CEP Lesson Plan Template

Teacher/s: Melissa Smith & Sabina Simon

Date/Time: 10/13/14
Goal: Syllable Stress
Objectives (SWBAT):
Students Will Be Able To
1. Understand the difference between /I/ and /i/ articulation
2. know how to stress words and leave certain syllables unstressed
3. distinguish between /l/ and /r/ sounds
Aim/Skill/
Microskill

Activity/Procedure/Stage

Review or
Preview (if
applicable)

Linking & Transitioning to rest of lesson:

Go over Assignment 2 (can change based on individual
classs outcomes)
Go over what will be expected on the midterm

Activity 1:/l/
and /r/
review

1.1 Pre-Stage: Divide students into pairs, and give one student
Version A and one student Version B.
Explain that they have to ask each other questions such as
-What are Angelinas plans on April fourth?
-Is she busy on the sixteenth? What is she doing?
-What are her plans for April twenty-third?
1.2. During Stage: As students fill in the calendar, teachers walk
around to listen for certain sounds being produced. This is also
a good time to listen for stress on numbers. (10ish mins)
1.3 Post-Stage: Go over the calendar
-Discuss which activities were hard for students to understand
from each other
-Have students do a final practice by writing a story using the
minimal pairs in the following slide. Put them in 4 groups of 4
and have them pick 8 words to incorporate into their story, and
have them create a dialogue to act out in front of the class.
Students will have to listen for 8 of the words and give feedback
to the class. (10 mins, plus additional 5 for performances)

Time

SS-T
5-10
mins

SSSS

20-25
mins

Activity
2:Intro to
Stress in
words

2.1 Pre-Stage: Go through slides on ppt about Stress. Do

Listening activity on page 55 as an introduction into how words
are more understandable with certain stress. Have them do
Exercise 2 on pg. 59 to further understand (5 mins for Exercise
2, about 10-15 mins total)

SSSS

30
mins

SSSS

30
mins

2.2. During Stage: Students practice using stress in email

delivery on pg. 67-68.
2.3 Post-Stage: Go over rules of stress in English, see which
words were the most difficult and why. What ones dont make
any sense?
Activity
3:Vowels /i/
and /I/

3.1 Pre-Stage: Go over how the mouth should be shaped when

doing /i/ and /I/ (refer to the handout from last Wednesday).
Have students practice making their mouths tense and lax from.
3.2. During Stage: Students complete the dialog and send it to
the google voice number for their teacher. As this is happening,
teacher is walking around listening to their dialogs and taking
note of which types of environments are difficult for them.
3.3 Post-Stage: Give students the phone number activity to
continue practicing minimal pairs.