NEW DYNAMIC ENGLISH MODULE 1: UNIT 2 / Lesson 1 ......1 1 NEW DYNAMIC ENGLISH MODULE 1: UNIT 2 /...
Transcript of NEW DYNAMIC ENGLISH MODULE 1: UNIT 2 / Lesson 1 ......1 1 NEW DYNAMIC ENGLISH MODULE 1: UNIT 2 /...
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NEW DYNAMIC ENGLISH MODULE 1: UNIT 2 / Lesson 1
Unit Objectives
1. Students will be able to exchange information about people, places, occupations and
family.
2. Students will practice saying and using numbers 1-100.
3. Students will develop the ability to tell the time.
4. Students will be able to ask and answer questions about basic personal information
using direct and ‘Wh-‘question forms.
5. Students will be able to talk about themselves and their classmates in complete
sentences using the present simple.
Lesson Objectives
1. Students will be able to introduce themselves and exchange basic personal information.
2. Students will review some basic prepositions of location.
3. Students will extend vocabulary for describing free time activities.
4. Students will be given the opportunity to practice and develop fluency skills, particularly
staring conversation.
5. Pronunciation will be dealt with as the need arises during the lesson.
*Check homework prior to beginning the lesson. Check the crossword answers as follows:
Across 1. Brazil 5. India. 7. Australia 9. Iran 10. Egypt. Down 2. London 3. China 4. Italy 6.
Gemany 8. Russia.
Activity 1: Styles of Language (Slides 2-3)
Objectives To practice and extend language for introductions, greetings and farewells To raise awareness of formal and informal fixed expressions
Activity Type Matching exercise
Interaction S-S (Pair-work)
Preparation None
Assumption Students will classify phrases accurately
Anticipated problem Comprehension
Solution Drill
Time 15 minutes
Target Language
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Formal
Working in the service industry e.g. restaurant, hotel, customer service.
Addressing an older person
Speaking someone in authority e.g. CEO of a company.
To be polite at a first meeting Informal
With friends and family
Speaking to colleagues at the same level
Meeting someone you know Procedure 1. Do not click on the slide at this stage. 2. Ask the class if they know how to say ‘Hello’ in a foreign language (other than English). 3. Click on slide 2. Have the students pronounce the words. Ask them if they know / can
guess the languages. 4. Answers: Hola, Ola, Alo = Spanish, Bonjour = French, Hej = Danish, Czesc = Polish,
привет = Russian, สวสัดี = Thai, 您好' = Chinese, Dobry den = Czech, Aloha = Hawaiian, Guten Tag = German, Dia Duit = Irish Gaelic, Ciao = Italian, こんにちは = Japanese.
5. Write the word ‘Introductions’ on the board. Ask the students to introduce themselves to the classmates on either side of them (as in a first meeting).
6. Click on the follow-up slide. Go through the words and expressions. Check comprehension. Have the class think about degrees of formality in their first language and invite them to compare with English e.g. in their business culture is it normal to use first names or do people use titles?
7. Ask the class for examples of real-life situations where they would use either formal or informal language. See Target Language box for suggestions.
8. Tell students they have 2 minutes to greet as many of their classmates as possible. Encourage them to use as many different greetings as possible.
9. Monitor and encourage students to use a range of expressions. Activity 2: Review (Slide 4)
Objectives To review content from unit
Activity Type Q&A
Interaction T-S (Whole-class)
Preparation None
Assumption Students answer questions accurately
Anticipated problem Uneven participation
Solution Drill
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Time 5 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. 4. Have students come to the slide to point to a number of places as you ask questions e.g.
Where is Max from? Where are you from? Where is Asia? Where did you last go on vacation? etc.
5. Drill responses as necessary. 6. Now ask the students some questions about languages and abilities e.g. Where do
people speak English?
Activity 3: Greetings and Introductions (No slide)
Objectives To practice greetings and introductions To practice saying where someone is from
Activity Type Q&A
Interaction S-S (Pair-work)
Preparation a ball (or something that may be thrown in class)
Assumption Students will use target language accurately
Anticipated problem Hesitant fluency
Solution Drill
Time 5-10 minutes
Target Language
How are you? Where are you from?
