Teaching learners to pronounce words ending in “s” correctly is a positive step towards a better mastery of the language’s pronunciation system.
|The objective:By the end of the lesson, my learners will be able to express their abilities, inabilities, interests and personality using words and verbs ending in “s” with a different pronunciation.
Target competencies: Interact_ Interpret_ Produce
Domain: Oral_ written
Target structure: Verbs and words ending in “s”
Materials: WB_ strips_ scrambled sentences_ envelopes
Pronunciation: Of the practiced words, final s.
|Core values||Cross-curricular competencies|
|_Being helpful while working with others.
_Valuing group work.
_Respect and turn taking when asking and answering.
_Being responsible and self-confident.
_The learner can interpret and identify sounds.
_He can interpret verbal messages.
_He can work in pairs or in small groups.
_He can assess his work and his peers.
_He can strategies for listening and interpreting oral discourses.
_He can develop effective study methods.
_he can mobilize his resources efficiently and manage his time rationally.
_He can use role plays to communicate and practice the target structure.
Personal and social competencies:
_He socializes through oral and written messages.
The teacher divides his learners into small groups of four and provides each group with strips of papers that contain scrambled sentences.
The pupils work in groups to order the words and to get coherent sentences.
When time is up, the teacher asks each group to choose a representative to visit the other groups to compare their answers and to evaluate their work.
Next, the pupils pass to the board to write the sentences.
The teacher asks learners to read them, then he reads them himself again with an emphasis on the pronunciation of the sound “s”.
The teacher asks the groups to draw a table of three columns and to classify the words that have the same sound in the same column.
When they finish, they correct on the board. After that the teacher sticks three cards on the board containing the sounds /s/, /z/,/iz/.
/S/ /Z/ /IZ/
The learners pass to the board and put each card in the right column.
The teacher writes an incomplete rule, the pupils look at the examples and try to complete the written rule on the board.
Pronunciation of the letter « s »
- “s” is pronounced /s/ after the following sounds:
/p_ t_ k_ f_ θ/
- “s” is pronounced /z/ after the following sounds:
/b_ d_ g_ v_ ð_ l_ m_ n_ ŋ_ r+ vowel sounds and diphthongs.
- “s” is pronounced /iz/ after the following sounds:
/s_ z _ ʃ_ ӡ_ tʃ_ dӡ
The given sentences contain pictures to facilitate the task for slow finishers .
After setting the rule, the teachers can move to the communicative tasks.