Lesson plan 16 Course title: Practical Phonetics Topic: Stress and types of stress
Download 306.41 Kb.
|
Theme 16
- Bu sahifa navigatsiya:
- Aim: To raise the awareness about
- Activity Objective Procedure Time
- Conclusion The revision of the topic Home task
- Detailed process of the lesson Warm up
- Jane, Susan and Timothy. Timothy, Susan and Jane. Susan, Jane and Timothy. Jane, Timothy and Susan. Timothy, Jane and Susan. Susan, Timothy and Jane.
- Primary and Secondary Stress
- Warm up handout Read the text and put stress on stressed words Activity 1
- Handout 4 Listen to the audio and find stressed syllable and sign
- Handout 5 Underline the unstressed syllables in the bold words. Conclusion
- Glossary Awareness
- Verify
|
Lesson plan 16 Course title: Practical Phonetics Topic: Stress and types of stress. Level: Pre-inter/Intermediate Materials: M. T. Iriskulov English phonetics 2007; Pronunciation in use; https://www.englishclub.com/pronunciation/word-stress-quiz.htm; https://www.teachingenglish.org.uk/article/word-stress
Detailed process of the lesson Warm up Materials: Warm up handout Objective: Introduce the focus of the lesson Procedure: Teacher asks students to read the text, put stress on stressed words and make discussion with whole group Stress It is important to become aware of the number of syllables in a word. But if you want to speak English with the correct rhythm there is something ever more important: the place of stress. Read the following sequence:
The first name has one syllable, the second name has two and the last has three. But only one syllable in each word is heavily stressed. You can see this more clearly if we change the size of the written syllables according to their relative importance. So, imagine them as:Jane, Susan and Timothy 1. Stressed syllables, such as jane, Susan and Timothy, are different from unstressed (sometimes called weak) syllables in a number of ways. To start with, they tend to be both relatively loud and long, relative, that is not only to any other syllables in the same word but also to unimportant words such as “and”. The importance of stressed syllables in terms of rhythm can be shown if we change the order of the sequence of names. Listen to the following
Now repeat each line, keeping to the same rhythm. 2 Here are a number of words taken from different sets: cities in Great Britain; names of boys and girls; animals, countries and rivers. Your first task is to fill in the grid, placing the words, according to the number of syllables. The British cities have been done for you as an example. Ann / elephant / Volga / Felicity / Spain / Wolverhampton / Nile / rhinoceros / Alexander / Jemima / Japan / Amazon / bear / George / Cardiff / Janet / Peter / Afghanistan / giraffe / Leith / Mississippi / Anthony / Manchester / Morocco / 1 syllable 2 syllables 3 syllables 4 syllables Cities Leith Cardiff Manchester Wolverhampton Boy’s name Girl’s name Animals Countries Rivers
Read the 4 – syllable words. In Alexander, Wolverhampton and Mississippi those with the pattern, the first syllable sounds stronger than the second and fourth, but not as strong as the third. Think of them as: alexander / wolverhampton / mississippiA similar thing happens in the case of 3– syllable words with the pattern, e.g. cigarette / chimpanzee / japanese / picturesque It is not enough, then, simply to talk of syllables as being either stressed or weak; with words of three or more syllables it may be necessary to distinguish three degrees of stress; primary, secondary and weak (or unstressed). So, in the case of these two patterns it might be better to show them as: (e.g. cigarette) = secondary stress + weak + primary stress and (e.g. Alexander) = secondary stress + weak + primary stress + weak Warm up handout Read the text and put stress on stressed