CI3611W

LessonPlan1Pronunciation
AnneliesePaulson,KelsieMeyer,HannahBaxter,DanielleJoo
PRONUNCIATIONLESSONPLAN

Teacher:________________Course:HighIntermediateOralSkillsDate:11/09/15
LevelofStudents:HighIntermediateABENumberofStudents:15Language
Breakdown:______________GenderBreakdown:_____________Time:60minutes
FocusofLesson:WordStressinNoun/VerbPairs

OBJECTIVES:
EnablingObjectives:
1. SWBATwillbeabletocontinuetoproduceandrecognizestressinsyllablesin
words.
2. SWBATidentifynounverbpairs.
3. SWBATdistinguishwhichsyllablegetsprimarystressinnounsversusverbs(in
nounverbpairs)
TerminalObjectives:
1. SWBATproducedifferentiatedwordstressinnounverbpairs.

MATERIALS:
Whiteboard,whiteboardmarkers,whiteboarderaser,wordstressmazeworksheet,
nounverbpairworksheet,PowerPointslides,laptop,projector

PROCEDURE:
1. WarmUpActivity:ReviewingWordStress(10minutes)
Writeseveralwordsonboard
Tasksthestudentstorememberpreviouslesson.Onewordatatime,askfor
volunteerstoidentifythestressedsyllable.
Tip:ifstudentsareunwilling,havethemconferwiththeirneighborsand
askpairsorgroupstovolunteertheinformation
Tip:Ifstudentshavetrouble,remindthemthat90%of2syllablenounsin
Englishhavestressonthe1stsyllable.
Reviewthetechniquesforidentifyingstress(bigcircles/smallcircles,small
voice/bigvoice,crouching/standing)
Drawboxesaroundthewordsontheboard.Ttellsstudentsthattheycanonly
movefromboxtoboxifthewordstressisonthefirstsyllable.Together,draw
linesfromboxtobox,connectingwordswithfirstsyllablestress.
Thandsoutmazeactivityworksheetandexplainsthatnowitstheirturnto
connectthewordsandmakeitthroughthemaze.
Tputsthestudentsintosmallrandomgroups.
Tip:dependingontheclassdistribution,Tmightalsomakegroupsbased
onL1,sostudentshaveachancetohearthetransferofwordstress
betweendifferentlanguages.

CI3611W
LessonPlan1Pronunciation
AnneliesePaulson,KelsieMeyer,HannahBaxter,DanielleJoo

Reviewtheinstructionsandhavethestudentscompletetheworksheet.
Encouragestudentstouseanyofthetechniquestohelpthemidentifytheword
stress(visual,auditory,physical)
Alternative:Makethecompletionofthemazeintoacompetitionrewarding
groupswhoquicklyandaccuratelyfinish!
Checkforunderstanding:Gothroughtheanswerstogetherandcorrectanyerrorsthat
arise.Tthenasksthestudentstoselfasseshowtheydidusingthumbsup/thumbs
down.
http://hancockmcdonald.com/sites/hancockmcdonald.com/files/filedownloads/The%20Melon%2
0Maze.pdf

2. Presentation:(1520minutes)
Teacher(T)willplacestudentsinsmallgroups
TwillopenupPowerPointpresentationonWordStress
Twillreadeachslidetothestudents,emphasizingthedifferencebetweenthe
twopronunciationsoftheword(slides29).Tasksstudentstorepeatbackafter
eachword.
Twillpostslide10onthescreenandasksstodiscussintheirsmallgroupswhat
trendstheynoticedandaskthemtodeducetherulethatoccursbetween
nounverbpairs.
Tip:AsT,circulatebetweengroupsandlistentosmallgroupresponses
asinformalformofcheckingforunderstanding
Twillaskeachforvolunteersfromthegroupstosharewhattheydiscussed.
Oncestudentshavefiguredouttherule,Twillmoveontoslide11wheretheT
willreadtheruletothestudents.
Tgoesthroughtheslides,emphasizingthedifferencebetweenthetwodifferent
pronunciationsofthenounandverb.AftereachwordTwillaskstudentsto
repeatandaskdisplayquestionscheckingforunderstanding,e.g.WhenIgoto
thestoreandshopforfruitsandvegetables,whatamIshoppingfor?
Answer:PROduce

3. GuidedPractice:AuralIdentificationofWordStress(10minutes)
ProblemSolving:StudentslistentothelistofwordsfromthePresentation
Section(#2)incontext(sentences)andmarkwhetherornotthewordsarenouns
orverbsthewordsbeingpracticedareunderlinedinthesentencesothatthe
studentsknowwhichwordstofocuson.
Studentsthenlistentothesentencesagain,markingthewordstress(i.e.
stressedsyllables)onthewordsprintedonahandoutfromSection#2.
Tip:Remindstudentsofstrategiestomarkwordstressbigcircle/small
circle,bigvoice/smallvoice,crouching/standing
CheckforUnderstanding:Asaclass,goovertheseexercisesandcommonmistakes
thatstudentshavemade.

CI3611W
LessonPlan1Pronunciation
AnneliesePaulson,KelsieMeyer,HannahBaxter,DanielleJoo
4. FreePractice:Dialogue(1015minutes)
Teachermodelsadialogueusingthesamenounverbpairsasbothpartsof
speech
Tip:Ifyouhaveaccesstoavolunteerorcoteacher,thiswouldbeagood
timetoutilizetheiractingtalents.Ifnot,introducethroughastory.Make
suretowriterelevantdialogueontheboard.
Studentspickwordsoutofahat(pick2pairs,i.e.4wordstotal)andwritetheir
owndialogues
Checkforunderstanding:Studentsperformtheirdialoguesfortheclass

5. Extension:Flipgrid(Extraclasswork)
TeachermodelshowtouseFlipgridforthisassignment,i.e.Asaclasswritea
samplesentencewithoneofthenewwords.TpoststhissentencetoFlipgrid.(5
minutes)
Outsideclass,studentschooseonenounverbpairfromthosepresentedinclass
andwritetwonewsentencesusingtheirchosenwords.
Tip:Makesurethatstudentsarenotusingthesamewordsastheydrew
fromthehatforthedialogue.
StudentspostavideoofthemselvesreadingthesentencesaloudonFlipgrid,
focusingonproducingtheappropriatewordstress.

6. FollowUp:NextclassWarmup(10minutes)
WatchFlipgridsfrompreviousassignment
Discusswhatthestudentsnoticeandwhattheythoughtoftheactivity
PartnerActivity:Wordswrittenontheboard.Inpairs,S1saysoneofthe
pronunciationsandS2replieswiththeotherpronunciation.
Circulateandlistening,providingfeedbackandcorrectingwordstresswhen
necessary
Checkforunderstanding:Askthestudentstoexplaintheruleonceagainbeforemoving
ontothenextlessonandassessthemselvesonhowcomfortabletheyfeelwiththe
concept
Moveontonextlesson

****ContingencyPlan:
Addressedthroughoutthelessonplan.
Incaseofextratime,studentswillbeginwritingtheirsentencesforthe
Extension/Flipgridassignment.