This unit highlights those patterns plus ' not as adjective as '. H andout the grammar and shopping role-play worksheets. Demonstrate the grammar on the board and then show some examples using the class.
You can use examples of height, hair length, price of clothing, or whatever you happen to think of. N ext, look at the examples of the Cool Walkers and Slimm Jimms. Using the information on the cards, make comparisons between the two pairs of shoes. The the students will work in pairs and make comparisons of other products. The teacher can circulate around the room and help students write their comparisons. The teacher may also have to explain some vocabulary.
N ow, it's time to do the role-play. Handout the product details to the students. Each student should get some details about one product. The student should get one set of pictures two products , which they can show their 'customers'.
And they should get one set of product details, which the teacher will take away once the students fill in the details on their role-play worksheet. A fter the student's are finished filling out their store information, the teacher can give them a list of items to buy.
If their are more than 8 students in the class, then the students should buy the complete shopping list. If their are only seven students, then the teacher can either join the role-play or just make a shopping list of seven items. If there are fewer students, the teacher can remove more items from the list as necessary.
T he students will have a budget depending on how big the shopping list is. You should divide up between how much cash they have, how much they can write in checks, and how much they can put on their credit cards.
F inally, students have to purchase the items on their shopping lists from other students. They should use the conversation as a guide.
As they purchase the items, the students should fill out the table. Part 5: Workbook Exercises. As a vocabulary review or preview if you wish , we've included 5 pages of vocabulary worksheets. Note: one activity is still unfinished.
You can either omit it or make it yourself. Remind them that their responses should be in the third person singular and correct any mistakes you hear. Teacher: What was your first question? Student: How many bars of chocolate do you eat a week? Teacher: And how many bars of chocolate does she eat? Student: She eats three or four bars of chocolate a week.
Two teams of students race to think of different food types that begin with a randomly allocated letter. Start by dividing the class into pairs or teams of three to four. Draw a table on the board with the headings meat , fish , fruit , veg , drink and other. Each group creates a copy. In every round, students must find a word to go in each category that begins with a randomly chosen letter.
The first team to finish, shouts "Stop the bus! Since your students' vocabulary might be limited in this area, you might want to consider setting a time limit.
We hope that you've found a few of these ideas useful. Our suggested next lesson is on the usage of a little and a few. Be sure to check out our complete list of elementary level ESL lesson plans, A2 lower and A2 upper , as well as our entire collection of ESL lesson plans.
An ESL lesson planner for English teachers. Significantly reduce your planning time and improve the way you present and teach English grammar. Think about and decide on the balance between covering content accomplishing your learning objectives and ensuring that students understand. Go over the material covered in class by summarizing the main points of the lesson. Conclude the lesson not only by summarizing the main points, but also by previewing the next lesson.
GSIs know how easy it is to run out of time and not cover all of the many points they had planned to cover. A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills you want students to learn. Instructors also agree that they often need to adjust their lesson plan during class depending on what the students need.
Your list of prioritized learning objectives will help you make decisions on the spot and adjust your lesson plan as needed. Having additional examples or alternative activities will also allow you to be flexible. A realistic timeline will reflect your flexibility and readiness to adapt to the specific classroom environment. Here are some strategies for creating a realistic timeline:.
Letting your students know what they will be learning and doing in class will help keep them more engaged and on track. You can share your lesson plan by writing a brief agenda on the board or telling students explicitly what they will be learning and doing in class.
You can outline on the board or on a handout the learning objectives for the class. Providing a meaningful organization of the class time can help students not only remember better, but also follow your presentation and understand the rationale behind in-class activities. Having a clearly visible agenda e. A lesson plan may not work as well as you had expected due to a number of extraneous circumstances. You should not get discouraged — it happens to even the most experienced teachers!
Take a few minutes after each class to reflect on what worked well and why, and what you could have done differently. Identifying successful and less successful organization of class time and activities would make it easier to adjust to the contingencies of the classroom.
To be effective, the lesson plan does not have to be an exhaustive document that describes each and every possible classroom scenario. Instead, it should provide you with a general outline of your teaching goals, learning objectives, and means to accomplish them. It is a reminder of what you want to do and how you want to do it. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructors learn from each other.
Fink, D. Integrated course design.
0コメント