ELI Lesson Plan

Week 4, Session 2

Teachers: Kaitlin Griswold

Level: Pronunciation and Accent Reduction
Date/Time: November 30, 2016, 6:30 – 8:30 PM

Goal: Review syllable; introduce sentence stress and linking; mini lecture presentation

Objectives (SWBAT):
Students Will Be Able To…
1. Answer their peers’ questions regarding pronunciation through discussion Questions Corner.
2. Review vowel sounds and spelling with categorization activity.
3. Understand sentence stress through annotation/listening activities.
4. Understand linking through prediction activity.
5. Prepare for mini-lecture presentation and annotation activity through TED talk annotation activity.

Theme: Sentence stress; Linking

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Warm-Up WC will share questions regarding pronunciation of WC 5-15

Questions Corner specific words. T and other Ss will answer questions that min
the Ss have. This will become a recurring introduction for
class.

Review of Vowel WC will review vowel sounds from Monday (only 2 Ss WC 10-15
Sounds were present). Ss will be given vowel sounds chart and min
spelling trends within specific sounds. Individuals/pairs
will come up with words that have the sound and spelling
pattern (each S/pair will take 1-3 vowel sounds for this
activity).

T will introduce rubber band activity to emphasize the

difference in production of long and short vowel sounds.
Activity 1: 2.1 Pre-Stage: T will introduce sentence stress to Ss. Ss T-WC 10 min
Sentence Stress will listen to teacher read same sentence but stressing
different words. Ss will underline the word that was
stressed and explain how stressing that word affects the
meaning of the sentence.
 Jack will cycle to the restaurant tonight.
 Jack will cycle to the restaurant tonight.
 Jack will cycle to the restaurant tonight.
 Jack will cycle to the restaurant tonight.
 Jack will cycle to the restaurant tonight.
 Jack will cycle to the restaurant tonight.

2.2. During Stage: Ss will practice listening for stress by T-WC 5-10
further listening to the T read the following sentences and min
writing the word and/or words that receive that are
stressed.
1. Donald Trump is not my president.
2. I went to the grocery store the other day.
3. Dave is not worried about his audition tomorrow.
4. Hopefully, I will win the lottery this year.
5. You eat too much sugar during the holidays.

Ss will read these sentences to a partner, stressing different S-S 5-10

words. Partners will say the words that they think are min
receiving the most stress.

Extension: Ss come up with their own sentences and share S-S 5-10
them with the partner. Partner has to identify the stress min
through listening.

2.3 Post-Stage: T will show Ss how to use the rubber T-WC 5 min
bands to identify sentence stress. Also, T will show Ss how
to use it with word stress.

WC will go through the sentences again, stretching the S-S 5 min

Transition to #3: rubber band on the stressed word(s).
Great work with
stress! Next let’s move Tangible Outcome & T. feedback/peer feedback:
on to linking. Notes from listening for sentence stress

Activity 2: 3.1 Pre-Stage: T will introduce linking/connected speech T-WC 10-15

Linking with information from EnglishClub. WC will review rules min
for connecting consonants-vowels and vowels-vowels.
 T will ask Ss to come up with examples of where they T-WC 5-10
think connected speech would occur between vowels to min
practice the “Y” and “W” insertion.

T will also show Ss “Y” and “W” insertion in words T-WC 5 min
themselves from examples from Elemental English.

3.2. During Stage: Ss will work individually to predict S 10 min

linking and Y/W in sentences from Classically Trained.

Ss will share predictions with partners by “acting out” the S-S 5 min
sentences.

WC will review. WC 2 min

Transition to #3:
Great work with 3.3 Post-Stage: T will answer any lingering Qs the Ss have T-WC 5-10
stress! Next let’s move regarding linking and connected speech, both within and min
on to listening for between words.
both stress and
linking in spoken Tangible Outcome & T. feedback/peer feedback:
English. Written predictions of linking; acting out connected speech

Activity 3: 4.1 Pre-Stage: Ss will read through transcript for Trevor S 5 min
Introduction to Mini Trimm’s How Free is our Freedom of the Press. Ss will
Lecture Presentation look for any words that they may not understand so that
their understanding of the TED talk is not inhibited.

T will answer any questions that the Ss have. T-Ss 2-5 min

4.2. During Stage: Ss will watch the 5-min video without WC 5 min
looking at the transcript. Ss will take notes on the topic
being discussed in the video.

Ss will predict where linking will occur.

Ss will watch the video again and annotate for word stress, S 10 min
linking, and pauses. T will remind Ss that most content
words receive stress, but they are listening for words that
receive the most stress. The Ss will use line breaks to
designate a pause and underline stressed words throughout
the video. Ss will circle their linking prediction that were
correct.

Adaptation: To save time, maybe only a section will be S-S 5-10

done. min
 Ss will go over annotations with a partner. They will WC 5 min
discuss where they differed and reasons why.

Transition to Wrap- 4.3 Post-Stage: WC discussion on the freedom of the press S 2-5 min
Up: in the United States as well as abroad.
Great work! Now let’s
move on to our mini Tangible Outcome & T. feedback/peer feedback:
presentations. Annotated transcript

Wrap-up Ss will begin preparing their mini lectures to give to class. S 15-20
Mini-Lecture These lectures must follow an outline (not free form like min
Presentation the “Story Slam” activity). Ss will choose one topic they
are interested in and share/elaborate on 3 points. They
must speak for at least 2 minutes. Their outline will be
turned in as part of the assignment as well.

HW: Limetown episode 3. Annotation of mini-lecture.

**Let Ss know that I will be emailing them about missing

assignments so that they can make them up before the end
of the class**

Materials: Vowel sound/spelling chart, rubber bands, activity from Classically Trained, How Free is our
Freedom of the Press video, How Free is our Freedom of the Press, “Christmas Time in New York” poem

Anticipated Problems & Suggested Solutions: Annotating the transcript of the TED Talk may be too
difficult for the Ss. The listening can be broken up by paragraph if necessary.

Contingency Plans (what you will do if you finish early, etc.): If we finish early, we will review syllable
stress with IELTS worksheet. We can also practice annotating the TED video more.

Post-Lesson Reflections: