Lesson Plan 4-2

CEP Lesson Plan Template Teacher/s: Caitlyn Alley Pena Level: A-1 Date: 04/02/14 Goal: Clarify the
role of stress in noun/verb pairs and in sentences Objectives: (In a perfect world) Students Will Be Able To 1. Break a word into its syllables 2. Know how to stress a word based on its role as either noun or verb 3. Identify content and function words 4. Understand that content words carry more stress than function words in sentences Theme: The Future of Film (Extensions: ____________________________________________________)
Aim/Skill/Microskill Review or Preview (if applicable)
Activity/Procedure/Stage Linking & Transitioning to rest of lesson:
Interaction (for example: SS-T)
Time
Activity 1: Verb vs. Noun Stress Activity
Pre-Stage: Ask students to brainstorm in pairs everything they can remember about verb vs. noun stress
SS-SS
2 min
Transition to #2:___________________
Come together as a class and ask a few SS-T groups what they remembered. Elicit/ remind students that nouns are stressed on the first syllable and verbs on the second. Review the concept of syllable. Have students work in pairs to split a list of words into syllables. Review the words as a class. Provide students with three noun/verb pairs on the board. Review their pronunciation as a class. T-SS SS-SS
3 min
3 min 5 min
T-SS T-SS
3 min 5 min
During Stage: Have students work in pairs to complete an activity in the workbook. Students must read sentences, decide whether the underlined word is a noun or verb, and then mark which syllable the stress would be applied to. Have students read the sentences aloud to one another after they have finished marking them, using a rubber band to help them emphasize the stressed syllable.
SS-SS
7-10 min
Post-Stage: Review the answers as a T-SS class, pronouncing the words according to the way the stress is applied. (Tangible Outcome): Completed workbook activity Activity 2: Sentence Stress Practice Pre-Stage: Review the concept of sentence stress. Ask students to brainstorm in pairs everything they remember about sentence stress. SS-SS
5 min
2 min
Transition to #3:___________________
Come together as a class to review. T-SS Elicit/ remind students that normally, content words are stressed and function words are unstressed. Elicit/ review which types of words are SS-T content vs. function words. Provide students with a list of words. Ask them to work in pairs and decide which ones are content words and which are function words. Review the answers as a class. During Stage: Provide students with a list of sentences. Students work in pairs to mark the sentences for stress. After they finish marking the SS-SS
3 min
3 min
3-5 min
T-SS SS-SS
3 min 10 min
sentences, they should practice pronouncing them using their rubber bands. Post-Stage: Review the sentences. T-SS Practice pronouncing them aloud as a class, using rubber bands to emphasize the stressed words. (Tangible Outcome): Content vs. function word worksheet, marked-up sentence handout 5 min
Wrap-up
I know that sometimes these stress exercises feel a little silly. But, this is the way that native speakers really talk. If you work on improving your stress patterns, native speakers will be able to understand you better. Try listening to people when youre on the subway, at a coffee shop or wherever. Try to listen for the words they stress. Now that you know about this, you will hopefully start noticing it more.
Materials: Handouts, rubber bands, markers for the board
Anticipated Problems & Suggested Solutions: Students may have trouble stressing all the content words in a sentence. It can sound a little strange when you are practicing it that way. I will explain to the students that even though in real life we may not emphasize every single content word, practicing it will help them develop a sense of the rhythm that English has. Encourage students to use the rubber bands to help them.
Contingency Plans (what you will do if you finish early, etc.): If we finish early, I will have students complete another activity from the workbook that deals with stress.

Lesson Plan 4-2

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CEP Lesson Plan Template Teacher/s: Caitlyn Alley Pena Level: A-1 Date: 04/02/14 Goal: Clarify the

Aim/Skill/Microskill Review or Preview (if applicable)

Activity/Procedure/Stage Linking & Transitioning to rest of lesson:

Interaction (for example: SS-T)

Activity 1: Verb vs. Noun Stress Activity

Materials: Handouts, rubber bands, markers for the board

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