Objectives:

1. SWBAT discriminate between voiced and voiceless consonants by the criterion of the
vibration of the vocal cord.
2. SWBAT pronounce matched -s ending sounds of plural forms according to rules for
voiceless consonants, voice consonants, and vowels.

Activity Steps Goal

1 1. T introduces the topic of today’s class To lead in the plural

Lead-in 2. T elicits words of vegetables/fruits from Ss form of words
(words end with
sound [s] or [z])

2 1. T asks Ss to focus on the final sounds of To make students

Voiced & different words notice the difference
Voiceless 2. T asks Ss to focus on the difference of the between the
Features of final sounds pronunciation of the
Consonants plural ending -s

3 1. T provides the singular form of the words in To make students

Voiced & the previous step, and ask Ss to focus on the notice the difference
Voiceless final sounds again between voiced and
Features of 1. T leads Ss to notice the difference between voiceless consonants
Consonants voiced and voiceless consonants
2. T tells Ss that the vocal chord will vibrate for
voiced consonant and will not vibrate for
voiceless consonant
3. T provides six new pictures. T first elicits the
word from Ss, then asks Ss what is the final
sound, then asks Ss whether this final sound
is voiced or voiceless

4 1. A practice activity to ask Ss to distinguish To let Ss practice

Practice between voiced/voiceless recognizing the
2. T checks the answer difference between
voiced and voiceless
consonants

5 1. T introduces the rule to Ss: Link the

The If the preceding consonant is voiced, we use voiced/voiceless
different [z] to pronounce the plural ending -s; feature of consonants
ending If the preceding consonant is voiceless, we to the final sound [s]
sound [z] use [s] to pronounce the plural ending -s and [z] for plural
and [s] ending -s

6 1. Use the words in 4 to practice the Let Ss practice the

Practice pronunciation of the -s ending pronunciation of the
2. T checks the answer plural -s ending
(choose from [z] and
[s]) according to the
voiced/voiceless
feature of consonants
they have learned in
previous stages

7 1. T tells Ss to focus on vowels now Transfer to vowel

Vowels 2. T introduces the rule to Ss:
If the preceding sound is a vowel, we use [z]
to pronounce the plural ending -s

8 1. T provides words from all three categories Let Ss Practice the

Practice and let Ss tell which pronunciation of plural pronunciation of the
ending -s should be used plural -s ending
2. T checks the answer (choose from [z] and
[s] according to the
voiced
consonants/voiceless
consonants/vowels

9 1. T asks Ss to come up with some Let Ss further

Final vegetables/fruits that they want to buy for a practice the
Activity party. pronunciation of the
2. T tells Ss that they need to specify how many plural -s ending with
of that vegetable/fruit they will buy and why real-life related
3. T models for Ss scenarios
4. T gives instruction for the activity (how long
to do the activity, what students will report
after the pair discussion, etc)