AESEOB KIM TECHNOLOGY LESSON PLAN: PRONUNCIATION /F/ AND /V/

Lesson Plan for 3rd Grade English Language Learners in Korea

Aeseob Kim
Azusa Pacific University
Professor Jody Fernando
TESL 501
July 20, 2014

AESEOB KIM TECHNOLOGY LESSON PLAN: PRONUNCIATION /F/ AND /V/

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Lesson plan
Audience
This lesson is designed for 3rd grade elementary school students in a
public class room in Korea in an urban area. There are around 36
students who are all 8-year-olds, and most of them already know the
alphabet and some English words in urban area. The activities can be
used with learners of various language backgrounds.
Learning outcomes
Ss will be able to listen and distinguish between the voiced and

voiceless fricatives: /f/ and /v/.

Ss will be able to appropriately produce /f/ and /v/ through engage in

various activities.
Ss will enjoy exercises and improve their listening, speaking, reading

and writing with /f/ and /v/.

Rationale

The 3rd grade elementary school children in Korea usually start to read
English words as people say them by listening to Korean teachers,
foreign teachers, or audio files from the internet without appropriate
explanations about the phonics of each letter and considering the
syllables of the words. Thus, the students pronunciation is diverse;
many students have poor pronunciation, while a few are very accurate,
like native speakers. In addition, voiced fricatives /v/, voiceless
fricatives/f/, and voiceless stop /p/ are represented by only one
consonant,,in the Korean language, which means it is hard to
distinguish the difference among the letters if students only listen. The
teacher should teach how different they are and how students can
pronounce them the right way. However, even though this importance
of pronunciation in English, many teachers have less confidence in
their own pronunciation. Therefore, we can use the technological help
from the internet materials as a supplementary resource.

Listening and pronunciation are interrelated, so both differentiation and

production must be practiced. The students are grouped the first time

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as a class, then in moderate groups, then in small pairs, and then as

individuals so as not to place a big burden on them.

After the students listen to a lot of computer sounds or their teachers

voice, they try to speak and read through a series of activities using
the easy vocabulary words in order to focus on /f/ and /v/.

Procedure
1. Lets sing a song (introduction to sounds)
o Materials: Five little speckled frogs https://www.youtube.com/watch?
v=fF32P24lUCA)

o objective : Ss interest will be engaged and they will implicitly be

exposed to the sound of F through this song
o Time : 5 minutes
o Procedure: The students watch the song two time; first time, they
just listen and enjoy the song and second time, they will count how
many time do you listen the sound F. The teacher explains about
todays lesson, which is the sound /f/ and /v/.
2. Listen and speak with a video clip for /f/ and /v/ sound
o Materials : maple leaf learning -/f/ ring card phonics (
http://www.youtube.com/watch?
v=ItrfqZYLBEE&list=PLuRmeiKTrQg_edgAytawo27zas3X-3fk2 )
o Materials : maple leaf learning -/v/ ring card phonics (
http://www.youtube.com/watch?
v=lddgX1tdUDE&list=PLuRmeiKTrQg_edgAytawo27zas3X-3fk2 )
o Objective: Ss will listen and repeat while watching video clips
because there is time for students turn.
o Grouping : Class -> group work
o Time : 5 minutes
o Procedure: after Ss watching the video two times, Ts can ask to sing
along as a group. There are ten words which are fan, fish, foot, fork,
feather, vest, vacuum, volcano, vegetables, and violin.
3. Flash cards Snap Snap Snap (vocabulary and production of /f/
and /v/)
o Materials : flash cards (see appendix 1)

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o Objective: Ss will be introduced to new vocabulary; they will

understand and experience by practicing producing /f/ and/v/; and
they will be able to pronounce key vocabulary with clarity.
o Grouping : class -> individual work
o Time : 5 minutes
o Procedure: Ss will put their top teeth on their bottom lip and
breathe out and they will see their mouth with a mirror while they
pronounce /f/ and they do not feel vibration in neck. They will
practice fan, fish, foot, fork, and feather. For /v/ sounds, everything
is the same with /f/ except from feeling vibration in vocal cord. So
the teacher practices with the students: vest, vacuum, volcano,
vegetables, and violin. Most Korean people have a hard time to
produce /v/ sound, so Ts should let the students practice /v/ more
than /f/. Now they will know the difference between /f/ and /v/
sounds. After practice, If Ts points at the picture, the students will
answer the words as class.
o Ss will mix the picture cards on the desk with the same flash cards.
Ts will speak a vocabulary word and Ss will snap the picture they
hear with their hands and the first S to snap the card gets the card.
This will continue until no cards on the desk.
4. Minimal Pairs /f/ and /v/ (listening, speaking and reading)
o Materials : handout (use appendix 2)
o Objective: Ss will practice their listening skills by differentiating
between Tspronunciation of the /f/ and /v/ minimal pairs through
expanded vocabulary. Ss will recognize more examples of
pronunciation of the /f/ and /v/ to increase vocabulary.
o Grouping : class and group
o Time : 10 mins
o Procedure: Two Ss will take the handout and T will speak a
vocabulary word and Ss will circle it on the sheet. After T speaks,
one of the Ss in each group will be a teacher and do it as T did.
5. Name and Race with your partner (speaking and reading)
o Materials : two sets of flash cards (use appendix 1)
o Objective: Ss will be practice their speaking and reading skills of the
/f/ and /v/ minimal pairs. First time Ss will use picture cards and
then word cards which are upside down to increase vocabulary
recall.
o Grouping : class and pairs
o Time : 15

