ABDERRAHIM OMARI ABDERRAHIM OMARI

Language Function : different ways of giving emphasis
upper-intermediate level

Description

In this lesson ss will learn different ways in giving emphasis ,different words that can give special emphasis to what the speaker is saying and the importance of stress in giving emphasis. The lesson will start by asking ss to work in pairs, read the title and try to describe the picture .Then ss will read the conversation quickly and answer the last question in the title.After that ss will listen and write the missing words, and then I will show them on WB the first example to help them know how words are stressed when we make them stronger in emphatic .As a group activity ss will go through (Analysis) to answer the questions and they will have a controlled practice in which they have to match sentences a-j with answers 1-10. Finally, ss will work on pronunciation and learn how to mark the stress on words.

Materials

Abc handouts
Abc recording
Abc tape script
Abc WB&CB - White Board

Main Aims

  • Functional Language . To provide students with different techniques and ways in giving emphasis .

Subsidiary Aims

  • • To make students aware of the importance of sentence stress in giving emphasis

Procedure

warm-up (3-5 minutes) • To engage students in the topic

Pus ss it pairs and ask them to discuss the first three question, look at the picture and guess what happened to Hannah.

Lead-in (5-10 minutes) • to engage students in the topic and give them some guidance

Put ss in pairs and get them ignore the handwriting symbols which indicate missing words. SS will read the conversation quickly and answer the last question in Ex 1 p 68;.

presentation (10-15 minutes) • To present the lesson to students using listening activity

Explain to ss that the handwriting symbols indicate missing words and they are going to lister to a conversation and they have to find the missing words . I will show them on the WB how they can write in the missing words , and then ss will do the rest individually and check their answers withe their partners .Put ss in groups to go through the analysis , give them time to discuss in groups and check answers with the class.After that i will go through the language

Controlled practice (5-10 minutes) • To give students context to guess and understand the meaning of words stressed

Put ss in groups of three do the first word on the WB and ask them to do the rest with their groups When they have finished I will use the first sentence and show how it can be more emphatic .Tell ss that there may be more than one possibility in some cases.

Pronunciation (5-10 minutes) • to show students how to mark the words that are stressed

Ask ss to read the two examples with appropriate stress . ask ss to look at the tape script in their hands for the recording . Play the recording, pausing briefly after each pair of sentences to give ss time to mark the stress. Emphasis that they need only to mark the words that are specially stressed. Check answers as a whole class, playing the sentences again if students find this activity difficult

If time allows activity (5-7 minutes) • To provide ss with more practice on how emphatic words stressed

Put ss in groups and ask them to do exercise 9 pg. 46. Check answers in a whole class discussion .

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