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P. 1
Pronunciation Teaching

Pronunciation Teaching

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Published by muhittin yakut

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Published by: muhittin yakut on May 09, 2010
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12/04/2010

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BismillahirrahmanirrahimDAILY LESSON PLANI.PREPARATIONCandidate Teacher:
Muhittin Yakut
Lesson:
English (pronunciation teaching)
Topic to teach:
Intonation in tag questions
Approach and Method:
Communicative Language Teaching
Techniques:
Picture predicting, speaking, group work.
Materials:
Audio, work sheets, pictures
References:
Level:
Intermediate
Teacher role:
Group process manager, facilitator, counselor, organizer 
Learner role:
Negotiator 
Duration:
20- 25 minutes
Age:
15
Class Period:
9. class
Date:
03.11.20081.
Overall Objectives of the lesson:
 By the end of this lesson, students will be careful about intonation and stress intag questions. Also, this lesson will contribute to their fluency in speaking.2.
Behavioral Objectives:
By
 
the end of this lesson, the students will be able to :
-
use intonation correctly and effectively.
-
distinguish how intonation and stress effects meaning in a sentence.
-
use tag questions more accurately
 
II.PRESENTATION1. Warm-Up and Motivation:
 Firstly, the teacher says to the class a few sentences with different stress andintonation so as to change the meaning and draw studentsattention to thedifference. He makes them think about this.While the students are trying to guess the reasons for the change of meaning inthe sentences given by the teacher in the beginning, all the students will be interestedin involving in the activities.
2. Stating the Instructional Objectives:
The teacher says to the students that in this lesson they will see how to conveythe exact meaning in asking for confirmation. He adds that, by means of audiolistening and group activities, they will be enjoy the lesson.
3. Presenting the Instructional Objectives:
Firstly, the teacher hands out some sheets to the students. Some tag questions arewritten on them. He explains them that they will remember tag questions and become prepared for the next step of the lesson by means of these sheets.
III. PRACTICE
 Activity 1The teacher wants the students to read these questions once to remember tag questions.1. He is an engineer, isn’t he?2. They’re not from Colorado, are they?3. Zack is really tired, isn’t he?4. She is going to Taiwan, isn’t she?6. The Rays are playing the Jays, aren’t they?5. You have never been to Las Vegas, have you?7. You went to the supermarket, didn’t you?8. Zane doesn’t live in Missouri, does he?9. Ms. Zeller has a new car, doesn’t she?10. They couldn’t do it., could they?11. Mr. James will be at the ceremony, won’t he?12. I’m the winner, aren’t I? (Common usage)13. I’m the winner, am I not? (Formal)
 
Activity 2
Then, the teacher says them to listen these questions from the audio and pay attention to theintonation and stress in them. This audio takes two minutes. In this lesson, it will beconvenient to listen to this audio a few times, which is probably helpful to the students.
Activity 3
The teacher divides the class into groups of five and gives one member of each group a picture, only that student looks at the picture. He also gives one small piece of paper to therest members of the groups. Those papers have some key words about the picture, but someof them are not right clues. The teacher explains this to the class and the students try todiscover the right clues in order to guess the picture. After the group members find out thequestions, they can see the picture. The teacher controls and encourages the students to ask tag questions using intonation and stress.
III. PRODUCTION
As the third and productive activity, the teacher takes a student on the board andsays something in his/her ear. S/he describes that thing to the class and the teacher encourages the class to ask tag questions to get some clues about that thing. Thisactivity may be applied more than once. 
IV. SUMMARY:
The teacher tells to the students that they have learned to use correct intonation andstress in tag questions so as to make reflection and sums up important points oncemore. He, lastly, asks ‘You are now able to use intonation correctly, AREN’TYOU?... ‘YEES’… AREN’T YOU?...’
V. ASSIGNMENT:
The teacher advises them to listen some more materials if possible in order toconsolidate their knowledge.velhamdulillahirabbilalemin

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