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NEW DYNAMIC ENGLISH MODULE 1: Review 1 Lesson Plan
Objectives
1. Students will be able recognise and use vocabulary from the module.
2. Students will practice saying and using numbers 1-100.
3. Students will be able to ask and answer questions about basic personal information
using direct and ‘Wh-‘question forms.
4. Students will be able to talk about themselves and their classmates in complete
sentences and appropriate structures.
5. Students will be given the opportunity to practice and develop fluency skills.
6. Pronunciation will be dealt with as the need arises during the lesson.
Activity 1: Who are they? (Slide 2)
Objectives To review courseware content To exchange information
Activity Type Revision
Interaction T-S (Whole class)
Preparation None
Assumptions Students will recognise previously studied content
Anticipated problems Memorisation
Solution Peer input
Time
3 minutes
Target Language
Where does s/he come from? S/he comes from
What’s his / her name? His/her name is…
Who is that? His name is…
Does s/he come from…? Yes, s/he does, No, s/he doesn’t.
Which person comes from Europe?
Where does the woman come from?
Is the person on the right a man or a woman?
Procedure 1. Click on the slide. 2. Ask the class for the names of the two courseware characters. Ask the students which
character is missing from the slide? Answer: Pierre. Ask questions about Pierre using the target language.
3. Invite students to work in pairs to ask and answer questions about the characters. See Target Language box for suggestions.
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4. Now invite the students to ask and answer similar question about themselves and their partner. Model an example dialog with a confident student e.g. where do you come from? What’s your name? Do you come from France? Do you come from Europe?
5. Monitor output. 6. Review target language usage as necessary. Activity 2: What’s the question? (Slide 3)
Objectives To review the use of present simple tense to express habits and routines
Activity Type Writing present simple questions
Interaction S-S (Pair-work)
Preparation Copies of questions worksheet – 1 per student
Assumptions Students will be able to write questions
Anticipated problems Inaccuracies
Solution Peer input
Time
10 minutes
Target Language
See slide
Procedure 1. Do not click on the slide at this stage. 2. Write an example sentence on the board e.g. I go to the gym every Monday evening.
Invite the students to ask you the corresponding question for this answer e.g. when do you go to the gym? / What do you do on Monday evenings?
3. Tell the class that they are going to create questions to some answers. Distribute copies of the worksheet.
4. Instruct students to work individually to write the questions. Set a time for task completion. Monitor and assist with questions.
5. Click on the slide and check the suggested answers. (Note that students may have alternative questions). Review question formation as required.
6. Invite students to work in pairs to take turns asking similar questions about themselves. Model an example as necessary e.g. what do you do on Monday evenings?
7. Monitor and encourage extended fluency e.g. have students ask each other follow-up questions.
Activity 3: Facts (Slide 4)
Objectives To review the use of present simple tense to express general truths or statements of fact
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Activity Type Creating sentences
Interaction S-S (Pair-work)
Preparation None
Assumptions Students will use present simple accurately
Anticipated problems Limited use of target verbs
Solution Peer input
Time
5-10 minutes
Target Language
See slide
Procedure 1. Do not click on the slide at this stage. 2. Write two sentences on the board to express a fact or general truth e.g. The Earth goes
around the Sun; Berlin is the capital of Germany. 3. Ask the class to identify which tense is being used and why. Explain that the present
simple is used to talk about factual information such as general truths or scientific facts.
4. Click on the slide. Read through the words and check comprehension. 5. Instruct the students to work in pairs. Ask them to write 2 general facts for each of the
words. 6. Set a time for task completion. Monitor output. Assist pairs as necessary. 7. Have students join pairs to form groups of four. Invite them to compare their ideas in
their groups. 8. Go around the class asking each group for an example sentence. Correct as required.
Activity 4: What’s the answer? (Slide 5)
Objectives Asking and answering direct questions Tense review
Activity Type Direct question game
Interaction S-S (Group-work)
Preparation Copy and cut game cards – 1 set per group of 4-6 students
Assumptions Students will ask and answer questions using present tenses or ‘going to’
Anticipated problems Question formation
Solution Review
Time
5-10 minutes
Target Language
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Student-generated questions Procedure 1. There is no slide content for this activity.