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S/he’s from…
Procedure 1. Ask students what they say when they see someone they know. Ask students what other
greetings they know. 2. Write the following words on the board: hello, good bye, hi, good morning. Ask the class
which word is not a greeting. (Answer: good bye). 3. Write the following questions on the board: What’s your name? How are you? Where
are you from? Ask the class to answer the questions. Check that students answer
appropriately i.e. I’m… or My name is…, I’m fine, I’m from. Deal with any other responses
which may be more or less formal.
4. Throw the ball at a student. Ask one of the questions on the board. Continue going
around the class throwing the ball and asking questions. Occasionally stop and ask class
a question about a student e.g. where’s s/he from? What’s his/her name?
5. Write on the board: This is my friend......... Invite the students to work in groups of three
and to take it in turns to introduce each other.
6. Monitor and encourage students to practice follow-up introductory phrases e.g. Nice to
meet you.
Activity 4: Describing (Slide 5)
Objectives To review prepositions of location and student names To engage students through story-telling
To extend work-related vocabulary
Activity Type Q&A
Interaction S-S (Pair-work)
Preparation None
Assumption Students will use target language accurately
Anticipated problem Hesitant use of prepositions
Solution Drill
Time 5-10 minutes
Target Language
In the middle
On the right / left / table
behind
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Procedure 1. Click on the slide. Ask the class some questions about the picture e.g. how many people
are in the picture? Where is the woman sitting? What is the man on the left holding? What is the man on the right wearing?
2. Instruct the students to work in groups of three to describe what is happening in the picture. Set a time for task completion. Monitor output.
3. Invite a few pairs who created interesting or amusing stories to report back to the class. 4. Review prepositions of place as required e.g. on the left/right, in the middle, behind, on
the table etc. 5. Draw a blank seating chart of your class on the board. Invite the class to help you fill in
the students names. Optional: have a student come to the board to act as writer. 6. Tell the class that you have randomly selected a ‘special’ student. Now explain that you
are not going to say who the ‘special’ student is but who it is not! 7. Give the students clues in order to eliminate names e.g. the special person is not sitting
in the middle of A and B, the person is not on the left of C, the special person is not behind D. Characteristics may also be used e.g. the special person is a woman, this person wears glasses.
8. Ask the class ‘Who is out?’ after each clue, then cross out the student’s name on the seating chart. Continue until all the names are crossed through except one!
Activity 5: Starting Conversation (Slide 6)
Objectives To raise awareness of English conversation conventions To practice conversation starters
Activity Type What’s the question?
Interaction S-S (Pair-work & Group-work)
Preparation None
Assumption Students will use be motivated to make conversation
Anticipated problem Inaccurate question formation
Solution Extended practice
Time 10 minutes
Target Language
‘Wh-‘ questions
Procedure 1. Click on the left side of the slide.
2. Ask the class to work in pairs to think of the question for each answer.
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3. Click on the right side of the slide. Have the students compare their questions. Note:
questions may be changed depending on interlocutor e.g. instead of husband – father,
brother, partner etc.
4. Now ask the students how to keep a conversation going. Have them think about how
they do this in their 1st language. Possible answers: by showing interest and asking
follow-up questions.
5. Ask students how we can show interest and write some examples on the board e.g.
really? That’s interesting.
6. Now ask the class for examples of follow-up questions. Model initial questions in order
to get the students started such as, ‘Where do you live?’ followed by ‘Do you live in an
apartment or a house?’
7. Divide the class into groups of 4-6 students. Invite them to practice starting and keeping
conversation going using the example questions.
8. Monitor output. Encourage follow-up questions.
9. Conduct a short feedback slot to review question formation and to ask students for
some information about their classmates.
Activity 6: Free Time (Slides 7-8)
Objectives To extend recreation-related vocabulary and collocations To practice exchanging opinions
Activity Type Vocabulary building and follow-up discussion
Interaction S-S (Pair-work)
Preparation None
Assumption Students will use be motivated to discuss hobbies
Anticipated problem Hesitant fluency
Solution Extended practice
Time 10 minutes
Target Language
Play – go - do
Procedure 1. Do not click on the slide at this stage. Write the words ‘play’, ‘go’ and ‘do’ on the board.
Ask the class how these words are used to describe sports activities. 2. Click on the slide. Read through the explanations for the students. 3. Draw two vertical lines down the board to create three columns. Write each of the
above words as a heading in the columns.
