Lesson Plan- Pronunciation Lesson

Unit number/Topic: /s/ and /ʃ/ Level: Intermediate Lesson Length: 45 minutes
Number of student: 12 students

Type of lesson: Pronunciation Teaching Date: 08/04/2023 Teacher Trainee: Group 5

- Tống Nguyễn Quang Nhật (Presentation)
- Tống Lê Thanh Hương (Practice)
- Phan Chu Líp (Production)

I. Background information
1. Description of students:
- Students are at an intermediate level, aged 12-14, proficient in English grammar
and vocabulary, and the majority of them are able to comprehend the main ideas
of simple written materials on familiar topics in standard language, produce
simple, well- organized pieces on well-known topics and are capable of
expressing beliefs, sharing experiences and explaining opinions and plans.
- Most of the students are courteous, well-mannered and self-disciplined. They
actively participate in class activities and are readily motivated. Students are
excellent at collaborating works and have a strong sense of belonging. However, a
few of them are inattentive, timid and uncooperative.
2. Setting:
- Room 406, Ho Chi Minh City Open University
3. Materials:
- Stamp, picture cards, tickets, some tape, sticky notes, audio/ script, markers, mini
boards, slides, paper phones, wordwall.net
II. Lesson aims:
By the end of the lesson, students will be able to:
- Distinguish between /s/ and /ʃ/ in individual words
- Recognize the target sounds through a listening activity
- Demonstrate the correct pronunciation of the target sounds by using given
words in making sentences
III. Teaching aids:
- Textbook, Blackboard, Markers, Computer, Speaker, Microphone, Projector.
IV. Teaching methods and approaches:
- Communicative Language Teaching approach
- Audio-lingual Method
- PPP Teaching Method
 V. Teaching Procedures

Stages and time Teacher and Students’ activities Purposes of Teaching Anticipated
Activities aids Problems and
Solutions
1. WARM-UP: Transmitters - To motivate Ss to - Audio/ Script Ss may fail to
PRESENTATION (3 mins) learn and be - Mini boards communicate the
(11 minutes) - T divides the class into 3 teams prepared for the (3) message due to
sitting in rows. lesson. - Markers (3) the tricky tongue-
- The first member of each team twisting
receives the message: sentence.
“THE SHELLS SHE SELLS ARE ⇒ allow the first
SURELY SEASHELLS.” member to listen/
- Ss whisper the message to their read the message
teammates until it reaches the last again at any time.
member.
- The last member writes down on the Ss get
miniboard and stands up when demotivated if
finishing. they lose
⇒ comfort the
LEAD-IN: losing teams
(1 min)
- T asks the student to read the - To trigger Ss’
sentence again. curiosity and draw .
- T asks some more follow-up their attention to the
questions. target sounds.
● “sells” and “shells”.
“sea” and “she” - To make a
● Do we say them the same or transition to the
differently? lesson.
● Which part is different? The
first or the last one?
● Let’s find out more about how
they are different in our lesson
today.

PRESENTATION: - To inform the Ss

(7 min) how to pronounce
- T shows Ss how to position their the two sounds
mouths when pronouncing the two precisely
target sounds.
● /s/: tongue tip touches lower Ss cannot
teeth, slightly let the air out, - To check Ss’ understand and
understanding of position their
relax
mouth positioning mouths properly
● /ʃ/: middle part of tongue close ⇒ model again or
to the top, push air out firmly ask some
outstanding Ss to
- T mimes the sound and makes Ss model where
necessary, then
 guess. - Let Ss practice check their mouth
- T asks Ss to listen and repeat the mimicking the positioning again.
minimal pairs individual sounds
and in minimal
pairs, thereby
differentiating the
two sounds.

- T draws Ss’ attention to common

spelling forms of /s/ and /ʃ/

/s/: s, se, ce
/ʃ/: sh, s, ch

2. PRACTICE: RECOGNITION - To check Ss’ Ss copy their

PRACTICE (4 mins - BACKUP) ability to recognize mates rather
(19 minutes) - T gives instructions: the target sounds than try to act on
● T says a word having through listening to their own.
/s/ or /ʃ/ them. ⇒ observe Ss’
eyesight and warn/
● Ss clap hands if it is /s/; slap
punish them if they
the tables if it is /ʃ/ cheat
● Losers get punished

List of words:
ship
sip
Sue
shoe

- To make it more challenging, T now

says 3/4/5… words at one time.

List of words:
crash - last - lashed
bushed - bust - sin - shin
sea - she - shake - sake - sock -
 shave

Team will get a

Phone Call Game (8 minutes) - To practice - paper minus if they
- T divides class into 2 teams listening the target phones cheat
- T gives rules: sounds - mini boards
● Ss take turns going to the - slides
board and secretly look at the
random series of numbers
given by T.
● Ss say a series of words.
● Teammates listen and write on
the mini board the series of
numbers which are
corresponding with the words.
● Get 1 point for the correct
answer
Any wrong
Lucky Box (7 minutes) - To practice - wordwall.net pronunciation is
Give rules: pronouncing the not accepted to
● Ss from 2 teams take turns to target sounds in a get points
choose the box on the screen. whole sentence
● Ss read the sentences
containing the target sounds
from the boxes.
● Their team will get 1 point if
they say it correctly. If not, they
will lose 1 point.
● Get 2 stars for the lucky box.

3. Gallery Walk
PRODUCTION Ss may struggle
(13 minutes) - T shows a list of words with the - To allow Ss to - stamp with making only
target sounds, goes through the list practice using target - picture cards one sentence using
and have sts repeat the words sounds more - tickets a number of given
creatively in a real- - some tape words with target
- T shows some example sentences life situation. - sticky notes sounds (4 to 6
- slides words) ⇒ T shows
- T presents some tips on making - To give Ss a some tips on
sentences chance to use the making sentences
language as fluently including using
- T sticks the arts around the and naturally as connectors and
classroom, hands sts the tickets, possible relative words,
numbers and pairs sts up changing the part
of speech and
● Ss go to each artwork, take adding new words
turns to make the sentences if necessary.
with the given words.
● Sts are asked to say the
sounds and words before
making sentences Ss may copy their
● T goes around the classroom classmates'
to monitor sts’ progress. sentences left on
 ● Ss call T to check their sticky notes ⇒ T
sentences. reminds them of
● Sts will get a stamp for correct the rules
sentences in terms of grammar
and pronunciation.
● Before moving to a new area, Ss may not collect
sts are asked to write their 10 stamps within 8
sentences on the sticky note minutes ⇒ Ss are
next to the artworks. not forced to
● Sts will be permitted to leave collect enough
the exhibition when they 10 stamps
collect enough 10 stamps.

-When T claps hands, sts are asked to

swap their partners

- When the activity is over, T asks sts

to give out some sentences and
conducts peer-feedback

WRAP-UP Quick Q&A session - To encourage sts

(2 minutes) - T says the sounds and asks sts to to reflect on the
give out the words that contain the target sounds they
given sounds have learned during
- Or T says the words and asks sts to the class period
say the target sounds - To check sts’
understanding