Name: Joel Swagman Date: July 22, 2019 Length of lesson: 60 minutes Level: Elementary
|
Self-made materials: Slideshow (Google Slides) Worksheets: Table with /t/, /d/ and /Id/ Answer key for Table with /t/, /d/ and /Id/ Picture cards for verbs Word cards for verbs Cards for voiced and unvoiced sounds Copyrighted Materials: Pronunciation-ed- Game Copyright Mike Astbury 2015, mikeeastbury.workpress.com |
Aim: To enable Ss to understand the pronunciation patterns for regular past tense verbs, and be able to better use them in production Secondary aim: Ss will develop speaking fluency skills for talking about past events Ss will develop their listening skills in the context of past events Personal aim: Timing. The last couple lessons I did have been heavy on teacher centered stages, and students have not had enough time for production. My goal is to move through the presentation stages quicker, and leave at least half the lesson for controlled and freer practice speaking activities. |
Context: What Happened Yesterday / Creating a Special Night for Someone How context will be set: Show pictures illustrating various nights out. Have students think about a time when they had a special night. Further illustrate by talking about a special night I created for my wife last night. |
Overall tutor comments on lesson plan: |
Language Analysis Sheet
Language item and meaning | How meaning will be initially conveyed How meaning will be subsequently checked | Form | Analysis or Phonology |
Regular Verbs—Past Simple Tense Used to talk about finished events that occurred at a time before now
| It is assumed that students at the elementary level are already familiar with the general meaning of the past simple, and the main focus of the lesson will be on pronunciation issues. Meaning will only be checked briefly. Meaning will be conveyed through the model text (which is established as taking place in the past). It will subsequently be highlighted with the marker sentence She wants to eat spaghetti. She wanted to eat spaghetti.
CCQs Point to first sentence “Which time is this?” (now) Point to second sentence: “Which time is this?” (before now) Show timeline. “This is now. This is the past--before now.
| Regular past tense verbs are usually formed in writing by adding the “-ed” suffix to the base form. In addition to this general rule, in writing there are a number of additional spelling variations. | The “-ed” suffix has three possible pronunciations: /t/, /d/ or /ɪd/. It is pronounced as /t/ following unvoiced consonants: /p,ʧ,k,f,θ,s,ʃ/. Examples: asked /æskt/ stopped /stɑːpt/ kissed /kɪst/ washed /wɑːʃt/ watched /wɑːtʃt/ It is pronounced as /d/ following voiced consonants: /b,d,ʤ,g,v,ð,z,ʒ,m,n,ŋ,l,r,w,j/, and vowels. Examples: entered /ˈen.tərd/ listen / lɪs.ənd/ planned /plænd/ It is pronounced as /ɪd/ following /t/ or /d/. Examples: wanted /wɑːntɪd/ needed /niːdɪd / |
Anticipated problems with language: Meaning:
Form:
Pronunciation:
| Anticipated solutions: Meaning:
Form:
Pronunciation:
|
Anticipated problems with skills
| Anticipated solutions:
|
Anticipated problems with texts and tasks:
| Anticipated solutions:
|
Stage name | Stage Aim: Why? | Timing & Interaction pattern (When Who?) | Procedure: (What will be done? What will you say?) | Tutor Comments | |
Lead-In | To set the context for the topic and generate interest in the topic. | 5 mins T – S S-S T-S | Set-up: On first slide, display pictures of a special night. T: “What do these pictures show?” Students will be unlikely to guess, so be prepared to give answer. “These pictures show a special night.” (Animation). Teacher points to various pictures and attempts to elicit from students “You could have a special night with…” (boyfriend or girlfriend). “Or…” (best friend) “Or…” (family). Teacher gives the answer in cases where it is not possible to elicit. T: “Think of a time when you had a special night with someone. Talk to your partner.” Task: Students talk in pairs. Teacher monitors to make sure students are on-task. Feedback: Teacher nominates 2 students to share their answer with the class.
