DAILY LESSON PLAN

I. PREPARATION

Candidate Teacher : Viktoriya POLTAVETS SÖNMEZ (07271045)

School : Mersin University, 3’rd class
Lesson : English
Course : Pronunciation
Skills : Integrated Skills (reading, writing, speaking, listening)
Subject : /v/ and /w/ sounds
Level : Pre-Intermediate
Grade : 8th
CEF level : A2
Age : 14
Duration : 15
Approaches and methods : Audio-lingual Method
Techniques : Reading Aloud, Repetition, Use of minimal pairs, Dictation
Materials : Classroom objects, power point, handouts
Teacher Roles : Facilitator, organizer
Learner Roles : Imitator, active participant

Overall Objectives:

1. Knowledge of pronouncing the aimed sounds.

2. Ability to recognize the sounds in words, words pairs, sentences and tongue twisters during
the activities.
3. Ability to recognize the difference between /v/ and /w/ sounds.
4. Ability to identify sounds of /v/ and /w/ in the words during pair dictation.

Behavioral Objectives: By the end of the lesson, the students will be able to;
1. Find some words that have /v/ and /w/ sounds.
2. Pronounce the aimed sounds correctly.
3. Recognize /v/ and /w/ sounds via minimal pairs and drills.
4. Produce the aimed sounds correctly in pair dictation activity.
5. Use this knowledge while articulating new words.
II.PRESENTATION

1. Warm-up and Motivation

The teacher greets the class and asks “How are you today?” If there is not a problem, the
teacher starts the lesson. She shows students two flashcards (a vine and a wine) and asks ‘Do
you know these flashcards?’ She waits a minute for their answers and says ‘this is a vine.’ by
showing it to the class and sticks the flashcard on the board. Then, she writes the word “vine”
under the related picture and underline /v/ sound. She shows the other flashcard (a wine) and
says ‘This is a wine.’ She sticks the flashcard on the board and writes ‘wine’ under the picture.
Then she underlines the /w/ sound to attract the students’ attention to only these sounds. She
wants them to look at her mouth while she is saying ‘vine’ and ‘wine’. She wants all students
to repeat the words after her.

2. Stating the Instructional Objectives

The teacher tells the students the topic of the lesson and he mentions about the aim of the
lesson to the students “Today, we are going to learn together how to pronounce /v/ and /w/
sounds. Firstly, we will repeat some minimal pairs together and do an exercise related to
them. Then, we will make an activity on our worksheets. Also, you will try to read the tongue
twisters as fast as you can. Finally, you will try to dictate a passage while your pair is reading
for you.

3. Presenting the Instructional Objectives

The teacher shows and explains how “v” and “w” sounds are pronounced. The teacher gives
the handouts that contain all the minimal pairs used in presentation and activities which are
done in the practice and production parts, and she writes the minimal pairs on the board by
reading them aloud. Then, she wants the students to repeat them after her.
Minimal Pairs: /v/ and /w/ sounds

vine wine vest west

vow wow verse worse
vet wet veal wheel
veil wail
viper wiper
roving rowing
III. PRACTICE
In practice part teacher reads some words. The teacher wants the students listen to her
carefully. She wants them to listen and circle the correct one. After the each sentence finishes
the teacher writes the words on the board.

Exercise 1: Listen to the teacher carefully. Circle the word which you hear.

These words are;

1. vine wine

2. roving rowing

3. viper wiper

4. verse worse

5. vow wow

As the second activity, there are sentences including the words with /v/ and /w/
sounds. Firstly, the teacher read the sentences to the students. Then she wants the students
repeat the sentences.
Exercise 2: Listen to the teacher. Read the sentences aloud.

1. Victor’s wife Vicky was very wise.

2. It was very warm all week.
3. Don’t wear your valuable watch this weekend.
4. When will Vick weigh the vegetables?
5. Were you involved in Vivian’s wedding plans?
6. Will we view the video on Wednesday?

In the third activity, there are sentences and in each sentences two different words are.
The teacher wants the students to choose and underline the correct word. She gives a few
minutes for this activity, when the students are ready, the teacher wants them to read the
sentence with the correct word and correct pronunciation of the word. The students gives the
answers one by one but the teacher repeats also each sentence with the correct answer to
check the answers of the whole class so all students can hear the right answer and correct their
answers if they have made a mistake.

Exercise 3: Read the sentences carefully, choose and underline the correct word.

1. My friends had a lot of wines/vines in their basement.

2. His poetry is becoming worse/verse.
3. Her story was disturbed by a wail/veil.
4. A wiper/viper was used in the experiment.
5. Fine wine/vine grows on fine vines/wines.
6. Did you happen to look in the west/vest?

IV. PRODUCTION
In production part there is a dictation drill. The students work in pairs to fulfill this activity.
The teacher divides the students as a pair then she gives the passage ‘Lively Vivian’ to a
student in pairs, but the other student must not see the passage. The students who have
reading passage starts reading and his or her pair try to dictate the passage correctly. The
teacher gives only five minutes for this activity. The first pair completing the tasks will be
winner. The student dictating the passage while his partner is reading comes to the board and
reads what s/he has written. If s/he has written wrong words and pronounced it wrong, the
teacher will correct his or her mistakes. Then, the teacher reads the whole passage at the end
of the lesson to improve her students’ listening skills and provides input flood to teach the
correct pronunciation of the /v/ and /w/ sound in a context.
This is the passage:
Lively Vivian
Living in a wonderful villa in Venezuela, Vivian loves to dive and wade in the lovely sea
every week day. In her villa in the evening, Vivian can jive for five hours on the week- end.
While she serves several clever but waist-watching drinks so her visitors can wet their
whistles, Vivian awaits her favorite visitor, Wild Willy.
 Then there are the tongue twisters. The teacher gives a few minutes to students for
reading tongue twisters. Then the students one by one reads the tongue twisters. The students
try to read them as fast as they can.

These are the tongue twisters:

1. Wendell Vaccario wasted vine after vine.
2. Woolen vests for wailing wolves are worn in the vast woodlands.
3. Varied berries are wetted while Val and Walt whisper in vain.
4. Woodson's waistcoat is weirdly vented.
5. Wise women don't walk in the woods while wolves wander.
6. Vivian, Valerie, and Virginia verbally voiced vivid salvos.
7. Mervin never drivels when vexing wooing vendors.
8. Walt's villa is verging on the weird and vile.
9. Groves of vines veered west along the villain's veranda.
10. For once, weary Wanda's woolgathering lost its vim and vigor.

V. SUMMARY
In a few words, the teacher summarizes the lesson by saying: “Today, we learned some
new words and how to pronounce these words and do activities together. Thank you very
much.”

VI. HOMEWORK:

Write a short story which includes ten v/w sound words that you have learned in this
lesson. Prepare yourself to have this read to the class the next lesson. Thanks to this
assignment, students can not forget the words and the pronunciation of the aimed sounds and
have a chance to practice them until the next lesson.

REFERENCES:
 The pictures are taken from “Google Images”
 Some of the sentences used in practice part, the passage in the dictation drill and the
dialog used as homework are taken and adapted from:
http://international.ouc.bc.ca/Pronunciation/