Students:
Age: 10-12
Level: Mid-intermediate
Total time: 65 mins
Total Students: 25
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Objective:
By the end of the class,
students will be able to properly pronounce and recognize the “b” and “v” sounds.
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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)
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Set-up:
Students’ desks will be aligned in aisles.
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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.
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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.
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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.
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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.
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