| ||
Orientation to Text/ Prediction | To prepare students for the subsequent listening text and generate interest. To generate predictions which will be used in the subsequent gist listening | 5 mins T-S S-S
| Set-up: On slide 2, show picture of teacher and wife. T: “Who is this?” (Students answer. Teacher helps if needed). “Now, my wife is so tired all the time. Can you guess why?” (Students guess. Show picture of baby to confirm.) “That’s right. Because of the baby. She’s so tired all the time now. So, last night, I decided to plan a special night for her.” (Advance to slide 4: “A Special Night”). “These are pictures from the night. Look at the pictures. Talk to your partner. What did we do last night? Don’t write anything.” Task: Teacher gives out cards to the students. Students talk about cards with partner and make predictions. Teacher monitors to see if students are on task. Teacher also monitors for any potential vocabulary problems. No feedback (feedback on predictions will be the gist listening task). If necessary, address any issues on vocabulary using pictures on slideshow. | ||
Model Text: Gist Listening | For students to process the Model Text for general understanding | 5 mins T-S T-S T-S | Set-up: Advance to slide 5. Teacher: “I’m going to read my story. Listen and check. What did you get right? Also, some things in the story are true, and some things are false.” CCQ: “If it’s true, did it really happen? If it’s false, did it really happen?” What things are true? What things are false? Task: Teacher reads. Students listen. “Check with your partner”. Students do pair check.
Feedback: Open Class Feedback. Teacher asks “What was false?” Either elicits from students, or gives them, the answer on slideshow. “I don’t hate spaghetti. I like it. I didn’t climb a tree. I just looked at it.” Teacher collects picture cards back from students. | ||
Clarification: Meaning | For students to understand the meaning of the verbs used in the model text. For students to understand the meaning of the past simple. | 2 mins T--S T--S
| Teacher: “Here are the pictures from the story. What word are they?” Teacher shows pictures. Students say the meaning of the words. Teacher helps when necessary. Teacher shows marker sentences on slideshow: She wants to eat spaghetti. She wanted to eat spaghetti. CCQs: Point to first sentence “Which time is this?” (now) Point to second sentence: “Which time is this?” (before now) Elicit points onto timeline. | ||
Clarification: Form | For students to understand the form of the regular past simple verb | 2 min T--S | Teacher displays marker sentence on slideshow: I asked her what she wanted to eat. T: “How do we form the regular past simple?” (elicits from students “base form + ed” Teacher displays on slide to confirm.) | ||
Clarification: Pronunciation | For Students to understand the pronunciation of regular past tense verbs | 15 min T-S T-S T-S T-S S-S T-S S-S T-S T-S S-S T-S T-S T-S | [n.b. Watch time carefully for this session. This has the potential to go over time, and it is important to preserve time for student production at the end of the lesson. It may be necessary to cut out some sections to make more time.] Teacher, using the same slide, “What sound does the “-ed” make? Listen. “I asked her what she wanted to eat.” Repeat a couple times if necessary. Try to elicit from students that the sounds in “asked” are /t/ and in “wanted” are /Id/. T: “Any other sounds?” Teacher tries to elicit /d/. If impossible to elicit, teacher displays marker sentence “I planned everything” on the slideshow, and models it until students respond with /d/. Sorting Task (Listening) Set-up: Teacher chests worksheet with /t/, /d/ and /Id/ boxes. “I’m going to read my story again. Listen to the verbs, and put your finger where you think the sound is.” Teacher demonstrates putting finger in different boxes. The first sentence is done as an example, “I wanted to make my wife happy. Which box?” (elicit from students) “Work with a partner.” Give out worksheet to students—one per pair. Task: Teacher reads out the story again. Students, in pairs, put their fingers where they think the sound is. Teacher monitors and, if necessary, repeats verbs that he notices the class is confused about the ending of. No feedback. (Feedback is done during monitoring, and in the next stage.) Sorting Task (Cards) Set-up: Teacher shows cards to class. “Put these cards in the correct box.” Teacher does first one as an example. “Work with your partner”. Teacher gives students cards with verbs written on them. Task: Students place each card in the appropriate place on the table. Teacher monitors. If time allows, teacher may re-read the story for students to listen and check their answers, and make any adjustment to their card placement. Feedback: At the end an answer sheet is given out for students to check their own answers. Pattern Recognition Task: Set-up: Teacher: “Look at the works ending in /t/. Are any of the sounds the