Comments on: Jason’s Post-class activities

By: varvara

varvara — Thu, 28 Nov 2013 18:16:00 +0000

Varvara Tsoukidou
Date of submission: 28th November, 2013
My lesson plan for the post-class task for shrinking and linking:
Lesson plan
Classroom details: An advanced, mixed ability class of 24 senior high school students in Grade 2, at a state school of Greece. Students have English lessons twice a week for 45 minutes per lesson.
Classroom arrangement: 3 rows of desks, where students sit in pairs
Available resources: cd player, school laptop, overhead projector, whiteboard.
Materials used: cd player, photocopies of the song, pen and paper.
Length: 30 minutes
Purpose: Following the 3Rs (Relax, Repeat, Remember), students are going to practise stressed and reduced speech, in order to improve their listening and pronunciation skills, but also practise speaking, reading and writing, in a fun, relaxing manner.
Task 1: Listen to the song and fill in each gap with the word you hear. (Students provide the right answers for the whole class to check. Teacher helps only if necessary.)
Task 2: Work as a whole class. Listen to the song again and sing along, trying to keep the rhythm.
(The teacher monitors the process.)
Task 3: Teacher gets Students to answer the following question:
- What did you have to do in order to keep the rhythm? Give examples. (Teacher tries to elicit the answer that students had to link and shrink words in order to keep the rhythm, and explain that this happens all the time in real speech.)
Task 4: Students work in pairs. This song is part of a dialogue between two young people. Choose a part of the dialogue that you like (part 1, 2 or 3) and complete it with the missing parts. Then act it out in front of the class.

Photocopy for Students
Bohemian Like You – Dandy Warhols

Dialogue Part 1:

You got a great ………..
Yeah, what's wrong with it …………?
I used to have one too,
Maybe I'll come and have a look
I really ……. your hairdo, yeah.
I'm glad you like mine too,
See we're looking pretty ……. Getcha!

Dialogue Part 2:
So what do you ………..?
Oh yeah, I wait ………………. too.
No I haven't heard your ……………
Cause you guys are pretty ………...
But if you dig on Vegan …………...
Well come over to my work
I'll have them …………… you something that you'll really …………………

Cause I like you,
Yeah I like you.
And I'm feeling so Bohemian like you,
Yeah I like you,
Yeah I like you,
And I feel wahoo! ..

Dialogue Part 3:
Wait. Who's that ……………… just hanging at your pad?
He's lookin' kinda bummed.
Yeah you broke up that's too …………...
I guess it's ……………. if he always pays the ……………
And he doesn't get all bent
About sleepin' on the ……………… when I'm ………………...

Cause I like you,
….

I'm getting wise
And I feel so Bohemian like you.
It's you that I want so …………….,
Just a casual, casual ……………. thing.
Is it? It is for me

And I like you
Yeah I like you
And I like you, I like you, I like you,
I like you, I like you, I like you, I like you
And I feel wahoo!…

Answer Key for Task 1

Bohemian Like You – Dandy Warhols

You got a great car
Yeah, what's wrong with it today?
I used to have one too,
Maybe I'll come and have a look
I really love your hairdo, yeah.
I'm glad you like mine too,
See we're looking pretty cool
Getcha!

So what do you do?
Oh yeah, I wait tables too.
No I haven't heard your band
Cause you guys are pretty new.
But if you dig on Vegan food.
Well come over to my work
I'll have them cook you something that you'll really love.

Cause I like you,
Yeah I like you.
And I'm feeling so Bohemian like you,
Yeah I like you,
Yeah I like you,
And I feel wahoo! ..

Wait. Who's that guy just hanging at your pad?
He's lookin' kinda bummed.
Yeah you broke up that's too bad.
I guess it's fair if he always pays the rent
And he doesn't get all bent
About sleepin' on the couch when I'm there.

Cause I like you,
….

I'm getting wise
And I feel so Bohemian like you.
It's you that I want so please,
Just a casual, casual easy thing.
Is it? It is for me

And I like you
Yeah I like you
And I like you, I like you, I like you,
I like you, I like you, I like you, I like you
And I feel wahoo!…

