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A5 Lesson Plan 2 19

The lesson plan aims to teach students about stress and intonation patterns in English. It includes activities for students to practice understanding and using stress, intonation, and advanced vocabulary for emotions. Students will work in pairs and groups to read dialogues, describe scenarios, and guess inventors from clues. The teacher will provide explanations, monitor activities, and address any issues with stress or intonation patterns that students struggle with. The goal is for students to better comprehend and apply proper stress and intonation in English.

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150 views4 pages

A5 Lesson Plan 2 19

The lesson plan aims to teach students about stress and intonation patterns in English. It includes activities for students to practice understanding and using stress, intonation, and advanced vocabulary for emotions. Students will work in pairs and groups to read dialogues, describe scenarios, and guess inventors from clues. The teacher will provide explanations, monitor activities, and address any issues with stress or intonation patterns that students struggle with. The goal is for students to better comprehend and apply proper stress and intonation in English.

Uploaded by

api-247776755
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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CEP Lesson Plan

Week 2, Session 5
Teacher: Kaitlin Griswold
Level: A5
Date: February 19, 2014, 10-12 PM
Goal: Students will understand and learn how to use stress and intonation patterns correctly.
Objectives (SWBAT):
Students Will Be Able To
1. Understand stress and stress patterns and how to use them properly.
2. Understand importance of intonation and stress and creating/changing meaning.
3. Understand and use advanced vocabulary regarding emotions.
4. Describe people and situations without mentioning the actual people or situations use knowledge of the
people and situations to construct a mental picture/scene for their classmates.
Theme: Amazing Inventions
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Warm-Up:
Review HW

T asks the Ss if there are questions about the


HW from the workbook. Remind the Ss about
the TED Talk video that was assigned for HW
as well.

WC

15-20
min

T-Ss

2 min

WC

10 min

Answer questions from the workbook HW (not


anticipating too many since the activities were
not too challenging). Discuss TED Talk. Write
questions the Ss were supposed to answer on
the board. Elicit answers from Ss. Limit the
discussion because it is not the focus of the
lesson
Remind the Ss that the answers to the HW will
be sent out the night before the class it is due
(if there are actual answers as opposed to
writing assignments)
Linking & Transitioning to the rest of lesson:
Remember how we ended last class? What was
the activity? Now we are going to focus on
making stress and intonation patterns clearer.
Activity 1:
Discussion of the use of stress in
English

Pre-Stage:
1.1.1 T passes out handout about stress. Tell
the Ss that stress is the driving force for
conveying meaning in English.
During Stage:
2.1.1 Go over the handout. There are two
sections: one about using stress to convey
particular meaning, and one about stress
patterns in words themselves. After reviewing

the first section, T says the sentence No one


knows who invented the wheel, a few times,
stressing different words. Have the Ss write
down the word they think was stressed as well
as the meaning that was implied because of the
stress. Have them go over their observations
with a partner. Discuss as a class.
Go over the second part of the handout. Pass
WC
out the answers to the pronunciation activity on
p. 61. Ss read through the dialogue in pairs,
emphasizing the stress on the underlined
portions of the words. Ask for 2 volunteers to
read the dialogue to the class.
Post-Stage:
3.1.1 Remind the Ss that stress can be applied
to whole words as well as to syllables within
words. Stressed words generally are the focus
of sentences but that does not mean that other
words/syllables do not receive stress

T-Ss

10 min

2 min

Transition to #3: Now that we


have discussed stress and stress
patterns in more detail, lets take a
closer look at intonation patterns.

Tangible Outcome/T. feedback/peer feedback:


Stress handouts, pronunciation activity
answers, S-S interaction, T. notes on overheard
errors

Activity 3:
Discussion of intonation and
dialogue activity

Pre-Stage:
WC
3.1.1 Review the intonation patterns discussed
in the book on pp. 60-61- write the rules on the
board. Hand out the sample dialogue to the
students. Ask for 2 Ss to read it through one
time with proper stress and intonation. Ask the
rest of the class to describe what the dialogue
was about and with whom it may have
occurred between.

