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    Pronunciation Teaching

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    muhittin yakut
    The document outlines a lesson plan for teaching English pronunciation to intermediate students. The lesson focuses on intonation in tag questions and uses techniques like picture predicting, speaking exercises, and group work. Students will listen to audio recordings of tag questions and practice asking questions with the proper intonation and stress. The goal is for students to better understand how intonation impacts meaning and to use tag questions more accurately.

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    Pronunciation Teaching

    Uploaded by

    muhittin yakut
    328 views4 pages
    The document outlines a lesson plan for teaching English pronunciation to intermediate students. The lesson focuses on intonation in tag questions and uses techniques like picture predicting, speaking exercises, and group work. Students will listen to audio recordings of tag questions and practice asking questions with the proper intonation and stress. The goal is for students to better understand how intonation impacts meaning and to use tag questions more accurately.

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    The document outlines a lesson plan for teaching English pronunciation to intermediate students. The lesson focuses on intonation in tag questions and uses techniques like picture predicting, speaking exercises, and group work. Students will listen to audio recordings of tag questions and practice asking questions with the proper intonation and stress. The goal is for students to better understand how intonation impacts meaning and to use tag questions more accurately.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    328 views4 pages

    Pronunciation Teaching

    Uploaded by

    muhittin yakut
    The document outlines a lesson plan for teaching English pronunciation to intermediate students. The lesson focuses on intonation in tag questions and uses techniques like picture predicting, speaking exercises, and group work. Students will listen to audio recordings of tag questions and practice asking questions with the proper intonation and stress. The goal is for students to better understand how intonation impacts meaning and to use tag questions more accurately.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 4

    Bismillahirrahmanirrahim

    DAILY LESSON PLAN

    I. PREPARATION

    Candidate Teacher: Muhittin Yakut

    Lesson: English (pronunciation teaching)

    Topic to teach: Intonation in tag questions

    Approach and Method: Communicative Language Teaching

    Techniques: Picture predicting, speaking, group work.

    Materials: Audio, work sheets, pictures

    References: www.englishonline.com

    Level: Intermediate

    Teacher role: Group process manager, facilitator, counselor, organizer

    Learner role: Negotiator

    Duration: 20- 25 minutes

    Age: 15

    Class Period: 9. class

    Date: 03.11.2008

    1. Overall Objectives of the lesson:


    By the end of this lesson, students will be careful about intonation and stress in
    tag questions. Also, this lesson will contribute to their fluency in speaking.
    2. Behavioral Objectives: By the end of this lesson, the students will be able to :
    - use intonation correctly and effectively.
    - distinguish how intonation and stress effects meaning in a sentence.
    - use tag questions more accurately
    II. PRESENTATION

    1. Warm-Up and Motivation:


    Firstly, the teacher says to the class a few sentences with different stress and
    intonation so as to change the meaning and draw students’ attention to the
    difference. He makes them think about this.
    While the students are trying to guess the reasons for the change of meaning in
    the sentences given by the teacher in the beginning, all the students will be interested
    in involving in the activities.

    2. Stating the Instructional Objectives:


    The teacher says to the students that in this lesson they will see how to convey
    the exact meaning in asking for confirmation. He adds that, by means of audio
    listening and group activities, they will be enjoy the lesson.
    3. Presenting the Instructional Objectives:
    Firstly, the teacher hands out some sheets to the students. Some tag questions are
    written on them. He explains them that they will remember tag questions and
    become prepared for the next step of the lesson by means of these sheets.

    III. PRACTICE
    Activity 1
    The teacher wants the students to read these questions once to remember tag questions.

    1. He is an engineer, isn’t he?


    2. They’re not from Colorado, are they?
    3. Zack is really tired, isn’t he?
    4. She is going to Taiwan, isn’t she?
    6. The Rays are playing the Jays, aren’t they?
    5. You have never been to Las Vegas, have you?
    7. You went to the supermarket, didn’t you?
    8. Zane doesn’t live in Missouri, does he?
    9. Ms. Zeller has a new car, doesn’t she?
    10. They couldn’t do it., could they?
    11. Mr. James will be at the ceremony, won’t he?
    12. I’m the winner, aren’t I? (Common usage)
    13. I’m the winner, am I not? (Formal)
    Activity 2
    Then, the teacher says them to listen these questions from the audio and pay attention to the
    intonation and stress in them. This audio takes two minutes. In this lesson, it will be
    convenient to listen to this audio a few times, which is probably helpful to the students.

    Activity 3
    The teacher divides the class into groups of five and gives one member of each group a
    picture, only that student looks at the picture. He also gives one small piece of paper to the
    rest members of the groups. Those papers have some key words about the picture, but some
    of them are not right clues. The teacher explains this to the class and the students try to
    discover the right clues in order to guess the picture. After the group members find out the
    questions, they can see the picture. The teacher controls and encourages the students to ask
    tag questions using intonation and stress.
    III. PRODUCTION
    As the third and productive activity, the teacher takes a student on the board and
    says something in his/her ear. S/he describes that thing to the class and the teacher
    encourages the class to ask tag questions to get some clues about that thing. This
    activity may be applied more than once.

    IV. SUMMARY:
    The teacher tells to the students that they have learned to use correct intonation and
    stress in tag questions so as to make reflection and sums up important points once
    more. He, lastly, asks ‘You are now able to use intonation correctly, AREN’T
    YOU?... ‘YEES’… AREN’T YOU?...’

    V. ASSIGNMENT:
    The teacher advises them to listen some more materials if possible in order to
    consolidate their knowledge.

    velhamdulillahirabbilalemin
    Read these sentences once

    1.He is an engineer. Isn’t he?


    2.They’re not from Colorado. Are they?
    3.Zack is really tired. Isn’t he?
    4.She is going to Taiwan, isn’t she?
    6.The Rays are playing the Jays. Aren’t they?
    5.You have never been to Las Vegas. Have you?
    7.You went to the supermarket. Didn’t you?
    8.Zane doesn’t live in Missouri. Does he?
    9.Ms. Zeller has a new car. Doesn’t she?
    10.They couldn’t do it. Could they?
    11.Mr. James will be at the ceremony. Won’t he?
    12.I’m the winner. Aren’t I? (Common usage)
    13.I’m the winner. Am I not? (Formal)

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