2. Write a few short answers with verbs ‘to be’ and ‘do’ on the board e.g. Yes, I am / No, he
doesn’t. Elicit possible questions for the answers.
3. Model the game by taking a card and asking the class a question that requires the
answer on the card. When students have provided the correct answer, show them the
card.
4. Divide the class into groups of 4-6. Hand out one set of cards to each group.
5. Instruct a player in each group to shuffle the cards and to deal them out evenly around
the group.
6. The first plays picks up one of their cards and thinks of a question to encourage the
answer on the card. S/he tries to guess which classmate in the group will provide the
answer on the card and asks that person the question.
7. If the answer provided corresponds with the one on the card, the player discards it; if
not, s/he keeps the card. The first student to discard all his or her cards is the winner.
Activity 5: Who said what? (Slide 6)
Objectives To review and extend job-related vocabulary
Activity Type Listening and vocabulary
Interaction T-S (Whole-class)
Preparation None
Assumptions Students will recognise verbs in order to name jobs
Anticipated problems Listening comprehension
Solution Review
Time
5 minutes
Target Language
1. I like working with colours (florist) 2. Everything must be correct (accountant) 3. People get angry sometimes if I can’t repair it immediately (mechanic) 4. Some customers want their food to arrive after only 5 minutes! (waiter) 5. Landing can be stressful (pilot) 6. I like my students (teacher) 7. Sometimes the animals try to bite me (vet) 8. I don’t like looking in mouths all day (dentist) 9. I don’t like giving people bad news (doctor) 10. Most women don’t want it cut (hairdresser)
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Procedure 1. Click on the slide. Elicit how the words are connected i.e. jobs. 2. Tell the students to listen carefully as you are going to say a phrase that each person on
the slide might say. Instruct the students to decide who says what. 3. Read the phrases from the target language box out loud for the class. Say each phrase
twice. 4. Check the answers at the end of the dictation. 5. Have students work in pairs to think of two additional jobs and phrases that the person
who does the job might say. Monitor output. 6. Invite students to form groups of four to guess the jobs based on the other pairs
phrases. 7. Go around the class to elicit jobs. Activity 6: Jobs and family (Slide 7)
Objectives To review courseware content To practice asking and answering questions
Activity Type Review
Interaction T-S (Whole class) / S-S (Group-work)
Preparation None
Assumptions Students will be able to answer questions
Anticipated problems Memorisation
Solution Review
Time
5-10 minutes
Target Language
Richard Chin His first name is Richard. His family name is Chin. He is 30 years old. He teaches science and math. He likes his job. His salary is low, he doesn’t have much money. Richard is married. He has a son who is 5 years old. Richard and his family live on the 4th floor of a large apartment building. Sara Scott Her first name is Sara. Her last name is Scott. She’s 28 years old. She is a doctor and work in a large hospital. She’s a good doctor and works hard. She has a high salary. Sara isn’t married but she has a boyfriend who is a pilot. She lives in an expensive apartment. It’s very large and comfortable. Sara lives with her sister Chris who is a 24 year old ballet dancer. Henry Thornton His first name is Henry. His family name is Thornton. He’s 35 years old and is a business man. He doesn’t work hard but he has lots of money. His parents are rich. Henry lives in a
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big house. He isn’t married but likes Chris. Unfortunately, Chris doesn’t like him. Henry is single. Procedure 1. Click on the slide. Ask the class some quick-fire questions about the characters from the
courseware e.g. what’s his first name? Is he rich? Does she live in a large apartment? Is
he a teacher? Does Henry have children?
2. Divide the class into groups of three. Instruct each student in each group to take on the
role of Sara, Richard or Henry. Tell students to ask and answer questions about their jobs
and situations. Students should answer using the first person singular i.e. as one of the
courseware characters. Model an example with a confident student e.g. Sara, do you live
in a large apartment? Yes, I do.