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4. Read out a list of sports and have the students decide which column you should write the word under. Suggestions: football, basketball, gymnastics, yoga, running, golf, climbing, karate, tennis, skating, judo, cycling, table tennis. Check meanings as you go through the list.
5. Now ask the class for examples of free time activities (or hobbies) which are not sports. 6. Click on the follow-up slide. Read through the list of hobbies. Check comprehension. 7. Refer to the second section. Invite the students to work in pairs to discuss the questions.
Set a time for task completion. Monitor output and assist individual learners as necessary.
8. Conduct a brief class discussion to compare student answers.
Activity 6: Who are you? (Slide 9)
Objectives To develop listening and speaking skills
Activity Type Information Exchange
Interaction S-S (Pair-work)
Preparation Copies of ‘Who are you?’ worksheet – 1 per student
Assumption Students will ask follow-up questions
Anticipated problem Lack of fluency
Solution Monitor to feed in conversation strategies
Time 10 minutes
Target Language
See slide
Procedure 1. Click on the slide. 2. Instruct students to listen carefully as you complete the sentence prompts with answers
about you. (The sentences can be prepared in advance). 3. As you go through each sentence, ask the students for the question e.g. for breakfast =
what do you eat for breakfast? Refer to the question prompts on the slide. 4. Switch off the slide. Have the students work in pairs to make notes of what you said
about yourself. Set a time limit for the task. 5. Invite a few pairs to report back with their ideas. Ask the rest of the class if they have
additional information. 6. Hand out copies of the worksheet. Set a time in which students should complete the
sentences with their ideas. Instruct students not to look at their classmates answers. 7. If possible have the students sit in two rows facing each other.
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8. Instruct students to talk to the person opposite about the first sentence only for 1 minute. Encourage them to ask follow-up questions.
9. Shout ‘Stop’ and instruct the students to move one place to the left so that they are talking to a new partner. Have students now talk for 1 minute about the second sentence. Continue until all the sentences have been covered.
10. Monitor output. Note some examples of follow-up questions that were used. 11. Invite some students to report back with information about their classmates. Review
inaccuracies common to the majority of the students.
Activity 7: Names (Slide 10)
Objectives To develop clear pronunciation To practice public speaking
Activity Type Dictation race & Presentations
Interaction S-S (Group-work & individual presentations)
Preparation Copy and cut team dictation – 1 text per group
Assumption Students will ask for spelling and punctuation clarification
Anticipated problem Pronunciation and spelling
Solution Drill
Time 20 minutes
Target Language
See worksheet and slide
Procedure 1. Tell the class that they are going to read some information about names. 2. Divide the class into teams of 4-6 students. Instruct the class to select a student in their
team who will be responsible for writing. 3. Pin the dictation texts to the board or walls. 4. Instruct the students to take turns in their teams to go to the text in order to read and
remember the passage word by word. They should then return to the ‘writer’ and dictate the information for the writer to copy down. The writers should ask for spelling and punctuation as required.
5. The first team to finish are the winners, subject to completion of the correct text. 6. Allow the writers to now check their versions against the originals. Check meanings of
unknown words. 7. Culture tip: respond to any cultural questions students may have regarding the names
and titles e.g. Jnr (Junior) used in the US to differentiate between father and son who have the same names (father = Sr / Senior). In the British honours system, the term ‘Sir’ before someone’s name signifies that he has been knighted. (The equivalent for a woman is ‘Lady’.)
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8. Click on the slide. Check comprehension. 9. Divide the class into groups of 4-6 students. Instruct the class to discuss the questions in
their groups. Set a time for task completion. 10. Monitor output. Feed in vocabulary as necessary. 11. Now talk about your own name(s) using the first six questions. This will act as a model
for the presentation task to follow. 12. Tell the class to prepare a 1-2 minute presentation about their name. Set a time for
preparation. Monitor and assist individual learners as required. 13. Have the students take turns to stand at the front of the class to present their
information. Encourage the rest of the class to ask questions.