By: Carla Fernanda Diez

Carla Fernanda Diez — Wed, 27 Nov 2013 12:52:40 +0000

Carla Fernanda Diez Date of submission: 27/11/2013 Lesson Plan Class description There are 32 students in this group, 24 girls and 8 boys, all between 15 and 16 years old. Students are generally attentive and ready to participate, although there are some of them that are talkative and noisy. Pre-Intermediate level. 40 min. Class. Timetable fit Students have been revising simple past and past continuous (affirmative, negative, question forms). PROCEDURES OBJECTIVE 1: Warm Up Activity/Class organisation: Teacher shows a the picture of John in Imagine, and elicits students’ previous knowledge about the singer, writing the answers on the board, and asking titles of songs they know of Lennon. OBJECTIVE 2: Lead in - Predicting - Dictation Context: A worksheet with the song ‘Jealous Guy’ by John Lennon. Activity/Class organisation: Teacher asks them to read the activities: 1-Dictation: One part of the song is dictated (four sentences). Sentences are repeated 3 times, in the same speed and stress pattern. After Ss. finish, the sentences are checked. The sentences are not in order, so, when they listen the song, they have to order them. 2-Before listening to the song, read the lyrics and mark stress. OBJECTIVE 3: Listening Context: A video ‘‘Jealous Guy’. Link: http://www.youtube.com/watch?v=giN6m-sfzng Activity/Class organisation: First, the video is watched, and Ss have to order the sentences, and check if the stresses they have marked are the same. Second, the song is repeated, pausing it to check the answers. After this, it’s time to sing all together, practising the stress pattern. Jealous Guy – By John Lennon 1- Dictation: Write 4 stanzas – When you hear the song, put them in order. 1-I’m sorry that I made you cry ___ 2- I didn’t mean to hurt you ___ 3- I’m just a jealous guy ___ 4- I didn’t want to hurt you ___ Chorus 2- Read the lyrics, predict and mark the stress of the song. I was dreaming of the past And my heart was beating fast I began to lose control I began to lose control (Chorus) I was feeling insecure You might not love me any more I was shivering inside I was shivering inside (Chorus * 2) I was trying to catch your eyes Thought that you were trying to hide I was swallowing my pain I was swallowing my pain (Chorus) I’m just a jealous guy (look out babe)

By: benny

benny — Mon, 25 Nov 2013 07:12:18 +0000

Teacher’s name: Benjamín Piñón Patiño Date of submission: 24/11/2013 Level: Elementary Students Age: Young Learners (15-17) Class size: 18 Students Class Length: 30 minutes 1. My classroom activity is about our everyday English talking about polite requests. 2. I will show my students a picture from a lovely family eating dinner, they have to discuss and tell me what they see. 3. Then they have to match these questions and responses: 1 Would you like some more rice? Black, no sugar, please. 2 Could you pass the salt, please? Yes, of course. I’m glad you like it. 3 Could I have a glass of water, please? Do you want sparkling or still? 4 Does anybody want more wine? Yes, please. It’s delicious. 5 How would you like your coffee? Yes, of course. Here you are. 6 This is delicious! Can you give me the recipe? Yes, please. I’d love some. 7 Do you want help with the washing-up? No, of course not. We have a dishwasher. 4. After they match every question-response, the students will mark the stress after the tape script. 5. We will discuss the words they have marked and I will explain the use and how we stress the words.

By: José Manuel Gómez Soto

José Manuel Gómez Soto — Sun, 24 Nov 2013 23:05:29 +0000

José Manuel Gómez Soto
In this class we focus on students who are older than eighteen in an intermediate level. The class size will be about of twenty to thirty students and its length will be of about two hours.
In my country learning English is not so important for most people, but if you´re studying a career in a university is something really important. The environment of this class is in a normal Mexican University. The students only need to learn the basis of English and they´re focused on their careers only.
The activity for these groups is learn how to communicate their ideas in the real life on their working field, because that´s the most difficult thing for them. We start with a warm-up activity in which all the students and the teacher talk about their likes in jobs, everybody must participate in the activity, it could work as a discussion or just expressing ideas in teams. With this activity the students can feel more confident to talk about them and their feelings or goal for their life.
After that the teacher write some expressions on the board and practice the pronunciation with the students who repeat each phrase with the same rhythm and intonation as the teacher does. This activity is great for improve their memory and pronunciation.
When the activity finishes the teacher ask the students to invent a dialog using the phrases learned before and other ones they know. The teacher must review the dialogues time to time for correcting mistakes, when the students have finished the task they must act the conversation in front of their classmates. We do this because although they´re learning they must face real situations.
At the end everybody will write about the team´s performance and will give the comments to the team as a feedback.

By: Teresa Moore

Teresa Moore — Sat, 23 Nov 2013 10:25:28 +0000

Teresa Moore
1)    Level 3 students
2)    Age levels are 14-16
3)    Class size is 14 students
4)    Class length will be one class meeting, 50 minutes.

