1. Trang chủ
  2. » Ngoại Ngữ

Favorite things ( Teacher Manual ) giáo trình giảng dạy tiếng anh hay

242 410 0

Đang tải... (xem toàn văn)

Tài liệu hạn chế xem trước, để xem đầy đủ mời bạn chọn Tải xuống

THÔNG TIN TÀI LIỆU

Thông tin cơ bản

Định dạng
Số trang 242
Dung lượng 20,54 MB

Các công cụ chuyển đổi và chỉnh sửa cho tài liệu này

Nội dung

TEACHING MANUAL FOR SUMMER STUDENT WORKBOOK 2013 TABLE OF CONTENTS Pages Acknowledgements ii Lesson 1 People and Relationships Need: Photos of family Song: Getting to Know You 1 Vide

Trang 1

Field Tested, Prepared, Written, Edited, Accumulated, and Acquired

by

Peggy Dockery E.S.L Teacher since 1986

China Teacher 1992-2001

Phyllis Merritt E.S.L Teacher since 1970 China Teacher 1997-2005

&

“FAVORITE THINGS”

TEACHING MANUAL

Trang 2

The Edge English Institute

The Teaching Manual for the Summer Student Workbook and the

Summer Student Workbook are based on materials first developed by

Betsy Cunningham

Themes for Lessons 1– 16 are taken from vocabulary found in The

New Oxford Picture Dictionary

Additional original materials for the lessons were provided by

Peggy Dockery, Cheryl Gimple, Harriette Mergele, and Phyllis Merritt

RECOMMENDED RESOURCES FOR TEACHERS

 The New Oxford Picture Dictionary, or

 Word by Word Picture Dictionary

 Word by Word Teacher’s Resource Book and Activity Masters

 Friendship English — Columbia International University TEFL Program

Trang 3

TEACHING MANUAL FOR SUMMER STUDENT WORKBOOK 2013

TABLE OF CONTENTS Pages Acknowledgements ii

Lesson 1 People and Relationships

Need: Photos of family Song: Getting to Know You 1

Video Touched by an Angel

Need: Pictures of various family relationships; Video of your own family or

another family, e.g., The Waltons, Little House on the Prairie, Swiss

Family Robinson, Seventh Heaven

Need: Pictures to describe people’s appearance; Faces Chart, Expressions

of Emotions Song: Head and Shoulders, Knees, Feet, Toes

Need: Pictures of doctor’s/dentist’s offices/hospitals/equipment;

Video: Dr Quinn: Medicine Woman video series or other appropriate medical movie, Chariots of Fire,

Lesson 5 Ailments and Injuries, Treatments and Remedies 48

Need: Pictures of various injuries; Video on someone suffering an injury

(or you could divide videos into two-days viewing); Grab bag

of objects – band aids, tongue depressors, thermometer

ointment, etc Video: segments from ER, Gideon’s Crossing

Need: Picture file on various food items; small cards with pictures of food

from grocery advertisements; pictures showing count and non-count food items; Hershey’s Kisses for a taste treat (enough for 35)

Videos: Veggie Tales, Copies of Food Pyramid

Need: The food section of the newspaper (10-15 copies); samples of USA

coins and bills (perhaps a shiny copper penny to give as a gift to each student, about 35); pictures of food items in their packaging (frozen, canned, dry, bulk, fresh); your prepared speech on how you

spend/save money (banking items such as checkbook, travelers’ checks, credit cards

Need: Grocery ads; home video of you shopping in your favorite supermarket;

video of family eating out in America—at fast food drive-through, better restaurants; menus from hometown Snack samples like M&M’s Cheetoes, Gummy bears, mints, gum, etc

Lesson 9 Clothing 82

Need: Sample swatches of fabric: colors, stripes, checked, polka dots, solids,

prints, plaids, textures, rayon, cotton, wool, etc., or pictures of fabric);

pictures of everyday clothing advertisements from Sears, Penney’s (bring 15); be prepared with pictures of kinds of clothing American

Trang 4

Lesson 10 The Weather and Seasons 90

Need: Video tape weather reports for a week Pictures of unusual weather

Calendar scenes showing seasons A picture of a small boat in a

storm-tossed sea (Homer Winslow would be good.)

Weather pages from newspaper

Need: Home video of a local school Videos of The Miracle Worker

(about Helen Keller); Stand and Deliver; Dead Poet’s Society;

about American education; a sample textbook or other

school-related material: an American flag; magazine pictures

Need: Pictures of your home and furnishings listed in vocabulary

Pictures to illustrate the items “left us” in the story “the Gift

of Going Without”—tin tub, oil lamp, wood stove, milking,

vegetable garden, City scenes—metropolitan, suburban,

and small town housing; pictures depicting the vocabulary

building words such as spacious, restoration, etc Bob Villa TV

program, HGTV segments , 5 outside pictures of houses other pictures of

rooms; floor plans

Need: Copies of a small town map; Downtown Map Game

Need: Pictures of occupations, office equipment, scenes in offices,

common jobs, professional personnel, immigrant workers in

the US Classified ads, Office, Depot, Comp USA ads

Need: Pictures of a wide variety of transportation—modern, vintage,

and futuristic; video of t.v commercials and/or colored newspaper

and magazine ads for automobiles; Video: Tucker: A Man & His

Need: Pictures of sports, sports figures, equipment; Videos: Angels in

Need: Pictures representing Wedding Vocabulary; home video of a wedding;