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o Procedure : First with picture cards, two Ss put the two sets of cards
in a line on the desk, each S starts from each edge. When the game
starts, each S starts to name and point the picture as the S goes
down the list; for example, fan-fish-vacuum, etc Wherever the two
students meet they have to stop there and play rock paper scissors.
The winner keeps going the same direction and the loser back to
his/her start. Ss have to go on the other edge as fast as they can.
Whoever gets to the opposite end from where he/she started will
win this game.
6. Find more ! (find more F and V)
o Materials: Google slide
(https://docs.google.com/a/apu.edu/presentation/d/1wlOfE3jbd24Y2y_iz8B
VCCsxDstEkz7svg2uBcu9FaU/edit#slide=id.p)
o Objectives: Ss will find more words included /f/ and /v/ through the
clip arts. Some students can find and shout if they know the English
word
o Grouping: classroom
o Time: 5 minutes
o Procedure: The Teacher shows the slide included many clips arts. If
the students find the English words pronounced /f/ or /v/, the
teacher writes the words on the board. Ss will expand more words
than the words of todays lesson.
7. Homework (using computer with parents)
o Materials: Edmodo
o Students have to find at least three words that should be included /f/ or /v/
sound at home , such as file, five, film, very , video, and voice, and they
have to share those words through the class Edmodo.

Evaluation
Ss progress will be continuously evaluated by how they participate and
complete each of the activities. T will assess Ss understanding and ability
through listening to how they produce sounds as well as observing their
pronunciation of the activities which are snap snap snap, minimal pairs, and
name and race. In addition, the Ss stories will be collected and reviewed,
and the final assessment will be done through the homework assignment
where individual Ss ability in vocabulary recall, sound production,
differentiation, and minimal pairs and find more will be exhibited through the
acting exercise.

AESEOB KIM TECHNOLOGY LESSON PLAN: PRONUNCIATION /F/ AND /V/

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Appendix 1

fan

fish

foot

fork feath
er

vest

vacuu volcan
m
o

vegetabl
es

violin

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Appendix 2

Minimal Pairs /f/ and /v/

1. (Activity 1) Listen to your teacher saying to the words in Column 1 and
Column 2 below, and they mark what you listen.
Column 1

Column 2

fan
fine
fault
safe
lift

Van
Vine
Vault
Save
lived

2. (Activity 2) Listen to your teacher saying two works from (Activity 1). If
the words are the same, circle S below. If you think the words are
different, circle D below.
1. S D
2. S D

3. S D

4. S D

5. S D

3. (Activity 3) Imagine you are the teacher now! Work with your group
members and repeat the activities above. Then take a turn the role.

AESEOB KIM TECHNOLOGY LESSON PLAN: PRONUNCIATION /F/ AND /V/

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Lesson Plan Analysis

I chose to use simple technology such as YouTube, Google slides and

Edmodo for the lesson and homework. I believe that using appropriate
materials would present the students with a realistic way to view language,
especially in its intended context, as well as offering a source of motivation.
However, in my classroom situation, it is hardly implemented because of lack
of hard ware such as tablets PCs or an interactive white board. However,
usually I have a CD for the curriculum of our textbook. The curriculums CD is
the main material of the lesson, providing the purpose and foundation for
what the students needed to learn. Unfortunately, I did not have it in the U.S,
so I created the lesson plan without a CD of the textbook and a real textbook.
Implementing YouTube often caused me to adjust to different types of
learners and learning needs, as presentation tools. When I found appropriate
and authentic material directly related to the lesson in the YouTube, my class
would l benefit from not only listening to me audibly, but they will be able to
see the language and questions posed to them. Especially, for the
pronunciation lesson, technologies are very useful because most non-native
teachers struggle with specific pronunciation and they have less confidence
in their pronunciations rather than reading or writing skills. PowerPoint and
Google slide, used by me for the first time, also allow the teacher to present
the target language visibly in a clean, organized fashion, while using not
simply words but pictures directly from target words. These presentation
programs are often provided to the students to better enable them to recall
information but also to see the key words and their meanings in a different
way. This is the first time I used the Google slide. The reason why I give
homework to use Edmodo is that the students in Korea are not allow using
their cell phone at school, even though most students have it. Therefore,
when they go home or to other places, they can send homework with
Edmodo. Sometimes, my students and I feel more comfortable with

AESEOB KIM TECHNOLOGY LESSON PLAN: PRONUNCIATION /F/ AND /V/

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exchanging texts, so I definitely sure that everybody in my classroom can

turn it in through the Edmodo.
I also believe that children learn doing (Dewey, J), so when I make a
lesson plan, I tend to create some activities instead of having the students
be passive learners. The intention of using technology in my class is usually
to attract and keep the students interest, and also to maximize learning
through technology not only watching. I considered this factor whenever I
choose some additional resources.
Overall, there are many more possibilities when incorporating
technology into a lesson plan for ESL children because the use of technology
helps to reinforce the topic of the lessons. It also helps to engage students.
Technology affords teachers the possibility to lengthen the lesson where
appropriate, and gives us the tools to help empower independent critical
thinking students.

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References
Heidi(unknown). How to Teach the F Sound and V Sound. Retrieved from
http://mommyspeechtherapy.com/?p=1870
Unknown. (May 7, 2011). Maple leaf learning -/f/ ring card phonics. Retrieved
from http://www.youtube.com/watch?
v=ItrfqZYLBEE&list=PLuRmeiKTrQg_edgAytawo27zas3X-3fk2
Unknown. (April 24, 2011). Maple leaf learning -/v/ ring card phonics.
Retrieved from http://www.youtube.com/watch?
v=lddgX1tdUDE&list=PLuRmeiKTrQg_edgAytawo27zas3X-3fk2
Unknown. (Oct 10, 2013). Five little speckled frogs. Retrieved from
https://www.youtube.com/watch?v=fF32P24lUCA