TASK:

Create a classroom activity that engages your students in meaningful practice with stressed and reduced speech. You can incorporate one or more of the techniques introduced in the class or use any other technique(s) you feel would be effective.
You may design the activity for any group of English learners. Be sure to specify their age(s), level(s), the class size, and the class length. Please include any other pertinent details about the learners and/or learning environment.

Summarize your activity in 2-3 paragraphs or create a procedure using lesson-plan style.

Objective: Students will demonstrate the reduced sound of ‘going’ as ‘gonna in a two minute voice thread using audacity or a voki

CLASS SET:

A.   Begin class by reading the sentences from the video and pronouncing the ‘gonna’ reduced sound for going.
B.   Write gonna and going on the overhead.
C.   Discuss the English conversational concept of reducing with the class.
D.   Ask if they hear the difference in the sentences as I read them.
E.    Have them repeat after me.
F.    Have the following five sentences on the overhead for the students to listen to as I read them aloud. Prompt them to listen for the reduced sound of going.

1)    OK, I’m going to ask you another question.
2)    Mark, who do you think is going to win tonight?
3)    I’m gonna go around 5:30 or so.
4)    OK. I’m gonna go before that, because I’m gonna go early.
5)    I’m gonna go there first for like an hour.

I. After going over the explanation and practice of the reduced sound of going with the students, show the following video.
VIDEO LINK:
http://www.youtube.com/watch?v=Ght6uo7gHsQ&list=PL8A78F4E25D2280A1

II.                Students should practice with the video.

III.             Assignment: Prepare a voice thread or voki using the video as a guide of your own dialogue. The dialogue should use the reduced form of going at least SIX times.

This is an activity for students to become more familiar with everyday English. It also allows them to incorporate technology with the assignment.

By: Gabriela López Quesada

Gabriela López Quesada — Sat, 23 Nov 2013 00:03:05 +0000

Shrinking and Linking: Practical Techniques for Teaching Stressed and Reduced Speech
Gabriela María del Carmen López Quesada
AGE: between 19 and 25 years old
CLASS SIZE: 22 students
LEVEL: starters
CLASS LENGTH: 1.30 hrs but the activity will be performed at the very beginning of the class.
AIM: to review vocabulary and word order, as well as to practice stressed and reduced speech.
STEPS:
1.       Students work in trios.
2.       Each group receives the same activity. They receive pieces of paper with one word each.
3.       In trios students practice saying each word, as they already know the words from previous classes, they are supposed to know about stress. Teacher monitors to ensure all of them stress each word in the right way, if needed, the teacher repeats the words emphasizing the stress each one has.
4.       Once students have identified stress in each word in an independent way they are required to form sentences with them. To avoid wasting time all the words belonging to the same sentence have the same number (sentence number one includes papers with a number 1 written). It is important to say that students should not receive more than 5 sentences because of their level and because the aim of the activity is to practice stress and reduction reviewing topics already seen.
5.       Once students have formed the sentences in the right way they are requested to practice them in their groups; later on they read their sentences aloud, if needed the teachers reads them aloud in a regular speed.
6.       Students are required to notice the difference stress has when having independent words and having them in a sentence.
7.       Once stress is not an issue, students are required to check how reduction is performed unconsciously, mainly with expressions such as ´wanna’, and ‘gonna’ which are well known.
OPTION: a really good idea would be to choose sentences from a listening exercise so students can check stress and reduction by listening to it and can imitate, mainly because they are at a very low level (starters).

By: Nabila Madani

Nabila Madani — Fri, 22 Nov 2013 20:58:32 +0000

Teacher: Nabila Madani. Level: pre-intermediate. Class size: 20 students. ( 14-15 years old) Class Length: 40 minutes. Date of submission: 22/11/2013. 1- The class activity will talk about actions students do in school, with the emphasis on stress and reduced speech. 2- The teacher starts by showing the students some pictures of students at school doing different actions. Then he/she asks them to describe what they see. The students will give different answers. The teacher writes them on the board. Examples: a- Students listen to the teacher. b- A student is writng on the board. c- Some students are reading and writing letters. 3- The teacher underline ( highlight) the stressed words , read the sentences again and ask the students to repeat after him. 4- Teacher gives students handouts of the song's lyric "If You Wanna Get The Teacher's Attention" and ask them to mark the stress. After that he draws their attention to the words that have been reduced like "wanna / they'll/ let'em/ ... etc. Link of the song : https://www.youtube.com/watch?v=H8Cp-fQnujA 5- Finally the teacher asks the students to sum up what they've learned to check if they have fully understood the stress and reduced speech and answers their questions (if they had any).