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Language Skills and Strategies in focus: Pronunciation, Stress and Sounds of English
Language Skills and Strategies in focus: Pronunciation, Stress and Sounds of English
Age & Level: B1/ high school age / mixed background
Age & Level: B1/ high school age / mixed background
Length of Lesson: 90 mins
Length of Lesson: 90 mins
Preparations Before Class: 5 mins
Print out worksheets for students (in person class)
Pull up the Presentation Slides, BEFORE class.
Preparations Before Class: 5 mins
Print out worksheets for students (in person class)
Pull up the Presentation Slides, BEFORE class.
Materials Needed: In-Person: Computer with HDMI, Internet, projector, paper & writing utensils / Virtual: Computer with Zoom pre-downloaded, Internet, (break-out room capability)
Materials Needed: In-Person: Computer with HDMI, Internet, projector, paper & writing utensils / Virtual: Computer with Zoom pre-downloaded, Internet, (break-out room capability)
Lesson Plan Objectives
Lesson Plan Objectives
FORMULATE questions based on aural and visual input
WRITE DOWN the main ideas of a presentation
DESCRIBE a picture using circumlocution with extensive vocabulary
ANALYZE the syllable and stress patterns in English
CONNECT between skills describing images with the stress of listing attributes.
Warm up: Adobe Spark Presentations
Warm up: Adobe Spark Presentations
Time: 10 minutes
First do a quick check in: ask students some of the supports and obstacles discussed last class in the Reflect River activity.
Have 3 volunteers present their Adobe Spark Video. If no volunteers, choose at random.
Tell Ss to take notes during other Ss’ video presentations, using the handout (Appendix B) to write down the objects, people, or places mentioned in the video and their significance to the classmate’s story. Ss should write down two questions to ask the classmate after the video.
After each video, have each student ask at least one of their questions to the classmate, who answers each question for the class.
Rubric for Adobe Spark Cultural Memory Project
Rubric for Adobe Spark Cultural Memory Project
Student Peer Review Handout for Presentations
Student Peer Review Handout for Presentations
Activity 1: Popcorn Drilling
Activity 1: Popcorn Drilling
Time: 10 minutes
Pick a student to start by giving them a word from the board, using the slides.
Tell them to say the number of syllables, and have them use arm/hand motions:
(hands in parenthesis position = ( ) )
[one hand in the slash position = /]
After one person says the number of syllables they must choose the next person to go.
Repeat this until all the words are used.
Stress and Sounds Presentation
Stress and Sounds Presentation
Time: 25 minutes
Go over the rules stressed/unstressed on the Slides.
Feel free to probe for questions, and ask the students to give more examples if they know them.
Activity 2: TED Talk Syllable Stress
Activity 2: TED Talk Syllable Stress
Time: 20 minutes
Have the students look at the Pronounciation Review in the handout in Appendix E.
Give the students a few moments to fill in other words they know with those stress patterns.
Play until 5:37 second clip of the TED Talk.
Have the students get into pairs, and ask each other the questions at the bottom of the handout; which were the questions posed in the TED talk.
Let the students complete the worksheet together in pairs, walk around to monitor.
Partner ASK and Answer (in relation to themselves):
Partner ASK and Answer (in relation to themselves):
Where do you pay your taxes?
Where do you pay your taxes?
Where do you come from?
Where do you come from?
Where were you born and raised and educated?
Where were you born and raised and educated?
Where do you see your doctor and dentist?
Where do you see your doctor and dentist?
Where is your home?
Where is your home?
Wrap up: Say what you See
Wrap up: Say what you See
Time: 15 minutes
Put students into pairs.
Explain to students that you will give one person in each pair a picture, and that student who sees the picture must describe it to their partner while their partner draws what they hear.
Emphasize that students should NOT show the picture to their partner, but only describe using words.
Give one person in each pair the first picture, Appendix D.
Let students complete the activity.
Once completed, students can show their finished drawings to their partner and compare.
Give the other half of the pairs the second picture, Appendix D.
Have the pairs change roles and repeat.
Talk as a group about if their drawings were accurate or not .
Finally, discuss as a class the most impactful thing learned during this unit. Discuss what was most surprising that Ss learned.
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