3. Monitor output. Conduct a short feedback session to review the use of target language.
Activity 7: Home sweet home (Slide 8)
Objectives To review and extend housing-related vocabulary
Activity Type Review
Interaction S-S (Pair-work)
Preparation Copies of crossword – 1 per student
Assumptions Students will recall target vocabulary
Anticipated problems Memorisation
Solution Review
Time
5 minutes
Target Language
See slide for answers
Procedure
1. Do not click on the slide at this stage.
2. Tell the students that they are going to do a crossword puzzle connected with things in
the home. Check comprehension. Write the words ‘across’ and ‘down’ on the board and
elicit meanings.
3. Distribute copies of the worksheet. Give the class one minute to complete the crossword
then have students compare their answers in pairs.
4. Click on the slide. Allow students to check their answers.
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5. Have students work in pairs to write down five more words of their choice connected
with ‘home’.
6. Ask random students about various rooms, furniture and housing in their
neighbourhoods using the target language e.g. do you live in a house? Is there an attic in
your house?
Activity 8: Talking numbers (Slide 9)
Objectives To consolidate the use of numbers during fluency
Activity Type Exchanging information
Interaction S-S (Pair-work)
Preparation None
Assumptions Students will use numbers in discussion
Anticipated problems Use of structures and numbers
Solution Feedback
Time
10 minutes
Target Language
Student-generated language
Procedure 1. Click on the slide. Read through the instructions for the class. Check task
comprehension. Model a few examples as necessary by describing your own week, using
numbers in your teacher-talk.
2. Set a time for task completion.
3. Monitor output. Ask questions to encourage fluency where necessary.
4. Have students swap partner to give a summary of their previous partner’s information.
Monitor for the use of reported speech.
5. Conduct a feedback session by asking students to report to the class with another
student’s information.
6. Review grammatical and number errors as required.
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Activity 9: Exchanging Ideas (Slide 10)
Objectives To review use of tenses To practice listening and speaking skills
Activity Type Exchanging information
Interaction S-S (Group-work)
Preparation None
Assumptions Students will use target language and extend fluency
Anticipated problems Lack of active listening skills
Solution Encourage questions
Time
15 minutes
Target Language
Student-generated language
Procedure 1. Do not click on the slide at this stage. 2. Have the students work in groups of 4-6. 3. Click on the slide. Tell the class that they are going to discuss the questions in their
groups. Read through the information for the class. Check comprehension. 4. Remind the students to ask follow-up questions in order to find out as much as possible
about their classmates. 5. Monitor and encourage follow-up questions as necessary. 6. Review the use of structures and vocabulary with the class as necessary.
NDEM1 Review 1: Questions
Write questions for the answers.
1. She goes to the park twice a week. 2. Bangkok is the capital of Thailand.
3. She wants a necklace for her birthday.
4. No, my brother doesn’t play football.
5. It costs $2.50. 6. Class starts this week.
7. Roberto is 170 centimetres tall.
8. I’m nineteen years old.
9. They live in Shanghai.
10. My dad always watches TV when he gets home.
………………………………………………………………………………………………………………………………………....
Write questions for the answers.
1. She goes to the park twice a week.
2. Bangkok is the capital of Thailand.
3. She wants a necklace for her birthday.
4. No, my brother doesn’t play football.
5. It costs $2.50.
6. Class starts this week.
7. Roberto is 170 centimetres tall.
8. I’m nineteen years old. 9. They live in Shanghai.
10. My dad always watches TV when he gets home.
………………………………………………………………………………………………………………………………………....
Write questions for the answers.
1. She goes to the park twice a week.
2. Bangkok is the capital of Thailand. 3. She wants a necklace for her birthday.
4. No, my brother doesn’t play football.
5. It costs $2.50.
6. Class starts this week. 7. Roberto is 170 centimetres tall.
8. I’m nineteen years old.
9. They live in Shanghai.
10. My dad always watches TV when he gets home.
NDEM1 Review 1 Crossword
Home sweet home
Across 2. a room for cooking 4. to put clothes in 5. where people live in the city 6. you can walk on it 7. opposite the floor 9. sit on it to watch TV 10. on the bathroom walls Down 1. there is a shower in this room 3. sit on it to eat 4. made of glass 5. room in the top of a house 8. you can park your car here
NDEM1 Review 1 Cards
Yes, I am.
