1. Revision of presenting vocabulary Answer this question. What are the 5 stages of presenting vocabulary? Do you thing the stage will be the same or different for presenting grammar? 2. Presenting new grammar Teacher will demonstrate a grammar presentation. After the demonstration, work in groups. Discuss the following questions.
a. what was the new language being presented? b. Were meaning, form and pronunciation taught? How? c. How were the picture and timeline use to help present meaning of the new language ? d. What practice activities could you go on to do, using the same (or different) pictures? Feedback as a whole class. 3. Stages of presenting grammar Activity 1: these are the steps for presenting grammar. They are in the wrong order
Activity 2: Discuss the question: Do these steps follow the same steps as presenting vocabulary? Some answers 1. Teach meaning, form and pronunciation. 2. Model the new languages before you drill it. (Elicit it before you model if you can). 3. Make sure students write the new language in their notebooks.
4. presenting grammar using a situation When we teach new vocabulary we should use: Pictures and flashcards. Mime and gestures. Real objects. For presenting grammar, we need more information to mark the meaning clearer so we use: situation or contexts
6. Micro- teaching All students need to be able to see a copy of ELSS 1 A. Look at ELSS 1, Unit 22, Lesson 1. Take 5 minutes to read it carefully. Work as a whole class to prepare a situational presentation using this material. Your teacher will write the plan on the board.
Here is a checklist to help you plan. Checklist for planning a situational presentation. 1. Decide what new language you are going to present. 2. Decide what your presentation or context is (who is speaking? Who to? What about? Where are they? etc) 3. Decide how you will involve students when introducing the situation. (What pictures will you need? What questions will you ask?) 4. Decide what sentence you will drill first. 5. Decide how you will try to elicit it. 6. Decide how you will model it. 7. Decide what drills you will do and in what order. 8. Decide how and when you will check meaning. 9. Decide what you will write on the board and how you will show form. 10. Decide how you will give students more practice of the new language.
B. Work in groups to prepare situational presentation. Your teacher will tell you which material from ELSS 1 look at. Unit 13, Lesson 3 (past tense) Unit 6, Lesson 2 (singular and plural) Unit 10,Lesson 1 (adverbs of frequency) Unit 16, Lesson 1 (present continuous, and page 97)
1. Introduction Most students enjoy playing game in English class, but are games useful for learning English? Why / Why not? 2. Demonstration of games Teacher will demonstrate some games that can be used the classroom. • Demonstration 1: Chinese Whispers • Demonstration 2: YES/NO • Demonstration 3: Spelling
Answer the questions below: 1. What language did you practise? 2. What other language could we practise with this game? 3. Was this game very noisy? 4. Could you play this game in your classroom? 5. How would you organise it? Discuss these questions after each demonstration.
When we play games we should think about the student’s English abilities. Games should be appropriate for your students’ level of English and age. Games could relate to your previous lesson as a review activity. Teacher will demonstrate some games that are appropriate for more advanced learners. Demonstration 1: Take about it. Demonstration 2: vocabulary definition game. Demonstration 3: Everybody who………
Discuss these questions after each demonstration. FEEDBACK QUESTIONS 1. What language did we practice? 2. What other language could we practice with this game? 3. Was this game very noisy? 4. Could you play this game in you classroom? 5. How would you organise? (How many groups? etc.
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