LessonPlan

AbbyMcMillin

Date:12March2014LengthofClass:50minutes,Level:Beginner(level1,IEP)
Type:Listening&Speaking

Studentsinthiscoursearelookingtoimprovetheiracademiclisteningandspeakingskillsaswellaswork
ontheirpronunciationtobecomemorecomprehensible.OnWednesdayswespendextratimeatthe
beginningofclassonpronunciation.

Class
Profile

10IEPyoungadultlearners,4men,6women,beginnerlevel

Timetablefit Beginningofthelesson,3rdunitofthecourse,3rdlessoninthe2ndwkofclassduringa
10wksession,4(1hr)lessonsperweek(MTh),Wednesdayofweek2
Terminal
Objectives

1.Sswillbeabletoutilizetheiracademiccommunicativeskills,specifically:listening&
speaking,withafocusonpronunciation,infrontofagroupofpeers
2.Sswillwillbeabletobeunderstoodandcomprehensiblewhenspeaking
3.Sswillbeabletoapplypronunciationskillsintotheireverydaycommunication

Enabling
Objectives

1.Sswillbeabletocountsyllablesinwords
2.Sswillbeabletostarthearingthestrongsyllablesinmultisyllablewords
3.Sswillbeabletohearhowmanysyllablesareinawordwhileworkingwithapartner
4.Sswillbeabletoquicklysortwordsbysyllablecounts

Materials

Textbook,worksheets,boardmarkers

Anticipated
Problems/
Solutions

P=Ssmightbehesitanttotaporclapoutsyllables,S=Keepcultivatingasupportive
environmentwhereinteractionandparticipationarevalued
P=Ssmightbeconfusedbysomeofthedifferingpronunciationsofthesamespelling,
S=Demothedifferencesasaclass

Instructor
Focus

Pacing,increasingstudenttalktime,clarity,dealingwithunexpectedquestionswell

Thisisthebeginningoflesson3duringweek2(therearefourlessonsaweek).Thisweekwehave
introducedtheconceptofsyllablestostudents.Studentshavelearnedtolistentosyllables,tapthemout,
andcountthem.Wevebegunfocusingonsyllablenumber,andexplainedthatEnglishlearnersoftenaddor
dropsyllablesaccordingtotherulesoftheirL1.Wevealsoreinforcedthealphabetandvowelsoundsfrom
previousunits.

LessonPlanforWednesdayofWeek5(10weeksession)
TIM
E

STAGE

EO
s

PROCEDURES

INTERACTION MATERIALS

:21

Warmup

Relatingtothetopic:
1.Makefourcolumnsontheboardbutdonotlabel
them.

2.TasksSwhathis/herfavoritefoodisandwritesitin
oneofthecolumns(accordingtohowmanysyllablesit
has,e.g.pizza=column2).

3.Promptthatstudenttoaskaclassmate:
Whatisyour
favoritefood?
Forthefirstround,writethewordsinthe
columnsforthem.

4..Doitagainasking,
Whatsanotherfoodyoulike?
Thistime,handthequestionerthemarkerand
encouragethemtowritethewordintheappropriate
column.Ifhe/shesucceeds,praisethem.Ifnot,askthe
classtohelp.

5.Askthestudentswhyweveorganizedthewordsthis
way(iftheyhaventalreadysaiditoutloud).

6.Claportapoutthesyllablesofafewofthewords.
Asktheclasstojoinyou.

Class

Markers

:15

PreActivity
Focus

1,2

IntroducingStrongSyllablesConcept:
1.Writethewordbananaontheboardandask
studentshowmanysyllablesareinit.Thenask
studentswhichsyllabletheythinkisthestrongest,or
mostimportant.

2.Pointouttostudentshowthevowelatthecenterof
certainsyllablesisextralong(morepronounced),and
thatthisvowelisthecoreofawordsstrongsyllable.

3.Turntop.27andgothroughactivityBtogetherasa
class.

4.ForactivityC,havestudentsworktogetherto
emphasizethelongvowelsounds.

Class

StoS

Textbook,
Markers,
Rubber
Bands

Partner
Activity

PartnerSpeaking&ListeningforSyllableCounts:
1.HaveSsgetintopairsandhandoneworksheetA
andoneB.

2.Explainthedirections(theydonthavetowritetheir
partnerswords).

3.Setthemoffworkingandcirculatetheroom.

4.Aftertheyhavereviewedtheiranswers,askifthey
haddifferentcountsforanyofthewords?whichones?

5.Ask:Cananyonetellmewhatthestrongsyllableisin
(wordthatwastricky)
?(Dothisforseveraltoreinforce

StoS

Worksheets,
Markers

:07

earlierconcepts).

:02

Team
Challenge

CategorizingWordsbasedonSyllableCounts
1.First,havestudentsturnovertheirworksheets(so
theycantlook!),thensplittheclassintotwoteams.

2.GiveeachteamaCategorizingChart.

3.Explaintherulestothem,eachsyllableisapoint,
everymemberoftheteammusttakeaturnwriting

4.Letthemworkonthisforabout2minutes.

5.Whentimeiscalled,askthestudentstocountup
theirtotals.Declareawinner!

Class

Categorizing
Chart,
Markers

:00

Wrapup

Clarifying:
1.Atthispoint,studentswillbegettingreadytomove
ontomoreintenseworkwithstrongsyllables.

2.Askifthereisanyconfusionaboutstrongsyllables
andreview.

Afterthis,weIdevelopedabingogamethatIthoughtwouldbeanengagingwaytofinishupthesyllable
countactivitiesandtransitionintotherestofthelesson.Thestudentswillspendthelasthalfofthelesson
workingonstrongsyllablessounds,buildingoffoftheconceptsthatweintroducedearlierandusingphysical
actionstoreinforcethestrongsounds.

Howmanywordscanyouthinkof?Howmanysyllablesdotheyhave?

1syllable

2syllables

3syllables

4syllables

5syllables

6syllables

Total
syllables:

Total
syllables:

Total
syllables:

Total
syllables:

Total
syllables:

Total
syllables:

GrandTotal:____________