SEGMENTAL LESSON PLAN 50 minutes

1) Students
My target learners are Undergraduates in their English Literature freshman year program. Their
ages range from 18 to 20 years old. Their reading and writing skills are good but their listening
and speaking skills are below average. They are learning English as a Second language. This
segmental lesson plan is for 50 minutes. There are 18 to 20 students in the class.
2) Goals of the Lesson
Students will be able to recognize the sounds through effective listening practice and should be
able to exact and understand the pronunciation of sounds /l/ and /r/. (I have not included
environment in the goals of this lesson plan since my students are still learning only basics of
pronunciation).
3) Materials and Equipment
Displaying projector for song and sound description, Worksheets, display cards, Lyrics Script &
Cue Cards
4) Lesson Plan

This lesson plan is divided into four Ps: Preparation, Presentation, Practice and Production to
facilitate each activity carried out in the classroom
Lesson Planning Time Activities Script of Teacher and Students and Description of
Activities
Preparation: 5 to 7 minutes Teacher: Good morning Students! How you all are
doing?
Warm up and Objectives Students: Good morning! We are good. How are
you?
Students will be sitting in pairs. Since Teacher: I am good too. Today we are going to work
their listening skill is still in beginning on two new consonant sounds, /l/ and /r/ they belong
stage, students will be facilitated with to same category Liquids but they are different
script of the poem. from one another. Are you ready?
Students: Yes, Maam.

Teacher will play London Bridge is Teacher: Did you like the poem?
falling down, my Fair Lady, it is a 2 Students: Yes.
minutes poem with video and Teacher: Please underline the words containing /l/
subtitles. (Appendix A) and /r/ sounds. Students will underline following
words.

Lyrics London Bridge Fall Fair Lady Build Clay

will Bricks mortar Iron Steel Silver Gold
Presentation: 10 minutes (5+5) Now teacher will pronounce each word by putting
special exaggeration on /l/ and /r/ sounds and asking
students to do same.

Description and Analysis (5 minutes) Teacher: Can you feel any difference with both
sounds?
Students: Yes, for /l/ the tip touches the back of teeth.
Teacher: Yes, but you cannot explain it because for
/r/ sound there is no evident contact between
articulators.
Now teacher will show them the articulation of both
sounds /l/ and /r/ using this website.
http://soundsofspeech.uiowa.edu/english/english.html

Students will understand the articulation of both

sounds.

Teacher: Lets start our recognition of sounds.

Listening Discrimination (5 minutes)
Teacher will turn her back to students and instruct
them that they should raise the display card of the
word they hear.

Teacher will pronounce following minimal pairs

randomly (with no special exaggeration) and check
the responses by looking back each time.

Glamour grammar leader reader law raw collect

correct clown crown clash crash fleas freeze lime
rhyme leech reach jelly jerry

Practice: 15 minutes (5+10) Teacher: Lets practice these sounds in real time
context.

Teacher: Lets check some tongue twisters.

Controlled Practice 5 minutes Students: YES!

Now Teacher will initiate control practice. As this

can get tricky pronouncing within time frame,
teacher will already bring an audio version of these
tongue twisters in her own clear and easy to
understand voice with special exaggeration on
required feature.
 Teacher will distribute the worksheet and play the six
tongue twisters containing /l/ and /r/ sound and let
their students pick the word.

1. Collecting/Correcting the
corrections/Collections is the role/roar of the
elderly/orderly.
2. There are free/flee fleas/freeze for all
royal/loyal royalty/loyalty.

(Rest of worksheet Appendix B)

Teacher will provide the two complementary

Guided Practice 10 minutes (Pair handouts to each pair of students to practice the
work) communication of dialogues.

Activity: My partners Calendar. (Appendix C)

Teacher will provide one cue dialogue example:

T: What are you going to in January? (pointing to cue

card)
T: I am going to classical drama ballet dance.

Now students will follow the instructions and

complete the cue card.

Production: 10 to 12 minutes Now teacher will provide students a flash card

containing following words.
Communication practice (Pair work)
Red, purple, brown, green, gray, black, blue, yellow,
Teacher independent task. copper, silver, maroon, orange, eraser, dress, belt,
pencil, violet, class, friend, little, tall, hardworking,
Teacher will simply monitor the intelligent, late, grade, table, board, chair, lives, likes,
pronunciation, there is no active role rides, writes
of teacher in this activity.
My Mysterious Classmate.

Every person in the pair will take turns to pick any

person from class to describe him/her using above
words.

