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CEP Lesson Plan Template

Teacher/s: Sophie Li
Level: Beginner 4

Date/Time: Nov. 13

Goal: practice minimal pairs to improve their pronunciation
Objectives (SWBAT):
Students Will Be Able To…
1. Differentiate between commonly mispronounced minimal pairs in listening
2. Pronounce minimal pairs correctly in speaking
3. Build pronunciation awareness through the game
Theme: Future plans
Extensions: _pronunciation_______________________
Aim/Skill/Microskill

Pronunciation
- Minimal Pairs

Activity/Procedure/Stage
Pre-Stage:
T tells Ss we’re now going to work on
pronunciation, specifically minimal pairs.
They are very helpful and important
because pronouncing some similarsounding words correctly can avoid
misunderstanding.
T asks Ss to recall minimal pairs that
we discussed a few weeks ago. Asks
Ss if they can recall what minimal
pairs are or examples of minimal pairs
in English. Ss elicit thoughts.
T writes some minimal pairs (that are
especially difficult for these particular
Ss) on the board. T reviews
pronunciation and reminds students of
the difference in sounds:
/r/ vs. /l/, /s/ vs./ ʃ/& /ɪ/ vs. /i/

read – lead, sea –she, bit-beat
During Stage:
T tells Ss that we are going to do an
activity called Pronunciation Journey.

Interaction

Time

T-Ss

3 min

SS-T-SS

5
min

T-SS

5 min

T-Ss

T-Ss

2 min

T writes two columns on the board
(Left & Right) and writes one word
from each minimal pair under each
column. T distributes Pronunciation
Journey handout.
Referring to the handout, T explains
directions:
“In this game you must go from the
start of the journey at #1 on the bottom
left corner all the way up to one of the
cities at the top of the chart. You will
T-Ss
do this by following instructions that
are given to you by the word you hear.
If you hear a word on the left, you go
up a space.
If you hear a word on the right, you go
right a space.
T models this on the Doc Cam while Ss SS-SS
follow along.
T does this several times with Ss, giving
them a chance to understand and clarify
the task.
Then, Ss stand up in two lines facing
each other –one line is A and the other
line is B. T tells Ss in line A to begin by
calling out words to their partner. They
must check to make sure that their
partner has ended up in the correct
location.
Ss switch to partner B after 3 min.

3min

5min

15
min

SS-T-SS

Line A moves down and Line B
stays. Ss repeat with new partner.
Post-Stage:
Ss sit back down. T asks Ss:
If you reached the wrong place, why do
you think that happened? Did you hear
something different? Did the reader not
make the word clear enough?
Materials: Textbook, Grammar book, handouts, markers

5min

Anticipated Problems & Suggested Solutions:
Give Japanese SS more help with the pronunciation of /r/ & /l/. Since their L1 doesn’t
have the sound /r/, they are very likely to struggle with this part.
Contingency Plans (what you will do if you finish early, etc.):
If we finish early, I will give SS time to work on some tongue twisters as an extra work to
showcase their mastery of this task. (E.g. She sells seashells on the seashore.)