Activity 8: Vocabulary (Slide 11)
Objectives To develop vocabulary collocations
Activity Type Vocabulary collocates
Interaction S-S (Pair-work)
Preparation None
Assumption Students will be able to use target vocabulary
Anticipated problem Hesitant use of vocabulary
Solution Drill
Time 5 minutes
Target Language
Answers: 1d), 2e), 3 f), 4b), 5a), 6c). Procedure 1. Click on the slide. 2. Invite the class to match the words and phrases to the meanings. Check answers in the
Target Language box. 3. Ask the class to work in pairs to think of an example for each word. Monitor and assist as
necessary. 4. Go around the class asking for names. Encourage students to spell their chosen words. Summary (Slide 12) Invite students to briefly answer the questions on the slide. Homework (Slide 13) 1. Click on the slide. 2. Read through the assignment with the class. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.
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NDEM1U2L1 Team dictation
Names are different all over the world. In some countries, the family name comes before the first name. In the Muslim world, a girl’s name includes her father and grandfathers’ names. In Japan and China, there is no middle name. In the West, many people don’t really know what their name means. In many countries, each name has a special meaning. Names: 1. Mr George Jeffrey Jnr 2. Miss I.E. Weisner 3. Mrs S.R Haney-Gaspari 4. Sir Arthur Houghey 5. Judge Faadhil Karadeniz 6. Dr. Hadi Rachman
…………………………………………………………………………………………………………………… Names are different all over the world. In some countries, the family name comes before the first name. In the Muslim world, a girl’s name includes her father and grandfathers’ names. In Japan and China, there is no middle name. In the West, many people don’t really know what their name means. In many countries, each name has a special meaning. Names: 1. Mr George Jeffrey Jnr 2. Miss I.E. Weisner 3. Mrs S.R Haney-Gaspari 4. Sir Arthur Houghey 5. Judge Faadhil Karadeniz 6. Dr. Hadi Rachman
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NDEM1U2L1 Who are you?
Complete the sentences:
1. At the weekends…
2. For breakfast…
3. My family…
4. The best day of the week is…
5. My favourite film is…
6. I don’t like…
7. I listen to music when…
8. Yesterday…
9. Exercise is…
10. Learning English…
11. A good boss / teacher…
Useful language for asking questions
Where …?
When …?
Why? ……
Who …..?
What…..?
How….?
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NEW DYNAMIC ENGLISH MODULE 1: UNIT 2 / Lesson 2
Unit Objectives
1. Students will be able to exchange information about people, places, occupations and
family.
2. Students will practice saying and using numbers 1-100.
3. Students will develop the ability to tell the time.
4. Students will be able to ask and answer questions about basic personal information
using direct and ‘Wh‘ question forms.
5. Students will be able to talk about themselves and their classmates in complete
sentences using the present simple.
Lesson Objectives
1. Students will be able to introduce themselves and exchange basic personal information.
2. Students will practice recognise and use numbers 1-100.
3. Students will extend vocabulary for describing and recognising opposites.
4. Students will be given the opportunity to practice and develop fluency skills, particularly
staring conversation.
5. Pronunciation will be dealt with as the need arises during the lesson.
*Check homework prior to beginning the lesson. Invite the students to work in pairs to
exchange information about their free time activities. Conduct a brief class discussion about
hobbies and/or sports specific to their culture. Collect written work for marking.
Activity 1: Review (Slide 2)
Objectives To review courseware content To consolidate asking and answering questions
Activity Type Information exchange
Interaction S-S (Pair-work)
Preparation None
Assumption Students will recall courseware content
Anticipated problem Memorisation
Solution Drill
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
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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 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. Read through the instructions on the slide for the class. Check comprehension.
3. 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.
Activity 2: Race to answer (Slide 3)
Objectives To review courseware content To consolidate recognition and use of antonyms
Activity Type Race to the board
Interaction S-S (Pair-work)
Preparation None
Assumption Students will recall courseware content
Anticipated problem Vocabulary
Solution Peer input
Time 5 minutes
Target Language
Antonyms good-bad, hot-cold, high-low, left-right, big-small, married-single, first-last, rich-poor, expensive-inexpensive (cheap), comfortable-uncomfortable, in-out, on-off, yes-no, up-
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down, north-south, fast-slow.
Procedure
1. Split the class into two lines / teams. 2. Explain that the students at the front of the line have one chance to listen to the word
you say and correctly say the opposite word before the student at the front of the opposing team
3. If they are correct then they can sit back down. If they are wrong or too slow then they have to return to the back of their team's line.
4. Continue this process until one of the teams has everyone sitting back down and are the winners!
5. Optional: introduce a points system where the winning team gets points equal to the number of students left in the other team's line.
