SOUTHERN NEWHAMPSHIRE UNIVERSITY February 27, 2009 Student : Nguyễn Thị Thúy Hằng.

(Moon) Cohort: The second Class: EFL 531 Pronunciation techniques Teacher: Prof: Gary Cardin

Lesson Plan 2
Unit 2: ‘Going to’: weak form
Skill: Elementary to pre-intermediate. Class: 16 students. Material: The use and the form ‘be going to do something’. Objectives: - Review the form “be going to do something” - Practice pronouncing ‘going to’ in weak form. Time: 10 minutes.

1. Preparation: - Check students’ attendance. - Check students’ understanding about the form “be going to do something” by asking a student to repeat the use of the form and give an example with it. -Lead students to talk about their plans for this summer vacation by asking: + Do you like summer vacation? + Could you tell me your plans for this summer? + What are you going to do? -Call two students answer and write two sentences on the board. * Example: a) I’m going to visit Halong bay. b) She’s going to eat seafood. - Teacher reads the two sentences and introduces the today lesson. Unit 2: ‘going to’ weak from.

2. Presentation. - Teacher asks one student to read the sentences aloud. - Teacher reads them again and asks students to find out two ways to articulate ‘going to’ in strong form /tu:/ and weak form /t/ - Teacher points to the two sentences and explains: ‘to’ is pronounced in strong form when words go after it begins with a vowel. * Example: we are going to act. (Note: the linking sound /w/ is pronounced when we connect two vowels: example: ‘going to eat’, ‘going to act’). - It is pronounced in weak form when words go after it begins with a consonant. * Example: she is going to dance. - Teacher reads and asks students to read after. - Call some students read the two examples. 3. Practice. - let students make their own sentences using the form ‘be going to do something’ to talk about their plans in the future and practice pronouncing the two phonemes. 4. Evaluation. - Ask some students to write their sentences on the board then read them aloud. Teacher corrects and asks the whole class to read. - Call some other students to read then corrects. 5. Extension. - Ask students to work in pairs to practice asking and answering as the small conversation. A: what are you going to do this evening? B: I am going to + verb ……………. - Call some pairs to check their pronunciation. - Give homework: at home, make up sentences using ‘be going to do’.

Lesson Plan 1 Unit 2: ‘Noughts and crosses’:

Particular vowel sounds

Skill: all levels Class: 16 students Materials: - Papers: ‘Noughts and crosses’ grids, with vowel phonemes written on.

- Hand outs: tests: put the words with the vowels underlined are pronounced the same into one group. Objectives: to practice articulating the vowels: Time: 10 minutes

1. Preparation - Create some grids with nine “squares”, each square having a vowel phoneme. - Check previous lesson: teacher draws a grid with nine squares in and asks students to review those particular vowels. Whenever students give a vowel sound, teacher writes it in one square. So there will be a grid with nine particular vowel sounds. - Let the whole class practice pronouncing the sounds and ask some students to give a word contain the sound in each square. - Introduce the lesson by explaining to students that they will be playing a game named “Noughts and crosses”.

- Ask students: Do you know how to play the game? Or Have you ever played the game? - Explain the rule of the game to the students that they are going to work in pairs with one copy of the grid for each pair. The first student chooses a square and provides a word which contains that sound. If they get it right, they put a “nought” in the square. Then it is the second turn. If their suggestion is correct for their nominated square, they put a “cross”. The winner is the first one who completes a straight line of three or a slant line. 2. Presentation Before students play, teacher has a student to play the game as an example. After the game finishes, ask all the students to read the words given by the turn. 3. Practice. - Teacher gives students papers with grids and let students work in pairs to play the game on 4. Evaluation. - Ask some pairs to show their result of the game and ask others command. -Teacher corrects them. 5. Extension. - The whole class read those phonemes - Homework. Play the game in teams at home and do the test in hand outs.

Sign up to vote on this title
UsefulNot useful