same?” (e.g verbs ending with k always have the /t/ ending. Teacher gives hints if necessary.) “What else is the same? Work with your partner.” Task: Students work in pairs to identify what sounds commonly come before /t/, /d/ and /Id/ endings. Feedback: Open Class Feedback. Teacher elicits answers up onto table on the whiteboard. Confirming Patterns Task Set-up: T: “Next, put these cards in the correct boxes.” Teacher gives students three additional cards with a list of the sounds that are followed by a /t/, /d/ and /id/ ending respectively. “ Task: Students place the cards on the chart. Teacher monitors. Feedback: Feedback confirmed by monitoring that all students have the correct answer. Also by displaying on the Slideshow. Consciousness Raising: Voiced and Unvoiced Sounds (Time Allowing) Teacher: “Put your fingers on your throat.” (Demonstrates). “Repeat: t, t, t, d, d, d, “In which one can you feel something moving? In which one can you feel nothing moving?” [It’s possible students may have trouble noticing the voicing in /t/ and /d/ because the sound is not sustained, and difficult to produce without a vowel following (and vowels are voiced), so if problems arise, the back-up plan is to switch to /s/ and /z/ contrast.] Teacher writes “voiced” on the whiteboard under the /d/ column. “These sounds are voiced. You can feel your throat moving. These sounds are unvoiced. You can’t feel your throat moving.” Teacher demonstrates by getting students to repeat words and consonant clusters, encouraging students to keep their fingers placed lightly on their throat. “asked /kt/, stopped /pt/ listened /nd/ climbed /md/. Drilling: Teacher asks students to turn the papers over (so they can’t read the words) and drills some of the words—in isolation first, and then in sentences. Depending on time, either do one verb from each pronunciation category, or possibly two. “Listen” (gestures to ear) “asked. asked. Repeat” (gestures to students). asked. asked. (Students repeat chorally, and then individually). “Listen. I asked her. I asked her. Repeat. I asked her. I asked her.” (Students repeat chorally, and then individually). Listen. liked. liked. Repeat: liked. liked. (Students repeat chorally, and then individually). Listen: She liked it. She liked it. (Students repeat chorally, and then individually). Listen. opened. opened. Repeat: opened. opened. (Students repeat chorally, and then individually). Listen: We opened the door. We opened the door. (Students repeat chorally, and then individually). Listen. returned. returned. Repeat: returned. returned. (Students repeat chorally, and then individually). Listen: We returned home. We returned home. (Students repeat chorally, and then individually). Listen. wanted. wanted. Repeat: wanted. wanted. (Students repeat chorally, and then individually). Listen: She wanted to eat spaghetti. She wanted to eat spaghetti. (Students repeat chorally, and then individually). Listen. needed. needed. Repeat: needed. needed. (Students repeat chorally, and then individually). Listen: She needed to eat spaghetti. She needed to eat spaghetti. (Students repeat chorally, and then individually). | ||
Controlled Practice | For students to have a chance to practice the language in a controlled setting | 10 min T-S S-S T-S | Set-up: Teacher gives directions. (Directions are bulleted on Slideshow). “Take a card. Make a sentence using the word. Listen to your partner’s sentence. Did the verb end in /t/, /d/ or /Id/? Put your finger in the correct box. The answer is on the back of the card.” Teacher demonstrates using a couple of cards. Class helps identify the verb ending during the demo. Task: Students play the game in pairs. Teacher monitors for pronunciation errors. If there are any problems, teacher gives immediate correction. Feedback: If there are any errors that are happening repeatedly across the class, teacher may do delayed feedback after the activity. | ||
Freer Practice | For students to practice the target language in a fluency practice | 10-15 min T-S S-S
T-S
| Set-up: “Remember my story? Was all of it true?” (elicit: no, two things were false.) “Think of what you did yesterday. Think of some things that are true, and some things that are false. (Teacher gives students some time to think). “Tell your story to your partner. Listen to your partner’s story, and guess whether it is true or false. What tense should you use?” (elicit: past tense) Task: Students talk in pairs. Teacher monitors, and collects examples of good language use, and errors (particularly pronunciation errors). If time, students repeat the task with a different partner, and possibly a third partner. Feedback: Delayed error correction. Teacher writes up any errors on the board. T: “Look at the sentences and decide if they are correct or incorrect. If they are incorrect, try to correct them.” In pairs, students talk about the errors. Then, in open class feedback, learners supply the correct grammar or pronunciation. |
| |