WORKSHOP LESSON PLAN DAY 1

Group: Workshop Date:4/27/2016

Recent Topic work:
Stress and Intonation

1
Time: 3:15-4-15 No of Students: 22
Recent language work:
Use stress and intonation within a grammatical
context.

Aims:
-Students will be able to understand and use Stress and intonation in English.
-Students will be able to use English fluently in using stress and intonation.
Objectives:
-Students will be able to identify stressed syllables in a word and a sentence.
-Students will be able to identify intonation and relate it to meaning.
-Students will be able to realize the intonation in a sentence.
-Students will be able to use intonation in a dialogue.
Assessment:
-Give student a role-play by the end of the lesson practicing a dialogue with intonation and stress.
Materials:
Handout-Whiteboard-Group tags-Small Strips of sentences-Video
Anticipated problems:
There will be shortage of time for all exercises.
Students will be shy to perform their dialogue.
Timing

Teacher activity

Student activity

5mins

1-Give an example on the board

to show stress within a word, then
within a sentence. Then give a
definition to stress.
2-Put three words in the board to
identify stress. Then use these
words in a sentence to identify
stress.
3-a)Read words out loud and ask
students to put the words in the
correct syllable stressed place in
the table on a handout.
APPENDIX A. Ex 1.
4-The teacher will go over the
words in which where they have
been stressed.

1-Students must
identify the stress
in the words.
Students will
Identify stress in
the sentences
2-Students will
categorize words
in a table
according to the
stressed syllable
APPENDIX.A

3mins

12mins

Success
Indicators
1-Teacher
managed to
explain the word
stress with
examples clearly.

Aims of
stage

2-Students will be
able to categorize
the words
correctly.

-Students
will be able

WORKSHOP LESSON PLAN DAY 1

5-Read the sentences out loud two

times APPENDIX A Ex 2.
6mins

5mins

3mins

5mins

5mins

6- a)Introduce the word

intonation and explain its
meaning briefly while the teacher
writes it on the white board.
b)Ask the students to do drilling
as a whole class group.
c)Show a short video that shows
clearly how is intonation used.
Link :
https://www.youtube.com/watch?
v=iSITlMwLgPU
7-Say that intonation is related to
emotions. Write them down in the
intonation chart APPENDIX A.

8-Show Students a video of The

Notebook and ask them where
does the pitch fall on What do
you want? to emphasize on
intonation in a sentence. Link:
https://www.youtube.com/watch
?v=2IeX5dwJAfQ
9-Teacher will give a clear
example of intonation within a
sentence in different ways using

2
Ex.1.
3-Then Students
will sit with a
partner to check
their answers
before the teacher
goes over them.
4-Students
individually will
underline the
correct sentences.
Check answers
with a partner
before the teacher
goes over them.
5-Students will be
able to identify
intonation through
the video and
explanation.
-They will do
drilling for the
word.

3-Students will
know what words
or part of the
sentence has a
stress and is
giving the
information.

to identify
stressed
syllables in a
word and a
sentence.

3-Students will be
able to grasp the
meaning of
intonation
through the video.

Students will
know words
related to
emotions.

.6-Students have
to say words
related to
emotions and
write them in the
chart.

Students will
know where
intonation falls in
a sentence.

7-Students will
identify intonation
within a sentence.

4-Students will
understand
intonation.
5-Students will be
able to use

-Students
will be able
to identify
intonation
and relate it
to meaning

WORKSHOP LESSON PLAN DAY 1

15mins

1min

the handout APPENDIX A.

Pair Work Activity:
10-a) Present the activity
with clear instructions.
APPENDIX A. Ex 3
b)Ask students if they have
any questions before
starting the activity.
c)Students will be paired
by using card with
emotions tags on them
APPENDIX B.
d)After students are paired,
each group will pick a
situation anonymously.
e)Students have to
practice the given dialogue
using the situation strips
and practice it for a short
while.
f)Present the dialogue
APPENDIC C and the rest of the
class will identify what they are or
any kind of emotions.
11-Ask Students if they have any
questions they want to ask
regarding stress or intonation.

