Pronunciation peer teaching instructions

Pronunciation peer-teaching assignment

Monday October 28th


  1. Plan a lesson in which you teach an aspect of pronunciation (focus on one or more of phonemes/word stress/sentence stress/intonation/connected speech).

In deciding what to teach think about the lesson as a whole: how will this fit in to the rest of the lesson?  Does it link meaningfully with what else will be done in the lesson? In other words it should not be an isolated ‘gig’ that is unrelated to anything. Is it an aspect of pronunciation that impedes either understanding of English or communicating in English? (Think about the Spanish speaker and ‘vehicles’!)

  1. Be sure to visualize your context clearly. Think of your students: their ages, class size, level, whether multilingual, their country. Select material accordingly. Eg. If it is a lesson for young learners consider relevance of content/material; how active you want them to be, etc.

The whole lesson should be about 60 minutes, but you only need to give a detailed account of the pronunciation activities – 15 minutes.  The rest can be a mere outline. (e.g. preparing for and doing a role-play in a speaking lesson).


  1.  Please use the lesson plan template. Be sure to include this information:
    1. A description of the class you have in mind.
    2. Try to state clearly your objectives/aims for the students – what do you visualize as the learning outcomes? What will the students be able to do at the end? How well?
    3. Let me know any problems you might anticipate, with some indication of how you might address them.
    4. Please include any materials you plan to use – include the reference on the page (the website or text reference). Fill in the nature and source of the material on the template as well as attaching it.


4. You will not have time to demonstrate the whole lesson, but plan to ‘teach’ a 15-minute segment from your lesson to your peers. There will be feedback for the remaining 5 minutes.

  1. The feedback session should center on:
  • Does this fit in meaningfully and relevantly to the rest of the lesson?
  • Is the phonological item focused on one that would impede communication if not pronounced intelligibly?
  • Have you considered the phases of the communicative framework?


  1. Please make copies of your plan – one for each of your peers (3-4 in a group).
  2. On Monday evening, make any changes to your plan that you feel appropriate, and send in a final copy to me on Tuesday. Please include:
  • a paragraph about what you have learned from the experience.
  • 1-3 questions about your plan that you would like me to answer.