(Since this is not a guided or control practice, every

pair in the class will have entirely different set of
 sentences from each other, no examples will be
given)

This is assumed conversation.

S1: My Mysterious classmate has blue eyes, green

pencil and black dress.
S2: Is that person girl or boy?
S1: Its a girl.
S2: Is it Ariella?
S1: No! You lost, now its my turn.

Feedback / Assignment: 5 to 6 minutes Now students will be randomly assessed by few of

these humorous sentences said by teacher.

Example:
T: Is dog a loyal animal or royal animal?
S: Dog is a royal animal.

T: Do you hate lies or do you hate rice?

S: (Depends)

T: Do you like to steal the car or steer the car?

S: I like to steer the car.

T: Your belly is full with berries or Your berry is full

with bellies?
S: My belly is full with berries!

T: Do you blush in the morning or Do you brush in

the morning?
S: I brush in the morning!

Now for homework students will be given a list of

ten new minimal pairs containing /l/ and /r/ to use
them in the sentences for further practice and bring
their audio recorded voice in the next class.
Appendix A (Let's fix that bridge!)
(Clap your hands!)
https://www.youtube.com/watch?v=xaXCf_
fPD2k
Bricks and mortar will not stay,
Lyrics: Will not stay, will not stay.
London Bridge is falling down, Bricks and mortar will not stay,
Falling down, falling down, My fair lady.
London Bridge is falling down.
My fair lady. Build it up with iron and steel,
Iron and steel, iron and steel.
Build it up with wood and clay, Build it up with iron and steel,
Wood and clay, wood and clay, My fair lady.
Build it up with wood and clay.
My fair lady. Iron and steel with bend and bow,
Bend and bow, bend and bow.
Wood and clay will wash away, Iron and steel will bend and bow,
Wash away, wash away, My fair lady.
Wood and clay will wash away.
My fair lady. Build it up with silver and gold,
Silver and gold, silver and gold.
Build it up with bricks and mortar, Build it up with silver and gold,
Bricks and mortar, bricks and mortar. My fair lady.
Build it up with bricks and mortar,
My fair lady. London Bridge is falling down,
Falling down, falling down.
London Bridge is falling down,
My fair lady.
Appendix B
This worksheet is adopted from
http://international.okanagan.bc.ca/pronunciation/eslp025unit03.pdf and is modified for the
convenience of the students.
Worksheet for Controlled Practice
Circle the word you listen.
1. Climbing crimes are lures for crowded clowns/clouded crowns.
2. There are free fleas / flee freeze for all the loyal royalty/royal loyalty.
3. It's the right light/light right with the glimmer/grimmer in the mirror/miller.
4. Collecting/correcting the corrections/collection is the role/roar of the elderly/orderly.
5. Are Roland/Lolland and Sally/Sorry rallying here in the rain/lane?
6. Jerry's belly-jerry / Jellys berry-jelly really rankled his broiling/boiling belly.
Audio Version:
1. Climbing crimes are lures for crowded clowns.
2. There are free fleas for all the loyal royalty.
3. It's the right light with the glimmer in the mirror.
4. Collecting the corrections is the role of the elderly.
5. Are Roland and Sally rallying here in the lane?
6. Jerry's belly-jerry really rankled his broiling belly.
Appendix C
Guided Practice: Pair Practice for /l/ and /r/
Student 1: Cue Card
Example:
S1: What are you going to do in December?
S2: I am going to travel to California.
Choose from following box for asking questions from your partner.
What are you going to do in _______________? February April June August October December

January - go to classical drama ballet dance.

March travel in Ireland.
May write an article for a journal.
July take the children to Orlando for Disneyland.
September go on a tour to Sri Lanka.
November watching cricket being played in Netherlands.
______________________________________________________________________________
Student 2: Cue Card
Example:
S2: What are you going to do in January?
S1: I am going to classical drama ballet.
Choose from following box for asking questions from your partner.
What are you going to do in _______________? January March May July September November

February volunteer at library.

April work at the local gallery.
June take a long trip to England and France.
August applying for scholarship in Brazil.
October visit jewelry hub of the world Bulgaria.
December travel to California.
Adopted from Sounds Great book one and modified for the convenience of students.
Display Cards: Selected from https://www.englishclub.com/pronunciation/minimal-pairs-l-r.htm

Glamour Grammar
Leader Reader
Law Raw
Collect Correct
Clown Clash
Fleas Freeze
Lime Rhyme
Leech Reach
Jelly Jerry