Introduction to the OutDoors

Throughout the lesson, students will focus on improving their English pronunciation while exploring vocabulary related to outdoor activities. Students will learn to recognize and produce specific English sounds through guided practice using the International Phonetic Alphabet (IPA). They will activate background knowledge about outdoor activities through a warm-up discussion and connect new vocabulary to their personal experiences. Using a pronunciation bingo activity, students will apply what they have learned in a fun, communicative way that reinforces accurate pronunciation and builds confidence using spoken English to discuss outdoor topics.

The following materials are needed to start class: 

• Slides: Appendix A

• Warm-up Prompts: Appendix A (Slide 2) 

Introduction:

• Present the silent warm-up activity for students to complete as they arrive (Slide 2, Appendix A)

• Have a few students share out what they wrote down

  1. On the board make note of which words or sounds students say are difficult to pronounce so you can address them later

• Introduce the unit’s subject: Introduction to the Outdoors

• Explain objectives for today’s lesson and agenda

Pronunciation Lesson:

• Inform students that we will now move into a pronunciation lesson

• Introduce each sound written in IPA at the top of each slide (slides 4-12, Appendix A)

  • Make sure to pronounce each sound slowly and clearly. Have students repeat the sounds back to you as a class

  • Read off the example words on each slide. Have students repeat words back to you as a class

  • After each sound, ask students to think of a few words that contain the sounds being taught.

• Remind students that the IPA symbols don't always look the same as the English spelling

• Next introduce and define the vocabulary on slide 13 of Appendix A

Assessment (Fluency Exercise)

• After completing the Bingo activity, inform students that they will be moving into a discussion with a partner

• Have students find a partner and give a thumbs up when they are in pairs

• Once everybody has found a partner, proceed with the discussion instruction on Slide 17 of Appendix A

  • Each student will chose one of the vocabulary words they found the most difficult to pronounce

  • Give the students 5 minutes to brainstorm ways in which that activity might be difficult or inaccessible

    • If needed, suggest students think about boundaries such as money, transportation, etc.

  • In round one, partner 1 will speak about what they wrote down for 2 minutes. Then partner 2 will speak about what they wrote down for 2 minutes

  • In round two, partner will repeat their answer but this time only speak for 1 minute. Then partner 2 will go and do the same

  • Finally, in round three, partner one will repeat their answer one last time but this time just for 30 seconds. Partner 2 will follow and do the same

• Review the CCQs before before beginning the discussion to ensure students understand (Slide 18,  Appendix A)

• Display the vocabulary words on Slide 19 of Appendix A so students can refer to it throughout their discussions

Review

• Go back to the sounds and words that were written on the board after the warm-up

• If any sounds or words have not been addresses, pronounce them slowly and have the class repeat after you

Wrap-up

• For the lesson wrap-up, switch to the exit ticket prompts on Slide 21 in Appendix A and have students write down their responses

• Once students have completed the exit ticket, have students turn them in

• That concludes Lesson 1