Learning Oriented Assessment

 
 
 
 
Lesson Plan

Class: A2 level
Lesson focus: Pronunciation of the endings of verbs for third person present simple
Lesson outcome: By the end of the lesson learners will be aware of the correct pronunciation for
the endings of third person singular verbs in the present simple tense; they will have practised
producing the correct endings orally.
Lesson aim: Complete end-of-unit pronunciation test and provide support as needed on problem
areas
Target language: /s/; /z/; /ɪz/ sounds in third person present simple (talks /s/; speaks /s/; plays /z/;
says /z/ ; catches /ɪz/; misses /ɪz/; watches /ɪz/)
Materials/Aids: Handouts – 10 copies of Sound Box worksheet
Anticipated problems: Distinguishing /s/; /z/; matching verbs/sounds

Whiteboard plan - The Sound Box

Listen! Which sound?
/s/ /z/ /ɪz/

Stage Procedure Teacher action Learner action

aim/outcome
Stage 1 Learners look at the Teacher shows the Learners try to identify
Teacher sounds in the Sound three sounds on the the sound at the end of
introduces Box and listen to whiteboard and gives each verb in the
language focus sentences. They sentences: e.g. sentences. If they can,
identify the key verb My friend works hard. they then try to say the
and makes record
in each sentence She studies science. sentences with accurate
of learner and choose which She plays the guitar. pronunciation.
performance sound /s/, /z/ or /ɪz/ Teacher assesses how
through end-of-unit is correct. well the learners can
pronunciation test. identify the sounds in
verbs.
Stage 2 Learners check Teacher assesses / Learners look at results
Teacher assesses answers with records test results and think about where
learner production teacher. If there are and decides whether they have difficulties.
of target language errors, teacher goes to look at sounds in
and decides if to stage 3. more detail.
learners need
more support.
Stage 3 Teacher models Teacher asks: Learners identify which
Focus on the (gives clear oral Which sound is in the sound the teacher is
target language. example) sounds word? Listen! saying, e.g. works /s/;
from the Sound Box misses /ɪz/; plays /z/
on the whiteboard
/s/; /z/; /ɪz/

Cambridge English Teacher © Cambridge University Press and Cambridge English Language Assessment 2015

 
  
 
 
 
Stage 4 Teacher drills the Teacher gives Learners repeat sounds
Further input / sounds (saying example of each focusing on pronunciation.
focus on target each one and sound and gets
language getting learners to learners to repeat as
repeat). necessary.

Stage 5 Teacher points to Teacher listens to Learners try to produce the

Learners get Sound Box sounds, learners’ performances sounds correctly and repeat
further practice of elicits the correct and – if needed – as requested by teacher.
target language. pronunciation of gives another model of
each one from the the sounds.
class. Where
necessary, the
teacher models the
sounds again and
drills again.
Stage 6 Teacher models Listen! Which sound? Learners repeat the verbs
Controlled practice verbs and asks /s/ /z/ /ɪz/ and identify which box each
task learners which box works goes into.
the verb should go goes
into. watches
Stage 7 Sound Box Teacher tells learners Learners complete activity,
Learner-centred worksheet – Over to to work in pairs, saying matching on their own.
practice you each verb aloud and
Matching task – list
then putting them into
of verbs to put into
the correct boxes. the correct box on the
worksheet. Teacher
monitors (checks and
supports quietly as
learners work).

Stage 8 Learners create Teacher asks learners Learners work in pairs

Semi-controlled sentences using the to create sentences creating sentences.
practice verbs. using the verbs given.
Stage 9 Feedback – learners Teacher listens and Learners read out their
Teacher completes provide sentences. corrects, doing new sentences and listen to
an assessment to drills if there are a lot others’ sentences. They
see if of errors in repeat sentences accurately
improvements pronunciation. Teacher if teacher asks.
have been compares performance
achieved. to start of lesson.
 
 
 
 
Cambridge English Teacher © Cambridge University Press and Cambridge English Language Assessment 2015