Preparation list of things couples must do to prepare

Need: candy corn (5 for each student), costumes, pictures of Thanksgiving scenes

Need: Tapes of Christmas carols, class, computer roster, sample Christmas cards

balloons, warm fuzzies, 2001 pennies, gift bags Small American flag Stamps

Pages

Trang 5

Teaching Supplies Checklist Teaching Pictures

See Table of Contents

Needs

”Refrigerator” magnets to hold posters on the blackboard

Gold Safety pins—one for each member of the class When you or another student overhears

class members speaking anything except English, the pins can be removed and worn by the one who catches them Award a prize to the student collecting the largest number of pins Jumbo Ziplok Bags

1 to carry teaching materials, posters, handouts for class

1 to put them back in as you finish during the class

Brown paper bags to be packed flat in your suitcase, then opened, folded down about a third of the way to use as “files” in your room

Chalk/chalk holder to keep your hands clean

Magic markers

—Masking tape — painter’s tape, 2 inch size

—Post It Notes can also be used to attach papers to blackboard

—Long balloons for making figures the last day of class See the internet for samples

—Stamps for game prizes

—Snacks for class Sweet Tarts, M&M’s, Cheetos, pretzels, small candy canes, Valentine Candies with messages

_Wooden craft sticks to write each person’s name and then use to select for response in class—

and to call roll

—Be a Kid Again props, bubbles to blow, straw to blow paper from, round balloons to pop

—Cassettes with songs

—Videos

—Christmas cards

—Index cards, white for name tents, pink and blue for student information

From the Newspaper

—Auto ads

—Groceries ads (45 copies would be good get extras from a couple of supermarkets.)

—Wedding pages, wedding catalog from JC Penny

—Mother’s Day/Father’s Day/ ads from Sunday paper, Target etc

—The weather page (save from different seasons) with US map—USA color

—Houses/Apartments for sale

—Sunday ads

Game Prizes or Gifts

—Donations from cosmetic counters, perfume samples, etc

Trang 6

For the Teacher,

There are three parts to each lesson in this Teacher Manual

TEACHING the Summer Student Workbook

The AGENDA serves as a guide of things to do each day These ideas may be used

throughout the class time, or for the beginning of class

The TEACHING section include pages from the Summer Student Workbook and has

instructional material placed in boxes Obtain, in China, the SSW printed for the

students

LEARNING ACTIVITIES contain ideas which will help your students develop their

communicative skills Use these as a way to improve speaking skills They also

contain resources, puzzles, extra pronunciation advice, games, etc

The lessons are numbered 1-19 to match the SSW It is not necessary to do each lesson

in sequence For example, Christmas or wedding activities should be started in class at least a week before student assemblies

The First Day

Arrive Early For peace of mind, get to class early and be ready for the day—calm, composed, and

organized with board work, poster hanging, sorting materials, and room arrangement complete Take a deep breath, smile, and look poised as you wait to greet your eager students

Don’t Forget your lesson plan, materials, handouts, and do not EVER be caught without bottled

water, Tylenol, and a ready supply of Kleenex

Special Activities

Bring Index Cards Take two colors of index cards (3x5 or 4x6) for student demographic data (You may not be able

to distinguish male from female names on your class roll so ask the girls fill out pink cards and the boys blue cards (or mark with a colored pen) Ask for this information:

Chinese name (meaning), Name in Pinyin (so you can pronounce it in English),

American name (if none, do they want one?) Hobby(ies)

Birthday Educational level and major Occupation/profession, marital status Home address, telephone number, B.P number E-mail

Ask each student to write the meaning of their Chinese given name (poppy, Courage, etc Bring a Names book that has names, origins, meanings, etc Select one that seems fitting

This is a most important act, an honor for you and a treasure for them It’s almost like naming your child If a student has an American name that would bring derision in an English-speaking culture, rename him/her suitably tefore they go overseas to English-speaking cultures Or say, “ I will select a name for you for this class

Another day ask students to make an acrostic Write their American name vertically down the back of their card and using the letters of their name tell something about themselves

J-ust

O-pen-minded

Y–outhful Use White Index Cards and fold in half to make name tents Provide a large magic marker to write names

on both sides

Explain Your Class Procedure Class Goal, Roll Check, Posting of Announcements, Journal, Homework,

Class Work, Group Work, Pair Work, Afternoons, Lectures, Special Activities etc

Make a “HELP WANTED” poster soliciting student positions: Class Monitor, Class Artist, Class

Calligrapher (Printer), Class Technician (gets and returns equipment, operates video, cassette player, etc.)