words Activity 1 Materials: Handout 1 Objective: Finding the stressed syllable Procedure: Students complete the sentences and choose words with the correct stress from the box. You don’t need all the words. Handout 1 Complete the sentences. Choose words with the correct stress from the box. You don’t need all the words. Afternoon holiday sixty yesterday bicycle morning Sunday conversation normally Sweden delicious often Switzerland discussion Saturday telephone exercises seventeen today expensive seventy We had a ○■○ meal on ■○○. We ■○○ go on ■○○ by car, but this time we’re going by ■○○. I did ten grammar ■○○○ ■○○ Is ■○○ an ○■○ country? My son’s ○○■ and my father’s ■○○. I had a long ■○○ ○○■○ this ○○■. Activity 2 Materials: Handout 2 Objective: To be aware with the phenomena “Stress” and get information about types of stress Procedure: Students study given information about Stress and its types Handout 2 Study Given Information about stress and types of stress It is important to become aware of the number of syllables in a word. But if you want to speak English with the correct rhythm there is something ever more important: the place of stress. Generally, common English nouns, adjectives, and adverbs are more often stressed on the first syllable than on any other syllable. Verbs with prefixes are usually stressed on the second syllable, i.e., on the first syllable of the root after the prefix. English words can't have two unstressed syllables at the beginning of the word; one of these syllables will be stressed. If a word has four or more syllables, there are usually two stresses in it: primary stress (strong stress) and secondary stress (weak stress). Also, secondary stress may be present (in addition to primary stress) in shorter words in the syllable in which the vowel sound remains long and strong. Activity 2 Materials: Handout 3 Objective: Get information about distinguishing nouns and verbs according to stress Procedure: Students look through the information given in handouts Activity 3 Materials: handout 4 Objective: verify students’ comprehension of new topic Procedure: Teacher distributes handout 1 and asks to listen to the audio file and find stressed syllable and sign Handout 4 Listen to the audio and find stressed syllable and sign emphasize disease
disease protection protection protection environment environment environment environment behaviour behaviour behaviour society
society society
society together together together Handout 5 Underline the unstressed syllables in the bold words. Conclusion Materials: Board, markers, hand-outs, posters Objective: The revision of the lesson Procedure: Teacher asks students to make the feedback on the lesson (oral or written) and gives home task: Rewrite the text looking at its transcription ði ′ænts Ənd ðƏ ′ɡra:shɔpƏ
′w∧n ′kƏuld ′wIntƏz ′deI | sƏm ′ænts wƏ ′lukIŋ Ət ðeƏ ′stɔ:haus, In ′wItʃ ðeI ′kept ðƏ ′ɡreIn | ðeI hƏd ′ɡæðƏd In ˎs∧mƏ. | ′dʒ∧st ͵ðen | Ə ′ɡra:shɔpƏ ′keIm ˎ∧p tƏ ðƏm. | hi ′lukt ′verI ′li:n Ənd ˎh∧ŋɡrI, | Ənd hi ′beɡd ðƏm tƏ ′ɡIv hIm ′s∧mθIŋ tƏ ˎi:t. | bƏt ðeI ′a:skt hIm | ′waI hi hæd ↑nƏu ′greIn Əv hIz ′Əun. | “′waI”, sed ðeI, | “dId ju ′nɔt ′ɡæðƏ ′greIn In ͵s∧mƏ?” | “′Əu, | aI hæd ′nƏu ˎtaIm,” hi rIplaId; | “aI wƏz ′ɔ:lweIz ˎsIŋIŋ.” | ′ðen ðeI ′la:ft Ənd ′sed | “If ju ′tʃƏuz tƏ ′sIŋ ′ɔ:l ðƏ ′s∧mƏ, | ju meI ′ɡƏu Ənd ′da:ns ′ɔ:l ðƏ ˎwIntƏ.” | Glossary Awareness – If you are aware of something, you realize that it is present or is happening because you hear it, see it, smell it, or feel it. Convey – make (an idea, impression, or feeling) known or understandable Enhance – intensify, increase, or further improve the quality, value, or extent of Verify – make sure or demonstrate that (something) is true, accurate, or justified Revision - the action of revising Download 306.41 Kb. Do'stlaringiz bilan baham: 
|