5-7
min

3.1.2 Discuss vocabulary about emotions (more T-Ss


advanced vocab: grievance, contentment,
Ss-T
adoration, idolization, indifference, apathy).
Have Ss describe emotions that they know.

5-7
min

3.1.3 Ask Ss about the inventors we discussed


from the previous class (need to recall who the
inventors are so that they are able to complete
the activity well).

WC

5 min

3.1.4 Split Ss into pairs. Give pairs the scenario T-Ss


cards. Tell the class that they will be given a
few minutes to read their scenario card and
practice portraying those emotions through
stress and intonation. They are to keep their
scenario secret because they will perform it for
the class, and the class will guess what scenario
they were performing.

2 min

During Stage:
3.2.1 Ss practice their dialogues and perform
for the class. Walk around to make sure
students understand their scenario as well as to
be available to make anything clear or to
answer any questions.
Transition to #4 or Wrap-up:
Hopefully stress and intonation
patterns are clearer now. We will
review the material more
throughout the semester. We are
going to end the class on a lighter
note by doing an activity similar to
the one we did at the beginning of
last class.
Activity 4:
Talk About It Activity on p. 57
(time-permitting)

Post-Stage:
3.3.1 Ask Ss about the activity what was the
most challenging part? The easiest? How were
you able to guess the scenarios?

S-S
T-Ss

10 min

WC

5 min

T-Ss
Ss-T

2 min

WC

5-7
min

Tangible Outcome/T. feedback/peer feedback:


Sample dialogue and Ss notes, scenario cards,
S-S interaction, T. notes on overheard errors
Pre-Stage:
4.1.1 Remind the Ss about the activity from
last class where the Ss asked yes/no questions
to figure out which inventor their classmates
were thinking of. This activity is the reverse of
that one: 1 S will give clues about a famous
inventor and their group members will guess
who the inventor is. Split Ss into groups of 3.
Ss are encouraged to pick inventors they are
able to describe extensively.
During Stage:
4.2.1 Ss will complete the Talk About It
activity on p. 57. Monitor activities to make
sure Ss are participating and to make yourself
available to answer questions.

Post-Stage:
4.3.1 Discuss the activity what was simple,
WC
Transition to Wrap-Up: Thank you what was challenging, how long did it take you
for all your work and attention
to guess each one? Why do you think that was?
today. It is almost the end of class,
but before we go lets discuss the Tangible Outcome/T. feedback/peer feedback:
HW and whats in store for
S-S interaction, Ss notes, T. notes on
tomorrow.
overheard errors
Wrap-up

Lesson Evaluation Procedures: Encourage Ss


to look over materials about stress and
intonation patterns. Ask the class if there are
any lingering questions about these topics.

T-SS
SS-T

Assign HW: Skimming activity on pp. 63-65


Materials: PowerPoint Presentation (PPT), stress handout, Marie Curie dialogue, Intonation sample
dialogue, scenario index cards, chalk

2-5
min

5 min

Anticipated Problems & Suggested Solutions: The students may not understand how to designate stress
in words (the second part of the stress activity) if we run out of time, I will come back to this point in
another lesson will tell the students to use their intuition and knowledge of English to properly stress
syllables (they are advanced learners and have a relatively extensive knowledge of English.
The students may have more questions about the HW than I anticipated will send them descriptions of the
answers via email because we cannot dedicate a lot of time to HW review in class.
Students may have trouble recognizing when to use rising vs. rising-falling intonation patterns highlight
the fact that the sample dialogue contains the six different situations that the book discusses in the
pronunciation section draw their attention to the books examples if they are unable to find the situations
in the sample dialogue.
We run out of time and cannot complete all the activities keep a careful watch on the time and monitor
activities in order to get through them. If we run out of time, I will have to present the material that we
dont discuss in another class or assign HW that covers the material that we dont have time to discuss.
Contingency Plans (what you will do if you finish early, etc.): I planned Activity 4 in case we were able
to get through the stress and intonation activities quicker than I anticipate we will be able to.

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