EFL 537 CALL Lesson Plan

1
EFL 537 CALL Lesson Plan

• Sentence Stress and Intonation
• by Ozlem Durmus

2
Description of Class

• Class size 10 students
• Age young adults
• Language proficiency level intermediate ESL
  students
• Native language background diverse
• Previous computer work
• E-mail
• Word processing (MS Word)
• WWW
• Time 3 hours

3
Materials

• Computer needs
• One computer for each student
• Internet connection
• Software Internet browser
• Headphones and microphone
• Classroom materials
• Big screen to display information

4
Class needs and goals

• English Grammar
• Improving pronunciation
• Reducing foreign accent
• Speaking in public

5
Language objectives

• Students will be able to
• Distinguish between content and function words
• determine sentence stress by listening to native
  speakers
• Learn about emphasis and change of meaning
• Record their speaking applying correct sentence
  stress and using their microphones

6
Computer literacy objectives

• Students will learn how to use websites for
  English pronunciation learning
• Students will learn how to use audio devices and
  software on websites to listen to ESL material
  and record sound

7
Lesson objective

• Students will learn about sentence stress and
  intonation
• Students will be able to distinguish between
  content and function words
• They will be able to determine change in meaning
  according to emphasized words in the sentence

8
Procedure

• Instructor will explain that the focus of the
  lesson is on sentence stress and intonation
• students will be shown how to connect headphones
  and/or microphones
• Students will open Internet Explorer to go to the
  instructor website
• Students will explore the links one by one

9
Pre-computer activities

• Review the concept of word stress and sentence
  stress
• What is the difference?
• Purposefully mispronounce a sentence
• Ask for reaction of students

10
Lesson presentation

• Have students open the first website
• Go through the content summarizing and explaining
  the main points
• Discuss the concept of content and function words
• Have students listen to the sentences on the
  second website

11
Practice

• Students are given time to practice the
  distinction between content and function words on
  the third website
• The class then goes on to the next website which
  will illustrate the same concept in another
  fashion
• Listening to American Intonation samples and
  doing the comprehension exercises will reinforce
  the learning even more

12
Practice 2

• The teacher explains that one way to emphasize a
  contrast is putting more stress on certain words
• s/he demonstrates the difference with two
  identical but differently stressed sentences
• Students will learn about emphasis on the website
  6 and 7
• As an activity, students will have to match the
  answers to the sentence I said she might
  consider a new haircut. on a piece of paper to
  hand in to the instructor

13
Closing

• As a final activity students will go to the last
  link on the instructor site and record their
  voices using correct sentence stress
• The teacher will circulate around and listen for
  correct recording
• As a homework assignment students are asked to
  write a sentence indicating where a contrastive
  stress is placed and provide an answer similar to
  the exercise on a previous website about contrast

14
Potential problems

• Activities may take longer than expected
• Technical problems may impede effective learning
• Slow Internet connection