Lesson Plan

Level:1st year School :sidimhamed secondary school Teacher :Mrs Senoussi

Unit : Getting Through Sequence :Listening and Speaking Lesson Listening and
Intercultural Exchanges Speaking
Learning Objective(s) :
By the end of the lesson pp will be able to:
- Produce the appropriate intonation to a request
- Pronounce stress in two-syllable words.
Competency (ies) targeted: Interaction – Interpretation – Production

Rubric competencies Procedures timin Objectives

g
Warm Interact Instructions:
Up interpret Intonation goes up at the end of requests
Requests will become orders in case you make them
with a falling tone Revise intonation
Illustrate to your learners that a great deal of information
patterns in requests and
get familiar with the
is conveyed through the way you speak: speed of speech, comparatives of
silences, pauses, hesitations, repetitions or, as in the case superiority of adverbs
of task 1, by the tone of voice (rising or falling tone)
Interact
Iterpret Say it clear, textbook p.18:
Task 1 p.18:
All intonations are ä because all sentences are
requests.
NB :
 Rising Intonation. Rising intonation is
when we raise the pitch of our voice at the
end of a sentence. ...
Intonation helps you understand the deeper
meaning behind the words you hear. You'll
understand exactly what people mean when they Make requests out of
information provided in
stress different words or change their tone of
the form of statements
voice. containing
comparatives of
 For yes or no questions, use a rising
superiority
intonation at the end of the sentence.
if you want to be polite you must use the rising
tone in your requests for help, in some of your
sentences and questions. Most likely, if it's a
request, it will end in a “please,” which must be
pronounced with a rising tone.
Task 2 p.18:
Recognize stress
A. - Could you type more quickly, please? ä
patterns in two syllable
- Can you press the key more smoothly, words related to
computers.
please? ä
B. Could you drive less quickly, please? ä
C. Could you use the computer more
frequently, please? ä
D. Can you arrive earlier, please? ä
Task 3, textbook p.18:
Teacher explains what
they see / read and what
they speak / hear
(phonetics) Then,
explains how to do
syllables (the rules) my learners will be able
In two-syllable words, nouns, adjectives, and to: Pronounce stress in
two-syllable words.
adverbs are usually stressed on the first syllable.
Two-syllable verbs are usually stressed on the
second syllable.
ANSWERS/KEY:
Column A Column B
- ˈbraʊzə - sˈkeɪp
Browser - escape
- ˈflɒpi - rɪˈmuːv
- – floppy - remove
- ˈməʊdəm - kəˈnɛkt
- – modem - connect
- ˈkɜːsə - prəˈtɛkt
- – cursor - Protect
- ɪˈreɪz
- ˈaɪkɒn
- erase
- – icon
- dɪsˈpleɪ
- ˈpɔɪntə
- display
- – pointer
- ˈkiːbɔːd
- – keyboard
- ˈwɪndəʊz
- – windows
The hidden message, p.18:
Your floppy disk contains a virus remove it from
my computer .