Weak Form of ‘Will’

Lesson Plan of Weak Form of ‘Will’, ‘Shall’ and ‘not’

English Grade V

Students’ Learning Outcomes

·         Pronounce the weak form of ‘will’, ‘shall’ and ‘not’ in contractions.

Information for Teachers

·        Strong Forms VS Weak Forms:
·        Weak forms:
1.       A weak form of a word is commonly illustrious  from a strong forms
a)      By variance in vowel-sounds
b)      By the nonappearance of a sound(vowel or consonant)
c)       By the variance in span of a vowel
2.       Most native grabbers of English no-win situation an “all-strong form” pronunciation unusual and overseas discussion.
3.       Talkers who are not acquainted with the use of weak forms are expected to have trouble understanding speakers who do use weak forms.
·         This lesson must be taught after teaching students, stress, intonation and rise and fall in tones.
·         Shan’t and won’t are the thin forms of shall not and will not. They are together used to create predictions about what will occur in the future, as in your example, Yamane. Won’t can be used with first, second and third person pronouns, so you could also say we won’t be able to get into the appearance with little or no difference in meaning. Shall and shan’t in this logic are used only by first person pronouns, I and we.
·         Shall has two different pronunciations, a weak form where you can scarcely catch the vowel sound, which is the usual pronunciation in the middle of sentences, and a sturdy form, when you want to stress the vowel, where it is stressed. The weak form sounds like this: shll. And the strong form sounds similar this: shall.
·         Harmful reductions like shan’t always have a strong pronunciation. There is no weak form of shan’t. But note that here is an r sound in shan’t which is pronounced in correctly the same way as the “are” sound in aren’t.
·         The reduction Song (Tune: Mary had a tiny lamb) – For teacher’s reference. Past a chart of this song in class for students to practice.
I’m the first word, don’t change me!
Don’t change me, don’t change me.
I’m the first word, don’t change me!
Please just let me be.
When you change the second word, second word, second word,
When you change the second word,
A shorter word you’ll see.
Certain letters are taken out. One word will remain.
Apostrophe will fill that space, fill that space, and fill that space.
Apostrophe will fill that space; the rest will stay the same.
Can’t and couldn’t isn’t, too. Isn’t too, isn’t too, won’t and I’ve and let’s, it’s true, Reductions everyone.
I’m and she’s and you’re and he’d, you’re and he’d, you’re and he’d,
Wouldn’t, didn’t, we’ll and she’d,
Good! And now we’re done.
·         Teacher sings aloud and students listen.
·         In this lesson focus will be only on contractions having will, shall, will not and shall not.

Material / resources

Chalk/marker, board, textbook

Worm up activity

·         Ask students to read the reductions (won’t, can’t, shan’t) written on the board.
·         Write the following sentences on the board and read them aloud. Students must repeat after you. Underline the reductions in sentences and inform students that they will study reductions today.
o   I shan’t do that.
o   We won’t come to you, next time.
o   He’ll be happy.
o   They’ll do it.
·         If possible, save 4-5 sentences spoken by a native English speaker on your cell phone or in a tape recorder, so that students can hear how native English speakers use reductions. You can also tape a few sentences from BBC TV as their presenters speak good English.


Activity 1

·         Remind students what a reduction is.
·         Sing the reductions song to the class.
·         Explain why we use reductions.
·         Tell the students that they are a “shorter form of 2 words” and they are especially helpful when speaking and are also helpful in writing.
·         Explain the rules of reductions by the words of the song:
a)      “ I’m the first word; don’t change me.” E.g. WILL NOT
b)      “When you change the second word, a shorter word you’ll see”. E.g. WON’T
c)       “Certain letters are taken out…..one word will remain.” E.g. WON’T
d)      Explain what an “Apostrophe” is and let students know that it’s the apostrophe which will “fill the space” (when a letter is taken out).
·         Remind students unstressed words are spoken quickly as compared to the stressed ones.
·         He will is pronounced as ‘he’ll’, ‘will not’s pronounced as won’t.  Students practice pronouncing the words.
·         As students practice and repeat it fast, it is fun also and it helps students to learn the correct way of pronouncing it.

Activity 2

·         Divide the class in pairs and ask them to write a phrase using ‘will’, ‘shall’ and ‘not’ on their notebooks.
·         Ask students to read the sentences.
·         Note the pronunciation and style of reading of each student.
·         Underline the stressed words in the phrase/sentence.
·         Repeat the activity given above by asking students to rewrite their own sentences using won’t/ shan’t/ shouldn’t/ wouldn’t.
o   She will is pronounced as ‘she’ll’, I shall is pronounced as ‘I’ll’, she will not is pronounced as she won’t.
o   Ask students practice and repeat it fast to each other, it is fun also and it helps children to learn the correct way of pronouncing it.

Activity 3

·         Give students an opportunity to use this language skill as they will in life.
·         Brainstorm with them to write a dialogue between a little girl who doesn’t want to eat anything and her mother who is offering her different kind of food.
Ø  For example:
o   Ammi: Guddi, I’ll make you some rice.
o   Guddi: No, I won’t eat rice!
o   Ammi: I know, I’ll make you some toast and you’ll eat it happily.
o   Guddi: If you’ll give me some ice-cream I will have it. I won’t have anything else.
o   Ammi: Guddi I’ll give you ice-cream only if you eat rice first. Otherwise I’ll give all the ice-cream to your sister and she’ll eat it all.
o   Guddi: ok, I’ll eat some rice then.
o   Ammi: you’re a good girl.

Sum p / Conclusion

·         Ask children to speak one sentence each of the song, in pairs. You move around in the class and listen to them speaking. They do this to each other and you listen
·         Ask students what they will ask for if they were offered to make one wish.


·         Listen to students’ responses continuously and carefully to know their level of understanding.
·         You must practice this concept in every lesson from now onward.

Follow up

·         Students must write a sentence using ‘will’, ‘not’.
·         Practice reading them correctly with proper pronunciation, at home.


Leave a Comment