Unit 10 Lesson Plan (With Notes for Teachers) Strong Forms and Weak Forms Date: Nov.18-22 Class ses 1,2&3,Grade 2011 Subject: English Pronunciation for Communication Purpose: The students will learn strong forms and weak forms in English. Objectives:Students will be able to 1.Define-in their own words a definition for strong forms and weak forms in a sentence.It is a revision and therefore,easy for most of the students; 2.Compare-based on the understanding of the basic concept,compare strong forms and weak forms in syllables in words and sentences, 3. Practice-imitate the stress pattems and dopractice Resources/Materials: 1.Textbook:Wang,Guizhen,An English Promnciation Course,Higher Education Press Beiiing 2000: Handouts:illustratio 3 n of stress pattems and rhythmic pattem Recordings of native speakers Activities and Procedures: 1.Warming-up:Asking the class to read the following phrases,pay attention to the strong form and weak forms in a sent meet Mcet you. good Good day. and Mary and John. Do you think there are changes for the three words when they are put with other words?Why or why not? 2. Display exampl s by playin the recording of the native speakers showing the typical pronunciation in Englis 3.Have the students notice the definition of assimilation,incomplete plosive,stress forms and weak forms in focus. Assimilation:The process by which a sound is modified so that it becor imilar or ridentical t ample,the e prefix in becomes im-in impossible by assimilation to the labial pofpossible Incomplete plosive:When two plosives are together,the first one is incomplete plosive or stop;when a plosive is with a friction,the first plosive is incomplete Stress forms and weak forms:The change of a word between stress and weakUnit 10 Lesson Plan (With Notes for Teachers) Strong Forms and Weak Forms Date: Nov., 18-22 Class: Classes 1, 2 & 3, Grade 2011 Subject: English Pronunciation for Communication Purpose: The students will learn strong forms and weak forms in English. Objectives: Students will be able to: 1. Define - in their own words a definition for strong forms and weak forms in a sentence. It is a revision and therefore, easy for most of the students; 2. Compare – based on the understanding of the basic concept, compare strong forms and weak forms in syllables in words and sentences; 3. Practice – imitate the stress patterns and do practice. Resources/Materials: 1. Textbook: Wang, Guizhen, An English Pronunciation Course, Higher Education Press, Beijing, 2000; 2. Handouts: illustration of stress patterns and rhythmic pattern; 3. Recordings of native speakers Activities and Procedures: 1. Warming-up: Asking the class to read the following phrases, pay attention to the strong forms and weak forms in a sentence. meet Meet you. good Good day. and Mary and John. Do you think there are changes for the three words when they are put with other words? Why or why not? 2. Display examples by playing the recording of the native speakers showing the typical pronunciation in English. 3. Have the students notice the definition of assimilation, incomplete plosive, stress forms and weak forms in focus. ⚫ Assimilation: The process by which a sound is modified so that it becomes similar or identical to an adjacent or nearby sound. For example, the prefix in￾becomes im- in impossible by assimilation to the labial p of possible. ⚫ Incomplete plosive: When two plosives are together, the first one is incomplete plosive or stop; when a plosive is with a friction, the first plosive is incomplete. ⚫ Stress forms and weak forms: The change of a word between stress and weak