Lesson plan

Book : At the crossroads

Unit 01: Getting through
Sequence 3 :Listening and speaking
Rubric: Say It Clear

Intermedite objectives: By the end of the lesson the learners will able to:
School : Bedj Ahmed
Level: 1st
- Produce the appropriate year ( All
intonation to a streams)
request .
Teacher: Rezma Siham .
-Pronounce stress in two-syllable words.

-Stress placement in instructions used to give advice and warn .

- Get familiar with the comparative of superiority of adverbs

Time allowance:1 hour

Materials: Whiteboard, markers, lrs’ textbook.

Lesson steps
Rubric/int Procedures/correction Objectives T
era-ction

 Teacher greets her learners, learners respond.

10
 Teacher writes three sentences on the board:
1) What is your name? ↘
2) How are you? ↘
SWBAT revise
3) Open the door! ↘ intonation
4) Could you open the door please? ↗ patterns in
requests
 Teacher asks a volunteer to read the three sentences aloud.
T/Lrs
 Teacher repeats the same sentences with using falling intonation for the first
and the second sentence. Teacher repeats the last sentence with using rising
intonation.
 Teacher directs the learners’ attention to the pronunciation and tone.
 English has its own rhythm, complete with its own vocal music. This means
that one part of a certain word is said louder and longer than other parts of the
same word.
 Definition: The intonation is the rise or fall of the voice when speaking

 Teacher explains that in WH question the intonation is always falling

 In yes/no, questions the intonation is always rising .
 Learners deduce the rule:

Intonation goes up at the end of requests.

Requests will become orders in case you make them with a falling tone.

 The teacher asks the pupils to give1 or 2 examples.

15
T/Lrs  -Students give examples.and the teacher checks and corrects.
 Teacher sets learners to task one page 18.
Task one p (18):
Listen and use the appropriate arrow (↘↗) to mark the intonation at the end of
the requests in the table below.
Procedure:
Teacher asks learners to read aloud the request and mark the intonation pattern.
Correction:
a- Can you speak louder; please?

b-Could you say that more clearly, please?

a- Can you go less quickly; please? 15

b- Could you speak more slowly please?

Task two p (18):
Transform the statement below into formal and informal requests and say them
with the right intonation.
Procedure:
 Teacher refers the learners to sample of requests in task one. Learnezrs
should be able
 Teacher asks learners to transform statements into formal and informal
to make
requests. Read aloud the request and mark the intonation pattern. requests out of
information
 Teacher asks learners to give examples.
provided in the
Correction: form of
statements
a- Could you type more quickly please? containing
comparatives
b- Can you press the key less smoothly please? of superiority.

c- Could you use the computer less frequently please?

d- Can you arrive earlier please?

Task three p (18):

 Lesson plan
Listen and write the words in the box below in column A or column B
according to their stress pattern what do you notice
Procedure:
 T refers the learners to the phonetic symbols on pages XII and XIII of the 15

textbook.
T/lrs  Then she writes the first word on the board for illustration.
 T makes a revision, she writes some words on the board such as: (big, fast,
person, happy, decide, beautiful) and explains how to count syllable by
counting vowel sounds.
 T pronounces the stress in these words strongly to make it clear for the
learners.
 Teacher asks learners to use their dictionaries to check words transcription.
Learners
A few things to remember: should be able
to recognize
1. A word can only have one stress. stress pattern
2. Only vowels are stressed, not consonants. in nouns and
verbs made of
Correction:
two syllables.
A B
Browser / ˈbraʊzə / Connect / kəˈnekt /
Floppy / ˈflɒpɪ / Protect / prəˈtekt /
Cursor / ˈkɜːsə/ Remove / rɪˈmuːv /
Pointer / ˈpɔɪntə/ Erase / ɪˈreɪz /
Window / ˈwɪndəʊ / Escape / ɪsˈkeɪp /
Icon / ˈaɪkɒn / Display / dɪsˈpleɪ
Keyboard / ˈkiːbɔːd /
Modem / ˈmɒdem /

Examples:
 PREsent = a gift (noun); non past or future (adjective)
 preSENT = to give something to someone (verb)

The rule:
In two-syllable words, stress usually falls on the second syllable
when the word is a verb, but it is placed on the first syllable when SWBAT 5
the word is a noun. familiar with
the phonetic
The hidden message: transcription.
/ jɔː ˈflɒpɪ dɪsk kəntˈeɪnz ə ˈvaɪərəs rɪˈmuːv ɪt frəm
maɪ kəmˈpjmuːtə /
Your floppy disk contains a virus ; remove it from my
computer.