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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_______________________

- Minimal Pairs

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
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.




3 min




5 min



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
“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
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
Ss switch to partner B after 3 min.





Line A moves down and Line B
stays. Ss repeat with new partner.
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


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.)