this importance
of pronunciation in English, many teachers have less confidence in
their own pronunciation. Therefore, we can use the technological help
from the internet materials as a supplementary resource.
Procedure
1. Lets sing a song (introduction to sounds)
o Materials: Five little speckled frogs https://www.youtube.com/watch?
v=fF32P24lUCA)
o Procedure : First with picture cards, two Ss put the two sets of cards
in a line on the desk, each S starts from each edge. When the game
starts, each S starts to name and point the picture as the S goes
down the list; for example, fan-fish-vacuum, etc Wherever the two
students meet they have to stop there and play rock paper scissors.
The winner keeps going the same direction and the loser back to
his/her start. Ss have to go on the other edge as fast as they can.
Whoever gets to the opposite end from where he/she started will
win this game.
6. Find more ! (find more F and V)
o Materials: Google slide
(https://docs.google.com/a/apu.edu/presentation/d/1wlOfE3jbd24Y2y_iz8B
VCCsxDstEkz7svg2uBcu9FaU/edit#slide=id.p)
o Objectives: Ss will find more words included /f/ and /v/ through the
clip arts. Some students can find and shout if they know the English
word
o Grouping: classroom
o Time: 5 minutes
o Procedure: The Teacher shows the slide included many clips arts. If
the students find the English words pronounced /f/ or /v/, the
teacher writes the words on the board. Ss will expand more words
than the words of todays lesson.
7. Homework (using computer with parents)
o Materials: Edmodo
o Students have to find at least three words that should be included /f/ or /v/
sound at home , such as file, five, film, very , video, and voice, and they
have to share those words through the class Edmodo.
Evaluation
Ss progress will be continuously evaluated by how they participate and
complete each of the activities. T will assess Ss understanding and ability
through listening to how they produce sounds as well as observing their
pronunciation of the activities which are snap snap snap, minimal pairs, and
name and race. In addition, the Ss stories will be collected and reviewed,
and the final assessment will be done through the homework assignment
where individual Ss ability in vocabulary recall, sound production,
differentiation, and minimal pairs and find more will be exhibited through the
acting exercise.
Appendix 1
fan
fish
foot
fork feath
er
vest
vacuu volcan
m
o
vegetabl
es
violin
Appendix 2
Column 2
fan
fine
fault
safe
lift
Van
Vine
Vault
Save
lived
2. (Activity 2) Listen to your teacher saying two works from (Activity 1). 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
3. (Activity 3) Imagine you are the teacher now! Work with your group
members and repeat the activities above. Then take a turn the role.
References
Heidi(unknown). How to Teach the F Sound and V Sound. Retrieved from
http://mommyspeechtherapy.com/?p=1870
Unknown. (May 7, 2011). Maple leaf learning -/f/ ring card phonics. Retrieved
from http://www.youtube.com/watch?
v=ItrfqZYLBEE&list=PLuRmeiKTrQg_edgAytawo27zas3X-3fk2
Unknown. (April 24, 2011). Maple leaf learning -/v/ ring card phonics.
Retrieved from http://www.youtube.com/watch?
v=lddgX1tdUDE&list=PLuRmeiKTrQg_edgAytawo27zas3X-3fk2
Unknown. (Oct 10, 2013). Five little speckled frogs. Retrieved from
https://www.youtube.com/watch?v=fF32P24lUCA