Level 

: Quatrième Teaching card N° 2 Date : Wednesday, November 16th 2022

Subject : English Duration : 1H
Component: Pronunciation Documents : A course in phonetics by Peter
- Ladefoged and Keith Johnson,
Title of the lesson: The contrast between /ei/ and /ᴂ/ written as ‘’a’’
A practical course 4th Ed. By Peter Roach,
G.O 2 : Expressing oneself orally
OS. 2.1 : Distinguishing sounds
Performance Teaching strategies Learning activities Evaluation Time Observation
objective
I. Beginning 5mn

I.1. Warming up
P.O: By the end of -Good morning class! -Good morning Sir! - What is the date
the lesson, learners -What is the date today? -Today is… today?
should be able to
underline the letter I.2. Pre-requisites R: /ei, ai, aʊ, əʊ, ɔi, ɪə, Task: Provide a list
that justifies the -The teacher asks learners to provide ʊə, ɔʊ/ of diphthongs and
contrast between a list of diphthongs and short vowels short vowels
/eɪ/ and /ᴂ/ spelt as /ᴂ, I, ʌ, ʊ, ə, ɒ/
‘’a’’ in
monosyllabic -The teacher selects the sound /ᴂ/ and -/ei/ can be spelt as: a, Task 2: give their
words and the diphthong /ei/ then asks learners ay, ey, different spellings
pronounce them to give their different spellings -/ᴂ/ can be spelt as: a, i,
properly thanks to ai, au
the teacher’s
explanation.
The teacher asks learners to select the Answers
spelling shared by both sounds
Task: Provide words
a
-
with the suffix -ADE
 II-Day’s lesson: 15mn
The contrast between /ei/ and /ᴂ/
written as ‘’a’’
II. 1-Presentation

1-Illustration:

a) Tac, Lack, Mac, Snack, Pack, Fat,

Lat
b) Take, lake, make, snake, pake,
fate, late.

2-Explanations

The letter a is pronounced /ei/, when

it is followed by a single consonant
and the vowels /ə/ and / i:/ or a single
consonant and a syllabic consonant.

II.2- Practice Learners repeat after the

teacher
The teacher asks learners to repeat
the above words and to give their Task: pronounce
own examples orally. words written on the
board

Learners go and write

 3-Production their own words on the
board then pronounce
The teacher asks learners to write them. Task: say true or 15mn
their own words on the board and false on the
pronounce them. Learners copy down the pronunciation of a
lesson on their within the following
copybooks. words and justify.
Then the teacher allows learners to
copy down the lesson on their 1. Tare
copybooks. 2. Sari
Learners put the stress 3. Tabby
mark on the right 4. Tame
syllable 5. tale
III- Evaluation
1- Applied exercise 15mn
The teacher asks learners to say true Correction
or false on the pronunciation of a
within the following words and 1. False, followed Task: Copy down the
justify. by R summary of the lesson
2. False, followed in your copybooks.
by R
3. False, not
followed by Task: Fill in the
single consonant columns with the 10mn
4. True, Tame following words:
5. True followed Tabla, Taboo, cable,
by a single Pat, Tashe, Table,
consonant and /ə/ care, bare, rate, lady

Answer

2. Follow up activity /ei/ /ᴂ/ /ei/ /ᴂ/

 cable Tabla
The teacher asks learners to fill in the Table Taboo
columns with the following words. rate Pat
lady Tashe
care
bare