Yes, he is.
Yes, she is.
Yes, it is.
Yes, we are.
Yes, they are.
Yes, I do.
Yes, he does.
Yes, she does.
Yes, it does.
Yes, they do.
No, I’m not.
No, he isn’t.
No, she isn’t.
No, we aren’t.
No, they aren’t.
No, I don’t.
No, he doesn’t.
No, she doesn’t.
No, it doesn’t.
No, they don’t.
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NEW DYNAMIC ENGLISH MODULE 1: Review 2 Lesson Plan
Objectives
1. Students will be able recognise and use vocabulary from the module.
2. Students will practice saying and using numbers 1-100, review time-telling, prepositions
and comparatives.
3. Students will be able to talk about themselves and their classmates in complete
sentences using the appropriate structures.
4. Students will be given the opportunity to practice and develop fluency skills.
5. Pronunciation will be dealt with as the need arises during the lesson.
Activity 1: Questions Review (Slide 2)
Objectives To review courseware content To exchange information
Activity Type Q&A
Interaction T-S (Whole class) / S-S (Group-work)
Preparation None
Assumptions Students will answer questions accurately
Anticipated problems Uneven participation
Solution Drill
Time
10 minutes
Target Language
Where is Poland? It’s in Europe
Is France in Europe? Yes, it is / Is the US in Europe? No, it isn’t.
Where is (Max) from? Where are you from? He’s from…/ I’m from…
Where is Asia?
Where did you last go on vacation?
Where do people speak English/ Chinese / French?
Can Kathy speak French? Can you speak French? Can Pierre speak Spanish? Yes, s/he can / No, s/he can’t / doesn’t
Is Kathy married? No, she isn’t / She’s single
Procedure 1. Click on the slide. 2. Ask students questions about the countries on the map. Point to a range of countries
and ask ‘Where is Poland?’ Is it in Europe?’ 3. Drill responses as necessary e.g. It’s in…, Yes, it is / No, it isn’t. Have students come to the
slide to point to a number of places as you ask questions e.g. where is Max from? Where
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are you from? Where is Asia? Where did you last go on vacation? etc. Drill responses as necessary.
4. Now ask the students some questions about languages and abilities e.g. where do people
speak English?
5. Have students work in groups of 4 to create a quiz using the world map. Instruct them to
think of three questions for their classmates. Remind them to make sure they know the
answers! Model an example question to get them started e.g. where is the highest
mountain in the world?
6. Have a spokesperson from each group direct their questions to the class.
Activity 2: Dictation (Slide 3)
Objectives To develop listening and saying numbers and figures
Activity Type Dictation
Interaction T-S (Whole class)
Preparation None
Assumptions Students will be able to understand and pronounce figures
Anticipated problems Comprehension
Solution Drill
Time
10 minutes
Target Language
1. 367 Swiss francs 2. 250 Euro 3. The meeting is at 2.15 on 25th June 4. The flight number is AF157. You arrive in Hanoi at 7:40 5. Room 409 6. He was born in 1908 7. My number is 0044-30-699-7310 8. a Boeing 757 9. a Peugeot 607 10. She went to school in the ‘60s Procedure 1. Do not click on the slide at this stage. 2. Tell the class that they will need a piece of paper and a pen to take down the
information you are going to give them. 3. Read out the dictation in the Target Language box, repeating each phrase twice.
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4. Go around the class asking each student for some information containing numbers e.g. how much money do you have in your pocket at the moment? How much is a bus ticket to the school? etc.
Activity 3: Time Problems (Slide 4)
Objectives To practice telling the time by problem solving
Activity Type Time problems
Interaction S-S (Pair-work)
Preparation None
Assumptions Students will answer questions accurately
Anticipated problems Comprehension
Solution Extend practice
Time
10-15 minutes
Target Language
See slide Procedure 1. Click on the slide.
2. Instruct the students to work in pairs to find the answers. Set a time for task completion.
3. Monitor and assist as necessary.
4. Check the answers with the class.
5. To reinforce the language and practice fluency, have students work in pairs to think of
two problems to ask another pair.
