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.

PROCEDURE
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

PROCEDURE

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.