Developing Teachers.com
A web site for the developing language teacher

Making a Case for Beginning with Suprasegmental Features in Pronunciation Teaching by Scott Shelton
- lesson plan: lesson procedure

Level: Intermediate
Time: 1 hour
Lesson focus: Phonology (Voice quality/ prominence/ pausing)
Sub focus: Listening and inference / speaking
Skills: Reading, listening, speaking, writing Sub skills: inference of mood/attitude
Main aim: To raise awareness of how voice quality and intonation can convey meaning
Sub aim: To provide receptive and productive practice in how prominence affects intonation and to provide practice in inferring meaning though contextual clues.

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

To the lesson materials

To the article

Back to the articles index

Back to the top


Tips & Newsletter Sign up —  Current Tip —  Past Tips 
Train with us Online Development Courses    Lesson Plan Index
 Phonology — Articles Books  LinksContact
Advertising — Web Hosting — Front page


Copyright 2000-2016© Developing Teachers.com