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  • Sergio Diaz
    Participant
    12 November, 2016 at 10:01
    • Total posts: 1

    Hello, Could anyone please help me with my lesson plan? I am on my 2nd submission. I’m taking the tesol online but I am stuck on something and I must have made a few mistakes because the person that is grading me wrote this back:
    Your assignment is incomplete. Rather than give you a very low grade which you could have done nothing about, I have gone ahead and failed you for this module so that you have a chance to repeat it and get a better grade. Whatever your final grade comes out to be, you will be penalized tend points, but it will certainly be better than getting a ‘C’ for this module. As calculated, your grade came out to 53. At least now you can hope to do a bit better than that. Please follow directions and ask questions when you don’t understand something. It will be much easier for both of us.
    Good luck.
    Can you help me please. This is the assigment:

    Unit 2 The Study of English

    Module 2 Pronunciation, Stress and Intonation

    TASK 1

    Read the examples below and decide for each one if the tone is rising or falling:-

    A) Who goes there? ……………………………………

    B) It’s only me. ……………………………………

    A) Bread? ……………………………………

    B) No thanks. ……………………………………

    A) I’m not going to Paris. ……………………………………

    B) No? ……………………………………

    A) Do you travel to France by boat or by plane? ……………………………..

    B) Oh! We always fly. ……………………………..

    TASK 2

    Underline the words you think could be stressed in each of the sentences below. Explain why those words are being stressed (only one word or one set of words per sentence). This task is NOT about normal sentence stress; it is about how we can stress particular words to point to a context.
    eg ‘I don’t want to go there’: ‘I’ might be stressed to emphasise that although everyone else might want to go, I definitely do not want to go. Or, ’there’ might be stressed to emphasize that it is the place that is the problem, but that I might be willing to go somewhere else.
    Hint: Read out each sentence several times so you can work out which word or words would be stressed and the reason for that stress.

    1. He telephoned the police yesterday

    2. Can you show me the diamonds?

    3. Paul has gone to the theatre.

    4. Have you heard that Marcella’s won £50,000 on the lottery?

    5. I’m not doing anything this evening.
    TASK 3

    Indicate by using the letter a, b, c and d above the appropriate word what part of the question would be stressed in order to elicit each of the answers.

    1. Did you say you were leaving tonight, for Wales?

    a) No, I said Wells, in Somerset.

    b) No, I’m off tomorrow.

    c) I most certainly did not.

    d) No, my twin brother said that.

    2. Is he going to take that job as a salesman abroad?

    a) No, he’s staying in this country.

    b) No, he’s changed his mind.

    c) No, he’s been offered a job as a divisional manager overseas.

    3. Are you seeing Colin this afternoon on the promenade?

    a) No, I’m seeing Roger.

    b) No, it’ll have to be this evening as I’m busy.

    c) Yes, most definitely.

    d) No, I’m seeing him in the arcade.

    4. Is your son flying to Paris?

    a) No, he’s off to Brussels.

    b) No, it’s my daughter who’s going.

    c) No, you know he’s scared of flying.

    d) Yes, he’s going tomorrow night.
    TASK 4

    Underline the weak forms in these sentences. Hint: there is more than one weak form present in most of the sentences; some of the multi-syllabic words may also contain the weak form. Try saying the sentences aloud a few times in order to identify them.

    1. A quarter to eight.

    2. She can speak Spanish.

    3. The book that I want.

    4. Where does the bus go?

    5. How do you do?

    6. I bought a present for Leo.

    TASK 5

    Mark the stressed syllable in the following words:-

    1. vocabulary

    2. permanent

    3. spoken

    4. however

    5. procedure

    6. produce (verb)

    7. produce (noun)

    8. beyond

    9. encourage

    10. linoleum

    TASK 6

    Look at the words below, place the symbol for ‘shwa’ above the appropriate sounds. Hint: a number of the words contain more than one shwa sound. Again try saying the words aloud a few times to identify them.

    1. newspaper

    2. director

    3. industry

    4. omelette

    5. recognise

    6. photograph

    7. photographer

    8. furniture

    9. hesitation

    10.approximate

    ……………………………………………………………………………………………………………………………………………………………
    This what I sent out and I did no tunderstand task 6.

    49
    Read the examples below and decide for each one if the tone is rising or falling:-

    A) Who goes there? …….rising……………………………..

    B) It’s only me. ……………falling………………………

    A) Bread? ………..rising………………………….

    B) No thanks. ………….falling………………………..

    A) I’m not going to Paris. ………..falling………………………….

    B) No? ………………..rising………………….