6. See Target Language box for examples of antonyms to use.
Activity 3: Guess who (Slide 4)
Objectives To review and practice making statements using the third person To extend use of the present simple, question formation and pronouns
Activity Type Information exchange
Interaction S-S (Group-work)
Preparation None
Assumption Students will be engaged
Anticipated problem Hesitant fluency
Solution Review
Time 10 minutes
Target Language
Student generated language Procedure 1. Click on the slide. Read through the instructions. Check comprehension. 2. Invite the students to think of a famous person. 3. Instruct the students to write four or five sentences about their chosen person using the
third person singular of present tense verbs. Model an example e.g. he is from England. He lives in the US. He plays football very well. He is 38 years old. Who is he? David Beckham.
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4. Divide the students into groups of 4-6. Instruct them to take turns in their groups to ask questions to try and find the identity of each famous person. If the speaker doesn’t know the answer they can guess or say ‘Sorry, I don’t know’. Students score a point for each question.
5. Brainstorm possible questions and write them on the board e.g. is it a man or a woman? Does he speak Spanish? Is he rich?
6. Review the rules (see slide). 7. Set a time for task completion. Monitor output. 8. Ask students to report back with the answers and find out who got the most correct
answers in each group.
Activity 4: Numbers Practice (Slide 5)
Objectives To review numbers 1-100
Activity Type Bingo transfer
Interaction T-S (Whole-class)
Preparation Cut Bingo numbers – 1 set for teacher
Assumption Students will recognise numbers
Anticipated problem Memorisation
Solution Drill
Time 5-10 minutes
Target Language
Numbers 1-100
Procedure 1. Click on the slide. Drill the numbers with the class. Check the pronunciation of numbers
ending in ‘ty’ and ‘teen’ e.g. fifty and fifteen. 2. Invite a few confident students to come to the front of the class and point to the
numbers that you indicate. 3. Switch the slide off. 4. Have the students to draw a grid on a piece of paper to form 25 squares. Illustrate on
the board as necessary. 5. Now instruct the class to fill in each square with a number from 1-100. Tell the students
they can use each number only once and to place the numbers randomly on the card. 6. Draw a random number card from a bag or say a random number from a list and call it
out for the class. 7. Tell the students to listen for the number and then look for that number on their card. If
the number is written on their card the students cross it off.
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8. Continue calling out numbers at random. Students continue searching for the corresponding numbers until they have crossed out five numbers in a row vertically, horizontally, or diagonally. The first student to say, ‘Bingo’ with five in a row, wins the game.
Activity 5: Numbers Dictation (Slide 6)
Objectives To consolidate recognition of numbers 1-100
Activity Type Dictation
Interaction T-S (Whole-class)
Preparation None
Assumption Students will recognise numbers
Anticipated problem Memorisation
Solution Drill
Time 5 minutes
Target Language
Dictation a. 44-30-699-7312 b. 212-973-33 c.65-44-33-36 d.19-66-2-08-89 e. 97 dollars f. 16 euros g.10 cents h.61 people i. 23 students j. 12 eggs k. 83 l. 40 m.14 n. 15 Write down…
the first two numbers of your telephone number
your shoe size
the length of your nose!
your lucky number
the number of rooms in your house / apartment
your age
three numbers of your choice
Procedure 1. Do not click on the slide at this stage.
2. Tell the students to write down the information you are going to give them. See Target
Language box for suggested dictation. Repeat each set of numbers (a-m) twice.
3. Click on the slide. Allow the class to check their answers.
4. Instruct the students to work in pairs to dictate the information about themselves in
random order to their partner. If possible, have pairs sit back to back. Students write
down the information given by their partner and guess what each number refers to e.g.
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age, shoe size, etc. Tell students not to read their partner’s information. Monitor and
assist individual learners as required.
5. Follow-up by reading out the following numbers for the class to write down: 94, 11, 59,
98, 20, 3, 100, 80, 85, 41.
6. Instruct students to put the numbers in order as quickly as possible. The first student to
find the correct order is announced the winner. Have the student read out the correct
order for the class as follows: 3, 11, 20, 41, 59, 80, 85, 94, 98.
Activity 6: Meeting new people (Slide 7)
Objectives To review greetings and introductions To practice making conversation and to personalise target language
Activity Type Role-play
Interaction S-S (Group-work)
Preparation None
Assumption Students will use ‘Wh-‘ question forms accurately and respond appropriately
Anticipated problem Comprehension
Solution Review
Time 10 minutes
Target Language
What’s your name?
