Difference between revisions of "Final -ed Pronunciation"
(Created page with ":'''Name of Teacher:''' Lauren Sorondo :'''Class/Grade/Language Level:''' Junior High School 1st grade 3rd trimester and up :'''Textbook and specific lesson:''' New Hori...")
Latest revision as of 19:45, 14 July 2014
- Name of Teacher: Lauren Sorondo
- Class/Grade/Language Level: Junior High School 1st grade 3rd trimester and up
- Textbook and specific lesson: New Horizons 1, Unit 11, page 104: Past-tense -ed pronunciation
- Goal: Students will be able to determine the correct pronunciation of final "-ed" from /t/, /d/, and /Id/
- Preparation: Worksheet, blackboard example set-up, verb cards.
- Class time: 45-50 minutes
T= teacher Ss = students V = Verb
Row-game: Quick Vocab review, w/ emphasis on Past Tense of regular V
|T asks Ss how many regular past-tense V ending sounds they think there are.||To gauge extent of Ss knowledge||2 min|
|T introduces concept of different phonetic ending to regular verbs||To introduce the lesson and correct Ss' possible misconceptions (if any)||2 min.|
|On the board, T draws three columns (one for each phonetic sound /t/, /d/, /Id/) and places two V under each corresponding column. T asks Ss to read aloud and repeat the verbs, paying close attention to the different phonetic endings||To provide a base example for the following activity.||5 min.|
|T gives Ss pronunciation worksheet and explains activity (using the examples placed on the board, tell students to think about what is in common between the two Vs in each column, then place the Vs on their WS in the correct phonetic ending column); answers Ss questions about activity||To initiate activity and ensure Ss understanding of the activity||5 min.|
|Ss complete 1st part of the worksheet, placing present tense V in proper past-tense ending column||Ss think critically to place verbs in correct columns using what knowledge they have of past-tense endings||3 min.|
|Together, T and Ss discuss answers||To gauge student grasp of the material and correct mistakes||2 min.|
|T introduces correspondence b/w plain V phonetic ending and Past Tense phonetic ending||To teach Ss how to distinguish when to use Past Tense phonetic ending||3 min.|
| Divide Ss into three groups: /t/, /d/, or /Id/ (If you have a large class, make two different sets of each, splitting the class in two). Give each group a pile of infinitive V cards. In their groups, Ss sort through their piles and decide which endings they take (/t/, /d/, /Id/).
Students then need to "barter" with the correct groups, i.e. giving all the /Id/-ending Vs to the /Id/ group, and retrieving the cards that belong to their group. This may take convincing, so students should say "it ends in /k/, so the end is /t/" to convince. If a group believes a card does not belong to them, they are allowed to reject it.
|Ss practice distinguishing endings given the new information learned in the activity.||10 minutes|
|As a class, each group presents briefly the cards that fall under their ending. Teacher simultaneously adds those V to the board and corrects where necessary. The group with the most correct is the winning group.||Ss practice reading their cards aloud and T can give individual feedback||5 min|
|T answers any remaining questions and recaps the lesson||To clarify Ss questions/concerns and close the lesson in a focused way||5 min.|