Soudabeh Tabatabaei Soudabeh Tabatabaei

Teaching practice 3, giving emphasis
Upper-intermediate level

Description

In this lesson, students learn about different ways that a speaker makes her or his points more emphatic through guided discovery based on a listening task. The lesson starts with a listening task about losing things. Then, there is some controlled practice through matching the sentences with a reply, giving more emphasis to sentences, listening to an audio text to mark the stressed word in each sentence. Moreover, some scrambled words are given for Ss to arrange them in proper order so that they give special emphasis to what a speaker is saying.

Materials

Abc scrambled words
Abc recording
Abc handout

Main Aims

  • • To provide clarification of language used for giving emphasis in the context of losing things.

Subsidiary Aims

  • Pronunciation (to show ss that sentence stress is important for giving emphasis)

Procedure

Lead-in (9-10 minutes) • To set lesson context and engage students (to prepare them for the next stage (to learn how to give special emphasis to the words in sentences)

- Put your pen behind your ear before starting. Go to the front of the class and get the class' attention. Then, begin searching. Mumble , " where's my pen?" . Tell them I'm so forgetful, where on earth is it? . Walk around looking for the pen until someone says it is behind my ear. - pair them up and get them to ask these three questions to his or her partner. 1) Do you often lose things? 2) What? 3) What about the people you live with? -Then, ask them what Hannah and Dan are talking about. Give them 1 min. to scan the text to find what Hannah has lost. - Ask them to listen to the same conversation, but there are some extra words. Write them into the text. Then, ask them to compare their answers with their partner. Teacher nominates feedback answers. -Then ask them: Does the conversation make sense without these words? What effect do these words have?

Presentation (10-15 minutes) • make learners understand how to give more emphasis to what we want to say

Change their pair. Give them 5 min to read the analysis box and answer the questions in pair. Then, check answers with the class. Give them the language notes about this box.

Controlled practice (7-8 minutes) • Students will practice giving more emphasis to these sentences

Divide students into different groups. Make the sentences (in exercise1a & b) large and cut it out. Sentences a & b are typed in different colored sheet. Ask ss to match the sentences with their reply in groups. Then, ask them to make these sentences more emphatic(by adding intensifiers, so, such, etc.). Then, answer sheet will be given to them to check their matching.

Controlled practice (5-6 minutes) • Ss will learn that stress is important for giving emphasis.

Divide ss into pairs. Ss will listen to recording and mark the words that are stressed. Then , they compare their answers in pairs.

Controlled practice (5-6 minutes) • To get students to practice different ways of giving emphasis and mark the stressed words in the sentences

Ask them to add the words from the box to the following sentences to give more emphasis to them and compare their answers with the partner.Then, they will listen to the recording to underline the words carrying the main stress

Controlled practice (if time allows) (2-3 minutes) • To learn how to emphasize on something in the sentence

Divide ss into groups. They will be given some scrambled words to rearrange them to make a proper sentence.

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