Step 1- Present the sound through a story.

Skills: listening and speaking Technique: Answer questions

Interactive pattern: T-S Time: 5-8 minutes.
I heard a story about a car accident that I want to share with you. Here are some questions to think about, so
listen carefully. (T gives out a copy of the questions and goes over the questions to see if they all understand
what they have to listen for.)

1. Where was the accident, on a bridge or a highway?

2. What kind of vehicle was it?
3. Who was driving?
4. Was he driving carefully or dangerously?
5. What was he doing before he drove?
6. Was anyone injured?
7. What happened to the driver?

T: Now listen to the story.

Two jeeps crashed on a bridge in January. A man named George John was driving the larger jeep. He was
driving very dangerously because he had been drinking soju*. The other jeep went over the edge, and two
kids were injured. Now George is in jail.

*soju is a Korean alcoholic drink.

[T checks comprehension of the story and writes down the key words that contain the sound /d/. At this
point, T will not correct the sound /d/]

T: Where was the accident, on a bridge or a highway?

S: A bridge (T writes bridge on the board.)
T: What kind of vehicle was it?
S: A jeep (T writes jeep on the board.)
T: Tell me, who was driving?
S: George John (T writes George and John on the board.)
T: Was he driving carefully or dangerously?
S: Dangerously (T writes dangerously on the board.)
T: What was he doing before he drove?
S: Drinking soju (T writes soju on the board.)
T: Was anyone injured? (T writes injured on the board.)
S: Yes, two kids.
T: What happened to George?
S: He went to jail. (T writes jail on the board.)
T: And do you remember when the accident happened?
S: January. (T writes January on the board.)
Step 2: Elicitation and systematization on the board. Skills: listening and speaking Technique: concept
questions and brainstorming words with /d/. Interactive pattern: T-S Time: 10 minutes Aids: the
board.

T: [Circles all words containing the letter j ] Look at these words (January, jeep, John, soju, injured, jail.)
What letter do they have in common?
S: j
T: Thats right. And how do you say this word? [T points to January and corrects student if necessary.]
S: January.
T: Now, are there any other words that have a different spelling, but have the same sound as j /d/ in
January?
S: Bridge.
T: Right, so even though its spelled dge, you still pronounce it with the sound in j. What other words on the
board are spelled dge.
S: edge.
T: Look at the list and find the other words with this sound, but with a different spelling.
S: George, larger.
The board will look like this:

T: What are some other /d/ sounding words? Can anyone think of other words with that sound?
S: Answers will vary. Possible answers: job, juice, orange, Jane, gin, just, etc.
T writes new words under the corresponding letter in the chart above. Then, circles the highlighted portions
of the words and writes /d/ as a title over the chart.

Production stage
Activity 1: Identifying minimal pairs /t / and /d/ Skill: Listening and speaking Technique: skim listening
and mechanical drilling. Interactive pattern: T-S Time: 5 minutes. Aids: board

T: Listen for the word that contains the sound /d/. Write down 1 or 2 after each minimal pair. (The
students will not see the written words.) For example: 1- H 2- age
Which one contains the sound /d/?
S: Number 2
T: Correct. Now, what about these words? (Note: the correct words are in bold.)

choking joking
Jane chain
chilly Jilly
cheered jeered

T checks answers, models the words and writes the pairs on the board. T gets the SS to repeat the minimal
pairs in turns.

Note: the difference between these two sounds is voicing; the vibration (/d/) or lack of vibration (/t /) of the
vocal folds. MAKE THEM TOUCH THEIR THROATS WHILE THEY SAY THESE SOUNDS.
Activity 2: Identifying minimal pairs /t / and /d/- Skill: listening and speaking- Technique: Circle the right
word- Interactive pattern: Pair work
Time: 5 minutes Aids: handouts with list of words and minimal pairs

T pairs SS up and gives Students A a list of words and Student B a list with minimal pairs. Student A has to
read the words on his/her list and Students B has to circle the words they hear. In this way, Ss can test each
other for which word contains the sound /d/

T checks students answers and corrects when necessary.

Activity 3 Identify the sound in sentences. Skills: reading, listening and speaking- Technique: circle the right
word and repetition Interactive patterns: individual and pair work Time: 5 minutes Aids: handouts
with sentences.

T gives the students the following sentences and gets them to read the sentences silently and underline
the /d/ sound. Then they must have their partner correct their paper. Ss will take turns reading the words
aloud. (Peer corrections should be encouraged.)

1. Hes the manager of the travel agency in Chester.

2. Many ginger-haired people live in this village.
3. My trainer at the gym is German.
4. Sam joined the club in July.
5. Lea is jealous of her Japanese friend.
6. The sargeant wears his badge with honour.

Production stage

Aim: to produce the sound accurately and fluently through a story and roleplaying activities.
Activity 1: Jacks First day of school Skill: speaking and listening Technique: creating a story using
pictures Interactive pattern: pair-group work Time: 10 minutes Aids: Pictures: Jack, orange juice,
pajamas, gym, German class, jacket, jeans, jeep, Jasper Elementary School, jam jar, and jelly beans.
Using the pictures, the students must tell a story about Jack and his first day of school, in pairs. Then they
must share their stories with the class.

Activity 2: Interviews Skill: speaking and listening Technique: Roleplaying- Information gap activity
Interactive pattern: S-S Time: 15 minutes- Aids: role cards.

T pairs SS up and distributes the handouts for the roleplaying. Student A has to use questions to find out
information about their partners job and complete the chart. Student A has information on his job. Then,
they must switch roles.
(Student As expected performance- Possible questions:
What is your job? Do you enjoy your job? How long have you worked at your job? Where do you do your job?
What do you do every day?)
Student As card

Student Bs card

1-You are a jam taster. You really like your job, but dont like your manager, Janet. You began working in
July 2006. You work at a store called Janets Jams. Every day you get to taste a new and delicious jam.

2-You are a fudge taster. Your job is enjoyable. You began working for this company in June 2013. You work
with your manager in a small fudge making factory. Every day you binge on chocolate fudge.

3-You are a travel agent. Your job is not enjoyable. You began working in July 2000. You work in a small
office with your manager and two diligent co-workers. Every day you tell people to go to the Golden Gate
Bridge.

4-You are a singing contest judge. You enjoy your job. You began working in January 1999. You work in a
building near a bridge. You judge singers every day.

5-You are a jet pilot. You think your job is great, but it can be dangerous sometimes. You began working in
June 2001. You work on a different jet every two weeks. Every day you manage your agenda.