student lesson plan - "b" and "v" sounds

Students: Age: 10-12 Level: Mid-intermediate Total time: 65 mins Total Students: 25

Objective: By the end of the class, students will be able to properly pronounce and recognize the “b” and “v” sounds.

Materials: Cross section pictures of proper lip positioning for pronouncing the “b” and “v” sound; vocabulary list of different words that have “b” and “v” sounds (for teacher only)

Set-up: Students’ desks will be aligned in aisles.

Engage: 10 minutes Write a chart on the board with two sections, “b” and “v.” Start the chart off with some sample words (from the vocabulary list) to get the board list started so they can see and hear the different letters and sounds. Students will then be asked to provide words that have the “b” and “v” sound. Answers will be written on the board in a chart. If students struggle to come up with words, I will ask questions referring to words from my vocabulary sheet, (example: What type of animals are ants and butterflies? What type of bug is yellow and black, makes honey and can sting you? What are the letters A, E, I, O, U called? What do YouTube and TV’s play? ) I will then read students sentences containing words that make the “b” and “v” sound and ask them to answer which sound came first (example: I got my dog a bone before going to the vet). Students will answer by either raising their hand in a closed fist, for “b”, or an open hand, for “v”. First read the example sentence and clench or hold my hand open based on words being said to ensure they understand.

Study: 15 minutes I will show students that these sounds are common sounds to mix up as they are both voiced - this can be demonstrated by placing their fingers on their throat and feeling the vibration when producing the sound, or by holding a paper in front of their mouth while saying it. Explain this, and then demonstrate. Have them do the same (place fingers on their throat first while saying the sounds, and then have them try it with the paper.) I will show students the proper mouth position for pronunciation. For “b” both lips are touching and for “v” top teeth are pressed against the bottom lip. As reinforcement, show this mouth positioning with a Cross section picture of the proper lip positioning or draw it on the board.

Activate: 1 minute per child, 30 minutes Students will be split up into three groups; they will come up to the front of the class individually. Each student will draw a card and read a “v” or “b” word in front of the class. Students sitting will answer whether they think the word was a “v” or “b” sound. Correct answers will be tallied on the board for each team, utilizing the closed or opened hand raised technique and a winning team will be declared. If the student is unsure, he or she will first quietly pronounce the word to me before reading to the class.

Evaluation: 12 minutes Do an oral quiz. I will read out a list of 15 “v” or “b” sounding words and students will do their best to spell them. I will collect the slips at the end of class and mark them on proper sound recognition, not spelling.