Topic: Consonant Level: Elementary Aim

Lesson plan

Course title: Phonetics

Topic: Consonant

Level: Elementary

Aim: The aim is to find out which features of pronunciation are essential for clear articulation. Making communicative competence the goal of Language teachings. To teach pupils how to pronounce the consonant sounds in English

Materials: Read and understand 1(#9: New Research on Computer Games)/ markers / worksheets / whiteboard

Time: 45 min

Activity	Objective	Procedure	Time	Mode of interaction	Materials
Warm – up activity	To begin lesson attentively	Teacher attracts pupils’ attention to the lesson by asking questions about topic	7 min	--	Orally
Pre - activity	To explain a new theme and teach how to pronounce consonant sounds	Teacher teaches the pronunciation of the consonant sounds	10 min	In pairs	Handout 1 A/B
While - activity	To practice how to pronounce the consonant sounds and to clarify a consonant sound from other	Pupils do the tasks given by teacher and analyze the task together	12 min	Individual	Handout 2 A/B
Post - activity	To analyze how pupils understand topic	Teacher gives puzzle to the pupils and practice to pronounce the sounds	10 min	Two group	Handout 3
Conclusion	To assess the students and to ask their opinion and give home tasks	Teacher gives some questions related to the topic in order to check pupils’ comprehension and gives home tasks	6 min	Whole group	Orally

Detailed process of the lesson

Warm up

Materials: Orally

Procedure: Teacher asks some question related to the topic to interest pupils to the lesson

Time: 7 min

Sample questions:

1 What is phonetics?

2 What is the sound?

3 How can we divide sounds into groups?

4 What is the vowel?

5 What is the consonant?

Pre-activity

Materials: handout 1,2 / marker/ whiteboard

Objective: to explain a new theme and teach how to pronounce consonant sounds

Procedure: Teacher teaches the pronunciation of the consonant sounds

Time: 10 min

Handout 1 A: What is the consonant. The pronunciation of the consonant sounds





Handout 1B: The pronunciation of consonants /b/, /p/, /c/

The P and B consonants.  These two sounds are paired together because they take the same mouth position.  P is unvoiced, pp, meaning only air passes through your mouth.  And B is voiced, bb, meaning, uh, uh, bb, you’re making a sound with your vocal cords.  To make this sound, the lips will stay together while the teeth part a little bit, pp, bb.  These are stop consonants.  In stop consonants, there are two parts.  There is a stop of the airflow, and a release.  So the stop of the airflow happens, pp, as the lips remain closed, and the release when they part and the air comes through.  Let’s look at the nature of a stop consonant in the sample word nap.  Na–, the lips are together, cutting off the airflow, nap, pp, and they part, the air is released.  Stop consonants at the ends of words or syllables are sometimes not released.

Pronunciations of C The sound of the c depends on the letter that follows:

When the c is followed by h, the two letters together form the ch sound, which is very similar to the the "ch" sound of English in words such as "church" and "cheap." It is never pronounced like the "ch" in "architecture" 

When the c is followed by any other consonant or by the vowel o, or u, it has sound of the English "k" but is slightly less explosive. Note that the English "c" has approximately the same sound when followed by the same letters.

The third sound is the one that varies by region. For most Spanish speakers, including nearly all in Latin America, the c is pronounced much like the English "s" when it comes before an e or i

While activity

Materials: Handout 2 A, B/ worksheets/ marker/ whiteboard

Objective: To practice how to pronounce the consonant sounds and to clarify consonant sounds from others

Procedure: Pupils do the tasks given by teacher and analyze the task together

Time: 12 min

Handout 2 A:

Listen to the words carefully and then write the letter /b/ /p/ /c/ in each words.

1 Te..hno..ho..es

2 So..ial

3 Intera..t

4 ..ommuni..ation

5 ..rutality

6 ..umbing ..own

7 ..reativity

8 Justifie..

9 Lo..es

10 Vi..eo Games

Solution:

1 Technophobes 2 Social 3 Interact 4 Communication 5 Brutality

6 Dumbing down 7 Creativity 8 Justified 9 Lobes 10 Video Games

Handout 2B: Find the letter in each sentence instead of free space.
1. The heavy ..oor ..losed with a ..ang.

2. The ..og ..arked at the ..ats.

3. The au..ience ..lapped at the en.. of the play.

4. The tap in the ..athroom dripped all night.

5. The trees rustle.. in the win...

6. I kno..ked on the door before I entere.. the room.

7. The wheel on his ol.. bicycle squeake...

8. He always mutters when he is annoye...

9. Her ..up rattled on its sau..er.

10. She s..reamed when she saw the ghost.

Solution
1. The heavy door closed with a bang.

2. The dog barked at the cats.

3. The audience clapped at the end of the play.

4. The tap in the bathroom dripped all night.

5. The trees rustled in the wind.

6. I knocked on the door before I entered the room.

7. The wheel on his old bicycle squeaked.

8. He always mutters when he is annoyed.

9. Her cup rattled on its saucer.

10. She screamed when she saw the ghost.
Post activity
Materials: Handout 3 / worksheets / whiteboard

Objective: To analyze how pupils understand the topic

Procedure: Teacher gives puzzle to the pupils and practice to pronounce the sounds

Time: 10 min

Handout 3: Crossword related to the topic

Across

2. To make a loud, high noise with your voice because you are afraid, hurt, or angry. (6)

4. The sound made when breathing out heavily because you are annoyed or unhappy. (4)

5. To speak quietly so that your voice is difficult to hear, often when complaining about something. (6)

9. The sound made by small amounts of falling water, such as from a tap or gentle rain. (4)

10. The sound made by suddenly breaking something long, thin and hard in two. (4)

11. To make a noise by hitting something, especially a door, with your closed hand. (5)

13. To make a sound by breathing air out through a small hole made with your lips. (7)

16. The sound of something falling into or moving in water. (6)

17. To close with great force. (4)

Down

1. To make a noise like something knocking repeatedly. (6)

3. The sound made by a bell, also used to describe the sound made by a telephone. (4)

4. To make a short, high sound. (6)

6. The noise made by striking something gently. (3)

7. To move about and make a soft, dry sound, usually paper or leaves. (6)

8. The short, loud sound that a dog makes. (4)

12. The sound made when you hit your hands together, often repeatedly, to show that you enjoyed a performance. (4)

14. The long, sad sound made by a dog or wolf (wild animal like a large dog). (4)

15. A sudden, loud noise. (4)

Solution

Across 2. SCREAM 4. SIGH 5. MUTTER 9. DRIP 10. SNAP 11. KNOCK 13. WHISTLE 16. SPLASH 17. SLAM

Down 1. RATTLE 3. RING 4. SQUEAK 6. TAP 7. RUSTLE 8. BARK 12. CLAP 14. HOWL 15. BANG

Conclusion

Materials: Orally

Objective: To assess the students and to ask their opinion and give home tasks

Procedure: Teacher gives some questions related to the topic in order to check pupils’ comprehension and gives home tasks

Time: 6 min

Home tasks: To practice and memorize pronunciation of consonant sounds