    A) Do you travel to France by boat or by plane? ………………………rising……..
    Rising on boat, falling on plane
    B) Oh! We always fly. ………………falling……………..
    Rising on oh, falling on always fly

    TASK 2

    Underline the words you think could be stressed in each of the sentences below. Explain why those words are being stressed (only one word or one set of words per sentence). This task is NOT about normal sentence stress; it is about how we can stress particular words to point to a context.
    eg ‘I don’t want to go there’: ‘I’ might be stressed to emphasise that although everyone else might want to go, I definitely do not want to go. Or, ’there’ might be stressed to emphasize that it is the place that is the problem, but that I might be willing to go somewhere else.
    Hint: Read out each sentence several times so you can work out which word or words would be stressed and the reason for that stress.

    1. He telephoned the police yesterday –yesterday could be emphasized to indicate time issue

    2. Can you show me the diamonds? Can –is someone able to, me –instead of showing them to someone else

    3. Paul has gone to the theatre. Paul to emphasize him instead of someone else.

    4. Have you heard that Marcella’s won £50,000 on the lottery? £50,000—to stress the amount

    5. I’m not doing anything this evening. I’m—indicates availability to do something

    Your discourse analysis is a bit skimpy. I was hoping for a more complete explanation.
    TASK 3

    Indicate by using the letter a, b, c and d above the appropriate word what part of the question would be stressed in order to elicit each of the answers.

    1. Did you say you were leaving tonight, for Wales?

    a) No, I said Wells, in Somerset.

    b) No, I’m off tomorrow.

    c) I most certainly did not.

    d) No, my twin brother said that.

    2. Is he going to take that job as a salesman abroad?

    a) No, he’s staying in this country.

    b) No, he’s changed his mind.

    c) No, he’s been offered a job as a divisional manager overseas.

    3. Are you seeing Colin this afternoon on the promenade?

    a) No, I’m seeing Roger.

    b) No, it’ll have to be this evening as I’m busy.

    c) Yes, most definitely.

    d) No, I’m seeing him in the arcade.

    4. Is your son flying to Paris?

    a) No, he’s off to Brussels.

    b) No, it’s my daughter who’s going.

    c) No, you know he’s scared of flying.

    d) Yes, he’s going tomorrow night.
    It seems you’ve misunderstood the assignment. Please follow directions. If you don’t understand something, do ask. Once you’ve submitted an answer, there is little I can do to help. Your answer should have looked something like this:

    C
    Did you say you were leaving tonight, for Wales?

    Then the other letters should have been placed over the other words in the sentence to indicate which answer corresponds to the emphasis placed upon the words.

    You indicated that you want your work graded quickly. When you don’t follow directions, or fail to ask questions when you are not sure, it definitely slows the process down for both of us.

    TASK 4

    Underline the weak forms in these sentences. Hint: there is more than one weak form present in most of the sentences; some of the multi-syllabic words may also contain the weak form. Try saying the sentences aloud a few times in order to identify them.

    1. A quarter to eight.

    2. She can speak Spanish.

    3. The book that I want.

    4. Where does the bus go?

    5. How do you do?

    6. I bought a present for Leo.

    TASK 5

    Mark the stressed syllable in the following words:-

    1. vocabulary

    2. permanent

    3. spoken

    4. however

    5. procedure

    6. produce (verb)

    7. produce (noun)

    8. beyond

    9. encourage

    10. linóleum

    dan
    Moderator
    28 November, 2016 at 15:03
    • Total posts: 770

    Hi Sergio

    Firstly, I’ve moved your reply to a new topic, because this doesn’t look like a lesson plan help – it’s more of a language awareness task. Is it part of a course you’re taking?

    Okay, I can’t give you the answers, but I can give you some pointers:

    TASK 1
    Think about the context where you would hear these, then say them out loud to yourself. Some of your answers are okay, for example:
    Rising on boat, falling on plane

    TASK 2
    You’re on the right lines, but I think they want you to talk about each of the possible words that could be stressed. For example in 3:
    3. Paul has gone to the theatre. Paul to emphasize him instead of someone else.
    This is good, but are there any other words that could be stressed too? If so, why? Say them out loud to yourself several times, stressing a different word in the sentence each time, then expand your answers to include reasons for all the words that can be stressed.

    TASK 3
    Look at each answer and decide which word in the sentence would need to be stresed to elicit this answer. For example:
    1. Did you say you were leaving tonight, for Wales?
    a) No, I said Wells, in Somerset.
    Which word would you need to stress in the question to get this answer? Put the letter “a” above that word. Repeat for “b” and “c”.

    TASK 4
    You haven’t provided the answers you gave so I can’t really comment, but read the sentences aloud to yourself and decide which syllables and/or words are weak.

    TASK 5
    Likewise, you haven’t provided the answers you gave.

    TASK 6
    This is asking you to identify here the schwa sound occurs in each word. If you’re not sure what the schwa is, Google “schwa” first.

    Hope that helps.

    Dan

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