Stressed time sentences [Teach plan for 3th grade students]

Grade:

Any of the three grades in high school in Brazilian system.

Time management:

20 minutes.

General Objectives:

Lead students to  understand and parctice the major diferences inside the English language when it comes to pronuciation, tone and stress, mainly. 

Especific Objectives:

Have students recognize and also practice sentences in the English language according to the stress inside of them. Make students be able to switch the stress and have them identify its purposes.

Materials:

Board, markers and datashow.

Introduction:

Five students will perform role play as if they were on a trial, in which they will play a judge, an attorney and the two defendants. They will go through a dialogue with the change of stress in the sentence to presente the difference of meanings inside of it:

“HE was the man who stole the red car!” (intention will be lead to the person)

“He WAS the man who stole the red car!” (intention will be lead to the tense)

“He was THE man who stole the red car!” (intention will be lead to the number)

“He was the MAN who stole the red car!” (intention will be lead to the gender)

“He was the man WHO stole the red car!” (intention will be lead to the accusation)

“He was the man who STOLE the red car!” (intention will be lead to the action)

“He was the man who stole THE red car!” (intention will be lead to the number)

“He was the man who stole the RED car!” (intention will be lead to the specification)

“He was the man who stole the red CAR!” (intention will be lead to the object)

Class Steps:

1.    Show the students the different stresses in the sentences presented on the slides.

2.    Have the students read them aloud.

3.    Check the students’ comprehension regard the stress and its meanings.

4.  Clarify any doubt students might have about the sentence or stress and explain the intention of them separately.

5.  Select five students to model the situation in order to perform a trial to instigate the different types of stress.

6.    Prepare the class and help the students.

Evaluation:

The evaluation will happen as the students participate in the class, helping the teacher identify the different meanings inside the same sentence according to the stress indicated by the capital letter highlited in the sentences. Thus, students will also be evaluated as they pronounce the sentence taking into consideration the stress.