Pronunciation Lesson (S Ending)

Teacher/s: Vincent Phinouwong

Level: Advanced 1
Date/Time

Goal: Students will be able to listen for gist and details

Objectives (SWBAT):
Students Will Be Able To
1. Audibly differentiate between three pronunciations of s endings.
2. Accurately produce the three different pronunciations of s endings.
Theme: Food
Extensions:

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Time

Activity 1:
Listening activity for
pronunciation practice
on page 11

1.1 Pre-Stage:
T presents slide with three words on it
(peaches, carrots, hamburgers).

T-SS

Who can read these three words for

me?
T nominates S to read words. After S
reads the words aloud, T reads the
words aloud as a model for SS
Transition to #2:T
instructs SS to now
close their books, as
they will now have a
chance to freely practice
their pronunciation.

These three words are plural nouns.

Are the s endings in these words all
pronounced the same way? Practice
saying these words to each other in
pairs and think about why the s sounds
are different in each of these words.

SS-T

SS-SS

T elicits why certain s endings produce

different pronunciations. T has SS hold
their hands to their throats as they say
the words in order to distinguish
SS
between the sounds. T presents
PowerPoint slide with rules for SS to see
and leaves slide up for the following

10

activities.
1.2. During Stage:
Now that we know the rule for
pronouncing s endings, lets do a
listening to see if we can hear the
difference. Everyone open their books to
page 11.
In this passage there are 10 underlined
words, I would like you to read through
the passage by yourself. As you are
reading, make prediction about how the
underlined words are pronounced. After
you have finished reading and making
predictions, check your predictions with
a partner.
SS work individually, then in pairs
Now we are going to listen to this
passage and as you are listening, I want
you to check your predictions.
Students listen and check their answers
individually.

10

SS

SS-SS

SS

1.3 Post-Stage:
If needed, audio can be played a second
time for students to resolve any
differences.
T nominates SS to read the underlined
word.
In pairs, I would like you to practice
reading the passage. Each person will
read the passage for his or her partner.
While you are listening, I want you to
check your partners pronunciation.
In pairs, students practice reading the
passage aloud to one another. Teacher
monitors, checking for pronunciation
errors.

10

SS-T

SS-SS

Tangible Outcome & T. feedback/peer

feedback: T opens up class for
feedback.

Activity 2:
Listening dictation and
pair work

SS-T

2.1 Pre-Stage:
For this next activity, I need everyone to T-SS
take out a pen or a pencil and one piece
of paper.

Can everyone write tomato on their

paper?
T checks to make sure everyone has
successfully written tomato on his or
her paper.
Great, for this next activity, I will read 10
words for you, you need to write down
the words on your piece of paper, just
like you did with the word tomatoes.
2.2. During Stage:
T reads the words aloud for the SS. After T-SS
repeating the list twice, T asks SS to
raise their hands if they need a word to
be repeated. SS compare answers in
pairs.
Now individually, I want you to change
the verbs on the list to the third person
singular form, and the nouns on the list
to the plural form.
After you have changed the words,
compare your answers with a partner
and decide how the s ending for each
word is pronounced.

10

SS

SS-SS

T checks the pronunciation of the words

by nominating pairs to give the words for
the class.
10
2.3 Post-Stage:
Now I want everyone to make their own

list of words. Think of 6 singular nouns

or base verbs and write them down on
your paper.
When you have finished making your
list, find a new partner and read your
word list to your partner. Then, have
your partner read your list back to you
with the correct s endings. Make sure
you check your partners pronunciation.
SS stand up and find a person they
havent spoken to. SS must mingle with
two other students.
Tangible Outcome & T. feedback/peer
feedback: T selects a students list and
puts it up on the doc cam. Class goes
over pronunciation and teacher corrects
pronunciation errors made by students.

SS

SS-SS

5
SS-T

Materials:
PowerPoint Slides, In Charge 1, List with 10 verbs/nouns
Anticipated Problems & Suggested Solutions:
It may take students some time to understand why some s endings are voiced while
others are voiceless. Be prepared with plenty of examples and urge students to put their
hands on their throats so they can feel the difference between voiced and voiceless
sounds. Another method is to have students hold the final s sound for 5 seconds after
they pronounce a word, it may be difficult to get them to do this, but it really helps them
distinguish between the voiced and voiceless s
Try not to use too much meta-language as this may confuse the students.
Be sure to let students know that the s ending rules apply to both plural nouns and third
person singular verbs.