LEA 1: English Pronunciation
LESSON 11: Lesson plan
Objectives:
1. Reminder of theoretical information: what is phrasing?
2. Practice with English sentence stress
There is a web page for the lesson, as usual: references on student worksheet.
You might want to broadcast your index page to them at the beginning of the lesson, and present the
theme of the last two classes: English “Phrasing” – that is, putting sounds and words together in
spoken language (which involves sentence stress, neutralization, intonation, and pausing).
Photocopies of the worksheet, and the “Cat in the Hat” text for homework should be available in 13114.
STEP ONE: TWO EXERCISES (to help them remember/ understand about sentence stress.
EX 1A: A little quiz, to see if they remember what sentence stress is (we DID explain it rather
exhaustively in the lecture class, several weeks back).
Zoom around, and make sure the students are following the instructions: they are NOT to go on to the
next question, until they have found ALL of the correct answers for the question at hand.
Best for you to explore the activity before the class, to be sure you know what the “right answers” are!
The basic information is in the Course Booklet, page 35.
Students should take notes, on their worksheet…
EX 1B: Be sure they do this one, very carefully, finding ALL of the content words in each sentence.
Point out that the sentences are on page 36 of the Booklet; they can mark the correct answers there
(and then use the sentences to practice at home).
There is additional info about sentence stress via the link to the Web on the index page.
STEP TWO: Logolab exercises to practice the sentences on page 36 of the booklet.
The important point here is that CONTENT words should be stressed, and FUNCTION WORDS
reduced. This is VERY difficult for most students to do properly.
Listen to their sound files, and make them repeat the sentences until they can do it properly.
They should take quite a lot of time over this, even though the files are relatively short…
STEP THREE:
Distribute the Cat in the Hat photocopy to students, as they finish step 2.
Their job, as indicated on the paper, is to underline ALL OF THE CONTENT WORDS in the text
(nouns, verbs, adjectives, adverbs).
They will work with the text during the lesson next week: PLEASE REMIND THEM TO BRING THE
PAPER TO CLASS.
STEP FOUR: they can find an answer key to last week’s homework in step 4.