A designer lessons ESL lesson plan developed by George Chilton
This is an interactive lesson that encourages the students to be creative and use natural language. The focus is on intonation and sentence stress, and can be adapted to suit your class as need be. Optionally, you could download this plain 4 slide powerpoint presentation with teacher lead intonation and sentence stress exercises. The presentation itself is easily adaptable and follows the suggested structure of this lesson.
- To practise intonation
- To practise sentence stress
- To create a dialogue using natural English
Stage one – Mingle
Write the word “Hello” on the board (or use the powerpoint).
Ask your students what they think is more important; what you say or how you say it.
You’ll get various answers – mostly along these lines:
•Can change/affect the meaning of a sentence.•Can cause misunderstandings.•Is as important as your choice of words.
Get your students standing up and point to the word Hello.
Ask your students to walk around saying Hello to one another, in the following ways:
•As if it were to their boss.•to their best friend.•to an attractive man/woman at the bar.•to a six month old baby.
The bold text indicates where the stress lies.
- Personally. Someone else does not love the cooking.
- Emphasis of natural meaning.
- A particular mother. I don’t, for example, like his mother’s cooking.
- Particular family member. I don’t, for example, like your father’s cooking.
- Aspect of mother you love. I, for example, hate your mother but love her cooking.
Model an answer for your students and ask them to complete the rest of the implied meanings in pairs. Make sure they repeat the sentence out loud so they can hear the stress.
Stage Three – Murderousness
I didn’t say we should kill him.
This is another sentence to practice stress, but this time we can change the follow-up activity slightly.
Write the sentence on the board.
Read the sentence out loud and and go through the stresses – asking your students to repeat after you. Ask individuals to read the sentence out, checking different stresses each time.
List the numbers 1- 7 on the board and get the students to list what they think the sentence could mean.
Examples of meaning:
- I didn’t say we should kill him. = Someone else said we should kill him.
- I didn’t say we should kill him. = I am denying saying it.
- I didn’t say we should kill him. = I implied it / whispered it / wrote it down.
- I didn’t say we should kill him. = I said someone else should kill him /you should kill him, etc.
- I didn’t say we should kill him. = I said we shouldn’t kill him / we must kill him, etc.
- I didn’t say we should kill him. = I said we should take him to dinner /take care of him / send him on a diving holiday.
- I didn’t say we should kill him. = We should kill someone else.
Designer Lessons by George Chilton is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
Creado a partir de la obra en designerlessons.wordpress.com
You are my role designs. Many thanks for your post
Awesome!!! Thank you for sharing your ideas!!
This is great! Thanks for sharing!
You’re very welcome!
I love this lesson plan! It’s simple and creative! Thanks!
Thanks, I’m glad you like it!
for the many lesson plans i visited for this skill/competency this is the one that is truly applicable to my class. i agree with April above. this is an idea-inspiring lp. much appreciation and thanks!
Great stuff. Love this site.
Reblogged this on Kaur Gibbons' Thoughts and commented:
Excellent activities on suprasegmental pronunciation – intonation and stress change.
Thanks very much! I really loved ur simple yet very understandable activity
This was a great activity!!