Activity 4: Play or pass? (Slide 5)
Objectives To review unit vocabulary
To practice spelling
Activity Type Vocabulary game
Interaction S-S (Group-work)
Preparation List vocabulary items to be included
Assumptions Students will recognise target vocabulary
Anticipated problems Comprehension
Solution Drill
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Time
5 minutes
Target Language
Prepare vocabulary for revision in advance
Procedure 1. Make a list of words for the students to revise from Module 1. 2. Divide the students into teams. Explain that they are going to play a spelling game. 3. The first team is asked to spell a word. They can choose to try to spell the word or pass it
to another team. If the team spells the word correctly themselves, they are awarded a point. If the word is spelt incorrectly there are no points. If the word is passed to another team and they spell it correctly, they are awarded the point. If it is incorrect then the team that passed on the word is given the point.
4. Continue until all the words have been spelt and announce the winning teams. 5. Optional: have the students work in their teams to think of 10 more words for their
classmates to spell.
Activity 5: What’s in the room? (Slide 6)
Objectives To review prepositions of place To develop listening comprehension
Activity Type Dictation race
Interaction S-S (Group-work)
Preparation Picture of bedroom - one per group Sticky tape or blu tac to fix the photos Marker pens – 1 per group
Assumptions Students will use and understand target language
Anticipated problems Comprehension
Solution Review
Time
5-10 minutes
Target Language
Prepositions of place and room-related vocabulary
Procedure 1. Make two copies of each photograph. In larger classes, increase the number of photos in
relation to the number of groups. 2. Stick the pictures of the hotel room on the board. 3. Divide the class into two groups. Have students in each group form a line and give the
first students in each group a marker pen.
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4. Explain that you will give a sentence and the students holding the pen needs to run to the picture to find the object you name and circle it or draw it.
5. Provide some sentences about items that are in the room for students to circle e.g. there is a plant and other sentences about items that are not in the room for students to draw e.g. there’s a clock on the wall next to the window.
6. The fastest person in each round earns a point for their team. 7. Continue until all the students have had a turn. Activity 6: 20 Questions (Slide 7)
Objectives To review ‘Yes’ / ‘No’ questions and short answers
Activity Type Q&A
Interaction S-S (Whole-class)
Preparation None
Assumptions Students will ask and answer questions
Anticipated problems Comprehension
Solution Peer input
Time
5-10 minutes
Target Language
Student-generated language
.
Procedure
1. Instruct the students to write 10 to 15 Yes/No questions. Explain that they will ask these
questions to one another. Set a time for task completion.
2. Write the words, ‘Yes’, ‘No’, and ‘laugh’ on the board then cross them out.
3. Seat the students in a horseshoe shape and put a chair in the middle facing the
horseshoe.
4. Explain that you are going to sit in the chair for one minute. During that time, the
students will ask you questions going from one end of the horseshoe to the other.
5. Model the rules of the game. Instruct the class to ask questions to make you use the
words Yes or No or to make you laugh. Answer the questions without using the
forbidden words. Smile but don’t laugh e.g. S1: Are you happy? T: I am. S2: Do you have
a car? T: I don't.
6. Have students take turns to sit in the chair to try to survive for one minute without
saying the forbidden words or laughing.
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Activity 7: Exchanging Ideas (Slide 8)
Objectives To practice listening and speaking
Activity Type Discussion
Interaction S-S (Group-work)
Preparation None
Assumptions Students will exchange information and ask each other follow-up questions
Anticipated problems Uneven participation
Solution Encourage follow-up questions
Time
15-20 minutes
Target Language
Student-generated language
Procedure 1. Click on the slide.
2. Read through the questions and check comprehension.
3. Divide the class into small groups.
4. Instruct the students to discuss the questions in their groups and to ask each other
follow-up questions to practice making conversation.
5. Monitor output.
6. Have each group report back with their answers to one or two of the questions.
Compare their answers with the rest of the class.
7. Conduct a brief feedback session to highlight both inaccuracies and good use of
language.
NDEM1 Review 2 picture