Beruflich Dokumente
Kultur Dokumente
Activity/Procedure/Stage
Interaction
Time
Warm-Up:
Review HW
WC
15-20
min
T-Ss
2 min
WC
10 min
Pre-Stage:
1.1.1 T passes out handout about stress and
intonation. 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
5-10
min
10 min
2 min
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
2 min
Pre-Stage:
3.1.1 Review the intonation patterns discussed WC
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
5-7
min
WC
5 min
2 min
During Stage:
3.2.1 Ss practice their dialogues and perform
S-S
for the class. Walk around to make sure
T-Ss
Transition to #4 or Wrap-up:
students understand their scenario as well as to
Hopefully stress and intonation
be available to make anything clear or to
patterns are clearer now. We will
answer any questions. Ss are encouraged to
review the material more
change the dialogue in order to fit their
throughout the semester. We are
scenario more effectively. This part of the
going to end the class on a lighter lesson can be very challenging. Make sure that
note by doing an activity similar to the Ss have plenty of time to prepare their
the one we did at the beginning of dialogue. They will struggle with using stress
last class.
and intonation alone to convey meaning, which
is why they may need to adapt the dialogue.
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?
10 min
WC
5 min
T-Ss
Ss-T
2 min
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
WC
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
T-SS
SS-T
5-7
min
2-5
min
5 min