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Teaching Pronunciation Lesson Plan


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Teaching Pronunciation Lesson Plan

Teaching Pronunciation Lesson Plan
Admin - Nov 15 2015



To get you recognize the different aspects of pronunciation and use of techniques for teaching pronunciation in your real context.

Group 1: Using Pronunciation Techniques

Dictation List:


-          Draw two columns on the board with the headings: first syllable stress and second or third syllable stress.

-          Explain that you will read aloud a list of words from previous lessons. The students have to put the words they hear into the appropriate column. Give the first one as an example to the class.

-          Read the words slowly and check that students are putting them into the correct columns.

Student, engineer, fifty, window, ruler, pencil, a classroom, eraser, fifteen, thirty-five, eleven, basket.

-          In pairs students compare their lists of words

-          If necessary, the teacher can read the word again for students to check.

-          To check the answer, get students to read the words back to you from each list.


Materials for microteaching

1st syllable stress 2nd or 3rd syllable stress
Ruler, student, window, basket, pencil, a classroom, fifty Eraser, fifteen engineer, fifty-five, eleven.

Group 2:



-          Choose two real names of people representing the two sounds: /f/ and /p/ (Phong and Penny)

-          Elicit the following list of nouns from previous units and write them on the board.

Phong Penny


phone, friends, four, forty, five/fifteen/fifty, father, family, factory, floors, flowers

Pencils, pen, people, picture, paddy, parks, police station, planes, pacer

-          Get students to make simple sentences from the list. E.g. “Phong likes flower.” “Penny likes pictures” “Phong likes flowers but he does not like the police.”

-          Student practice making sentence in pairs.

-          E.g. S1: Phong likes phones. But Penny likes pencils.


Pairs (using minimal)


-          Draw two columns for the two sound / / and /t/

-          Elicit the following list of ordinal number with the / / sound from previous lessons and write them on the board.

-          Elicit the following list of nouns with the  /t/ sound from previous units and write them on the board.

-          Get students to make phrases by putting one of the numbers with one of the nouns, e.g., “The third teacher”, “the forth table”

-          Students practice in pairs.


Materials for microteaching:

  / / /t/
The Third, fourth, fifth, sixth, eighth, ninth, tenth Teacher, telephone, television, table, time, temple, town, tree



Break the sentence from the back (not the front) to maintain proper sentence stress. Break words in half for linking consonant endings to words beginning with a vwel. On your lesson plan, mark with slashes (/) where you will break the sentence.

Backchaining can be done with single words too. Break the word up into syllables.

Backchaining a sentence Backchanining a word
On the lesson plan:


Would you like a/cu/p of/tea?

On the lesson plan:



Tea? /buil/
p_oftea? Ble
Cup_of tea? /buil/
Ke-acup-of tea? tab-ble
Like-acup-of tea? /buil/
Would –you like-a cup-of tea? vege/ta-ble

Group5: Finger Correction


Use your fingers to show contractions. Elicit the contraction from the students.

S1. I going to visit Hanoi

T: No [Show little finger to represent [I] what is this word?

S1: I

T: good! What’s next [Show the next finger.

S1: going.

T: No. This is “going” [show the middle finger] (points to the finger before) What is this word?

S1. Am

T: Good [squeezes little finger and next finger together to show I’m] “I am going” or “I’m going.

S1. I’m going.

T. Good. Now say the whole sentence.

S1: I’s going to visit Hanoi

Group 6: SYMBOLS

When student copy down vocabulary or model sentence into their books, get them to copy your pronunciation annotations too – in a different color. Use these symbols:


Symbol Meanings Examples


Mark the vowel of the syllable that is stressed.




Stress letters or syllables ‘vegetable
  Linking It’s        a small school.

Is that your teacher?

/ / Pronetics /eit/ or “ate”


-          The teacher reads out a short dialogue – not more than 6 lines.

-          The teacher then goes back and repeats each line. Students listen. The teacher backchians each line, get choral and individual repetition from the students.

-          As the teacher reads, he or she writes a few key words/symbols on the board to help students remember what the two speakers in the dialogue say to each other.

-          The students build the dialogue from these blackboard ‘cues.’

-          Students practice in open pairs.

-          The teacher or students write the missing words on the card or in their notebooks.

Material for microteaching:

Phuong: What is for lunch?

Thu: There is some meat and rice.

Phuong: Are there any noodle?

Thu: No, there aren’t.

Phuong: Is there any fruit?

Thu: Yes, there is.

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