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This Has To Do With Pronunciation of Individual Sounds, Rather Than Connected Speech

This document outlines activities for an English lesson plan for a pre-intermediate class. It includes: 1) A warm-up activity where students discuss phrases related to stress like "slow down" and make sentences using tense and patterns. 2) Students watch a video on slowing down life and take notes, commenting on each tip. 3) An activity where students transform sentences from the video using adverbs and adjectives. 4) Pronunciation practice where students read sentences aloud to practice the schwa sound. 5) A vocabulary memory test and sentence building game using new stress-related words. However, many details are missing - the lesson plan lacks clarity and it's

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Milagros Concina
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61 views3 pages

This Has To Do With Pronunciation of Individual Sounds, Rather Than Connected Speech

This document outlines activities for an English lesson plan for a pre-intermediate class. It includes: 1) A warm-up activity where students discuss phrases related to stress like "slow down" and make sentences using tense and patterns. 2) Students watch a video on slowing down life and take notes, commenting on each tip. 3) An activity where students transform sentences from the video using adverbs and adjectives. 4) Pronunciation practice where students read sentences aloud to practice the schwa sound. 5) A vocabulary memory test and sentence building game using new stress-related words. However, many details are missing - the lesson plan lacks clarity and it's

Uploaded by

Milagros Concina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School: Escuela Preparatoria de Idioma Extranjero (EPIE).

Year: 2nd Year


Schedule: Mondays 17:50 – 19.45 / Wednesdays 20 – 21.50 Length: 115’

Teacher: XXXXXXXXXXXXX
Student teacher/s: XXXXXXXXXXXXXXXXXX
Date: September 3rd 2018
Class profile: there are 7 students in this class (ages 14 to 20/50). One student is 14, another one is in his
50´s, and the rest are in his 20´s. Class attendance is uneven since some of them work or study. The class is
never full. They pay attention and ask questions to the teacher. The lessons are grammar-based. They only
use the English file 3rd edition pre intermediate book. They try to speak but with great difficulty, and never
practice dialogues between them. They only talk to the teacher. They use simple past and simple present
mainly, often confusing the tenses or using present when they need past, even when even though they are
in a Pre intermediate level. As for connected speech, they haven´t learned about the schwa sound even
when the book presents the topic since the Elementary book. This has to do with pronunciation of
individual sounds, rather than connected speech

This impacts on their listening comprehension. As it is a reduced group, they could really take advantage profit from
tasks that trigger the way they think when they need to elaborate their own ideas in English to enhance their speaking
and communicative skills. All in all, even when though they are using a pre-intermediate course book, their skills are
those of an elementary level.
Aims
By the end of the lesson the students are expected
 To be confident on the building of sentence patterns of simple present and past to be able to communicate their
ideas.
 To interact with their classmates using the language.
 To start to be aware of the schwa sound.
Personal aim/s
 To make them feel confident in the use of language, by giving them the right feedback and direction. 
Language contents
Functions: comparing things, talking about their own life. 
Grammar: Comparatives – as…as – superlatives – Simple present/past revision
Vocabulary: adjectives – adverbs – Real life English expressions about life and stress (slow down, keep calm, etc.) 
Pronunciation: schwa, sentence stress. 
Skills development
Listening: Video 
Speaking: Simple statements, taking notes about the video, how is the speaking skill present in these?

brief discussion.
Writing and reading: simple ideas about the video to trigger their own opinion. Writing tips.
Assumptions
 They know about past and simple present
 They know adjectives but don´t know when to use adverbs
 They know common objects and daily routine verbs.
 They can´t use linkers or connectors.
 They find it difficult to listen and understand. 

Anticipated problem/s
There might not be a computer available. 
Solution/s
The teacher will take her computer. 
Materials and aids
Laptop
Laptop speaker amplifier
Worksheet: Sentence transformation, vocabulary based on the book and the video “5 ways to slow down”.
Book: English File 3rd edition Pre intermediate unit 5A “No time for anything”. 
WARMER
Usual greetings.
Dictogloss using comparatives, present and simple past. 10’
Text for the dictogloss?

Lead-in
T copy writes some phrases on the board, related to a stressed life (: Slow down, take your time, get
frustrated) and S will say if they know them. They can talk about it Do you mean “a stressed life”?

and make sentences what kind of sentences are they expected to make?, triggering the use of tenses and
sentence patterns and eliciting paraphrasing. These are techniques that the teacher uses not the students.

15´
Teaching sequence 1
The teacher asks the whole class to gather around his/her laptop and plays the video “5 ways to slow your life down”
(https://www.youtube.com/watch?v=byV1oWhr3Lo). The students are asked to watch and listen attentively. The teacher
pause pauses the video after each tip, and the students take notes and comment on the advice what kind of language is
involved here? they have heard. 15’
1) Individually, Write down brief notes after each tip and comment them to the rest of the class. They share their ideas.
2) Individually, they think of one extra tip to slow your life down.
Groups mingle and compare and contrast their notes. I don’t think this is possible considering the number
of students.

Teaching sequence 2
Students are given a worksheet with sentences taken from the video. They have to transform them using the right adverb
or adjective. 15’ A copy of the worksheet, please.
Practice 1: pronunciation
Step 1: the teacher explains the schwa sound on er endings. How?
Step 2: the students read aloud the sentences in their worksheets to check and practice. Which are those
sentences?

10’

Practice 2: vocabulary
Memory test on new expressions related to stress. What are you going to do here?
Game: Sentences race. They have 5 minutes to think of 3 sentences each, with the new vocabulary. The teacher then
clarifies doubts on structures and help helps them to build their ideas. 10’
Practice 3: grammar
The teacher dictates some simple sentences in Spanish that include adverbs and adjectives, and S have to
translate them to English. 25’ Definitely not. No Spanish.

I regret to say that this is not a lesson plan, just a list of activities. Unfortunately, most of it is not clear to me at all.
Please, review it and send it back. Post it on Edmodo.

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