Where is your hometown? / Where are you from?
Where do you live?
Are you married?
What do you do?
What do you do in your free time?
What sports do you like? Procedure 1. Do not click on the slide at this stage.
2. Ask the class to name some situations where they can meet new people e.g. first day of class, a
new job, at a wedding, etc.
3. Select one of the ideas from above and tell the students that they are at a specific venue (e.g. a
party, new school, new company) and they are going to meet some new people.
4. Click on the slide. Elicit the questions the students need to ask in order to obtain the answers.
See Target Language box for example questions.
5. Divide the class into groups of four.
6. Instruct students in their groups to each invent a profile. Tell students to use their
imaginations. Model an example with a confident student asking the questions.
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7. Instruct students to exchange information in their groups.
8. Monitor output.
9. Conduct a brief class feedback slot by having students report back with information
about their group members.
Activity 7: Writing dialog (Slide 8)
Objectives To personalise the language of greetings and introductions To develop writing and pronunciation skills
Activity Type Write a dialog
Interaction S-S (Group-work)
Preparation None
Assumption Students will use previously studied language accurately
Anticipated problem Lack of fluency skills / ideas
Solution Review
Time 10 minutes
Target Language
Student generated language
Procedure 1. Click on the slide. 2. Ask the class about what is happening in the pictures e.g. who are the people? Where
are they? What is happening? Don’t elicit too much information at this stage – see step 3.
3. Have students work in pairs to write the dialog for one of the images. Set a time for task completion. If necessary, provide a specific number of lines for the dialog.
4. Monitor output. Check for spelling and written accuracy. 5. Invite the students to practice their dialogs by reading their versions out to the class. 6. Review intonation, stress patterns and pronunciation as necessary. 7. Have the class vote for the best dialog. 8. Optional: have the pairs write dialogs for all the images. Activity 8: Play or pass? (Slide 9)
Objectives To review unit vocabulary To practice spelling
Activity Type Spelling game
Interaction S-S (Group-work)
Preparation None
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Assumption Students will recognise target vocabulary
Anticipated problem Comprehension
Solution Drill
Time 3-5 minutes
Target Language
Canadian, inexpensive, Australia, ocean, Japanese, middle, right, salary, comfortable, daughter, money, married, nationality, Brazil, Pierre, San Francisco, women, hospital. Procedure 1. Make a list of words for the students to revise. See suggested words in the Target
Language box. 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.
Summary (Slide 10) Invite students to briefly answer the questions on the slide. Homework (Slide 11) 1. Hand out a copy of the worksheet to each student. 2. Read through the assignment task with the class. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.
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NDEM1U2L2 Bingo Numbers
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NDEM1U2L2 Homework
Choose the correct answer to each question below:
1. What’s your name? a) I’m a student. b) I’m hungry. c) I’m Steve.
2. Where do you live? a) I’m from Korea. b) I live in Seoul. c) I’m fine.
3. How are you? a) 26 years old b) I’m fine. c) Pleased to meet you.
4. Where does she work? a) She likes her job. b) She’s a doctor. c) She works at the hospital.
5. Where are they from? a) They’re from Australia. b) They’re students. c) They’re from high school.
6. Is he married? a) Yes, they are. b) No, he’s single. c) Yes, she is.
7. What does he do? a) He’s from Italy. b) He’s a teacher. c) He’s Spanish.
8. What do you do in your free time?
a) I don’t like exercise. b) I’m busy. c) I play football.
Now answer the questions below with information about you using complete
sentences.
1. What’s your name?
2. Where do you live?
3. How are you?
4. Where are you from?
5. What do you do?
6. What do you do in your free time?
Professional_A1_NDE_Module 1_Unit 2_Lesson 1_Lesson PlanProfessional_A1_NDE_Module 1_Unit 2_Lesson 1_Team DictationProfessional_A1_NDE_Module 1_Unit 2_Lesson 1_Who are youProfessional_A1_NDE_Module 1_Unit 2_Lesson 2_Lesson planProfessional_A1_NDE_Module 1_Unit 2_Lesson 2_Bingo numbersProfessional_A1_NDE_Module 1_Unit 2_Lesson 2_Homework