8-Students will
have a clearer idea
of what intonation
is.
9-Students will
ask questions if
they didnt
understand.
-Students will
create a scene
from the situation
strip paper they
pick from the box
with a partner.
-Practice speaking
within a given
dialogue.
-Students have to
guess the situation
each dialogue is
presented from the
pairs.

10-Ask any
question if they
have about stress
or intonation.

intonation in a
speech.

-Students
will be able
to realize the
6-Students will be intonation in
able to ask
a sentence.
questions if they
-Students
have a
will be able
misunderstanding to use
.
intonation in
a dialogue.

Additional Possibilities:
If there is an Extra time a video clip of The breakup fight scene will be shown to the students without
sound and students have to create a dialogue in APPENDIX A Ex 4.
Homework/Further Work:
Practice Stress and Intonation at home and with friends.

WORKSHOP LESSON PLAN DAY 1

Appendix A
IEP Workshop
Name:_______________
4/27/2016

Stress and Intonation

Stress:
The word or the sentence phrase with the information will get
louder, longer and with higher pitch.
Ex 1. Listen to the words in the box and categorize the words in the
chart below it to identify where syllables are stressed: (stressed at the
beginning, middle, or end of the word)
microwave

strawberry

banana

animal

adventure

holiday

family

Piano

celebrate

chocolate

A)

B)

amazing

Canada

C)

potato
Wednesday
Chipotle

WORKSHOP LESSON PLAN DAY 1

1
3

1
3

1
3

Eg. microwave

Ex 2. Read the following sentences and underline the stressed words:

1-The police took the four men and drove away.
2-Switzerland is a very cold country.
3-I want to travel to Dubai because I heard that its sunny and
beautiful.
4-John won a hundred dollars and a cup, after crossing the line.
Intonation:
Intonation in American English is the rise and fall of pitch in order to
convey a range of meanings, emotions or situations.

WORKSHOP LESSON PLAN DAY 1

Intonati
on

Example of Intonation:

I didnt say we should kill him!

we should

- Someone else said

kill him.
I didnt say we should kill him!
- I deny that I said it.
I didnt say we should kill him!
- I implied it or wrote
it down.
I didnt say we should kill him!
- I said someone else
should
kill him.
I didnt say we should kill him!
- I said we should not
kill him. /
I said we
have to kill him.
I didnt say we should kill him!
- I said we should do
something else to
him (scare him/ take him
to dinner).
I didnt say we should kill him!
- I said we should kill
someone
else.

WORKSHOP LESSON PLAN DAY 1

Ex 3. Look at the dialogue below and with your

partner act out the situation you picked out of the

box:

A: Hi, how are you?

B: Fine, thank you. And you?
A: Just great. What have you been doing lately?
B: Oh, not much. But I've been keeping busy.
A: Well...it's been good to see you.
B: Yes, it has...well, bye!
A: Goodbye.
Ex 4.
Look at the Video Clip from the Movie The
Breakup.
With your partner create a dialogue with four
sentences. After you write those sentences, practice
the dialogue using intonation:
A:
B:
A:
B:

Appendix B

WORKSHOP LESSON PLAN DAY 1

GROUPING TAGS

HAPPY
SAD
EXCITED

HAPPY
SAD
EXCITED

ANGRY

ANGRY

AFRAID

AFRAID

WORRIED
DISSAPOINTED
SHOCKED

WORRIED
DISSAPOINTED
SHOCKED

AMAZED

AMAZED

NERVOUS

NERVOUS

UNSURE

UNSURE

WORKSHOP LESSON PLAN DAY 1

Appendix C

Situations Ex.3
A sick person in hospital and a friend who
visits.
Two people that are old and deaf.
Two friends like each other that meet after 10
years.
A person who was not good to you in
highschool and you meet after few years.
Two friends who meet each other next to a bus
station. One is taking the bus and one just left
the bus.
A couple who are divorced and meet.
A couple who are in love and will get married.

WORKSHOP LESSON PLAN DAY 1

10

A student with a teacher who gave her/him a

poor grade.
A father and a son who is back from school and
wants to admit he did something wrong but he
doesnt.
Friends that meet every day and are out for
quick pickup coffee.
Two people who met before but cant
remember where.
A robot and his designer.