|
Stage/time
|
Interaction
|
Procedure
|
Aims
|
Warmer
2-3 min. |
T-class |
T-directs
S's in thinking themselves into a new accent (see Laroy's
Pronunciation) |
To
provide experimentation with voice quality & provide
'mask' for shyer students |
| 5
-8 min. |
pairs/
groups |
S's
complete missing first part of two line dialogue and
practice giving personal information and reacting appropriately |
To
recycle fixed lexical phrases and provide practice of
stress & intonation patterns expressing empathy |
Listening/
readingand discussion
8-10 min. |
Whole
class/pairs |
Introduce
activity and ask S's to listen for link between Voice/Intonation/feelings
Class listens to entire scene 1 of soap opera and then
discusses any new info. on characters, their feelings
and any difference in voice quality between speakers |
To
listen and skim for new information about characters
(they were introduced previous class) and for difference
in voice quality and feelings conveyed through intonation |
Feedback
& 2nd listening
5 min. |
Class-T/
whole class |
T-
elicits any new info. and S's perception of changes
in voice pitch/feelings relation
Play 2nd time-S's listen to check ideas |
Confirm
S's have understood gist and provide 2nd opportunity
to confirm hypothesis of relationship between pitch
range and feelings |
Post
listening
and feedback
5-8 min. |
pairs |
S's
discuss why different characters are worried about the
wedding and how each one feels about the other then
feedback: whole class to T |
Provide
opportunity to infer attitudes via aural clues(voice
quality and intonation) check understanding in private |
vocabulary
work
5 min. |
Alone/pairs |
S's
find phrasal verbs in script to match definitions given/check
in pairs |
Provide
practice guessing meaning from context |
Feedback
2-3 min. |
T-class |
T-elicits
phrasal verbs/checks pronunciation |
Give
whole class opportunity to check correct answer/pron.
|
(Semi)controlled
practice
5-7 min. |
PairsT-class |
Ex.#2
-S's complete short dialogues using new expressions
and practice (heavy monitoring)
Ex.#3- Elicit missing word from expressions-drill |
To
focus on lexical phrases from dialogue & provide
controlled practice with appropriate intonation |
Board
work and controlled Practice
5 min. |
T-class/
groups -pairs |
Board
dialogue # 2 (OHT)and give handout- pairs work marking
for stress/pausing. elicit stressed words and mark for
stress & pauses
Play 2nd dialogue - S's check |
Raise
awareness of how stress/pausing affects intonation-provide
controlled aural practice at receptive level |
Board
work and controlled Practice
5 min. |
Pairs/groups |
S's
mark dialogue # 3 for stress and pausing-listen to check.(on
OHT)
Shadow reading - S's act out dialogue as tape plays
several times, mimicking intonation and voice quality
Until finally with tape sound off |
To
provide opportunity to hypothesize on prominence and
pausing - provide listening to check and provide practice
on reception and production levels of intonation and
voice quality |