Trang 7

What to Do Every Day

STEP 1 Meet EFL students’ two needs:

a To hear a teacher who is a native English speaker

b Time to practice speaking what they are hearing and learning

The teacher’s job is to balance class time so that

students speak more and the teacher speaks less

Telling is not necessarily teaching

Listening is not necessarily learning

A Learning a language is a skill like learning to play the piano or tennis

B Teach for success

Give the answer before you ask the question

Don’t say anything your students cannot understand

Give time for your students to practice in lots of different ways

(Remember a new word must be spoken at least 40 times before it is learned)

STEP 2 Make language learning productive and fun

a Tongue twisters, jazz chants, grammar points, idioms, or a

story are all very different language activities

b Each is a “part” to be connected to the “whole.”

part = activities whole = theme, topic for the day

STEP 3 Create a good lesson — include the following:

GREETINGS AND CLASS OPENING ACTIVITIES (15—30 MINUTES)

Get students’ attention, mark the beginning of the lesson, introduce the topic (or theme), review

or preview new content of the lesson, lower anxiety by connecting to something known or

familiar to students

Possible Activities proverb, roll call, idioms, pronunciations, word games, jazz chant,

song, story, quotation, brainstorming…and be sure every Student has spoken during this time

TEACHING THE SUMMER STUDENT WORKBOOK

PRESENTATION (5-15 minutes)

Present the new language in a natural context and make meaning clear

The new language might be pronunciation or vocabulary

Possible Ways Realia, pictures, dialogues, reading texts, listening to texts, TPR actions

PRACTICE (15-20 minutes)

Have students practice speaking and listening for accuracy

Possible Activities listening/speaking drills, questions and answers,

written exercises (fill-in-the-blank, matching, etc.) TIPS Give clear instruction and demonstrate (model) what the

students are to do Repeat what you say if needed Ask If there are any questions

COMMUNICATIVE ACTIVITIES (40- 50% OF TOTAL CLASS TIME)

Spend time with the lesson content: vocabulary building, discussion, viewing pictures and discussing, focusing on new language meanings through group work, and/or pair-share conversations about the lesson topic

Possible Activities games, role play, information , interviews, surveys,

problem-solving, real- world tasks

WRAP-UP (5 minutes)

Assign homework, cover unfinished business, make announcements for interviews,

Trang 8

A SAMPLE DAY

MORNING SCHEDULE 8:30–11:30 a.m

ANNOUNCEMENTS JOURNAL ASSIGNMENT

S TUDENT /T EACHER D IALOGUE J OURNALING

EMOTIONS GRAPHICS

W HAT TO SAY INSTEAD OF “F INE , THANK YOU ” WHEN ASKED , “H OW ARE YOU TODAY ?”

GREETING ROLL CALL PROVERB TONGUE TWISTER WORD GAME IDIOM

PRONUNCIATION WARM-UPS PRONUNCIATION ADVICE

TEACHING the Summer Student Workbook

THEME

Group-Related Activities Games

Listening Skills Language Enrichment, Discussion

Vocabulary Building Communication Skills

Comprehension Development Stories

Jazz Chants Dialogues Singing

SINGING FAREWELL

AFTERNOON SCHEDULE 3:00—5:00 p.m

Monday/Wednesday and Tuesday/Thursday schedules are alternated between A, B, and C level classes for Lecture days

LECTURE with FOLLOW-UP CLASS DISCUSSION

(two days each week)

CLASS ACTIVITIES

(two days each week) Projects, Free Talk, Activities, Games/Crafts, Review, Skits, Line Dancing, Movies, Field Trips

FRIDAY

Class-planned Activities, Outings (Museum, Bamboo Park, etc.),

Wedding Ceremony, Christmas Play

SAMPLE SCHEDULE

Morning

8:30–11:30 a.m

ANNOUNCEMENTS JOURNAL ASSIGNMENT

Student/Teacher Dialogue Journaling

EMOTIONS GRAPHICS

What to say instead of “Fine, thank you” when asked, “How are you today?”

GREETING ROLL CALL PROVERB TONGUE TWISTER WORD GAME IDIOM

PRONUNCIATION WARM-UPS /PRONUNCIATION ADVICE

THEME For The Day

AFTERNOON

3:00—5:00 p.m

Monday/Wednesday and Tuesday/Thursday schedules are alternated between A, B, and C level classes for Lecture days

LECTURE with FOLLOW-UP CLASS DISCUSSION

(two days each week)

CLASS ACTIVITIES

(two days each week) Projects, Free Talk, Activities, Games/Crafts, Review, Skits, Line Dancing, Movies, Field Trips

FRIDAY

Class-planned Activities, Outings (Museum, Park, etc.),

Wedding Ceremony, Christmas Play

Trang 9

GROUPING PAIR WORK

Partner activities give students non-threatening, one-on-one opportunities to interact on

a personal level They do 50% of the talking and listening Pair activities can include Games, Interviews, Journals and Role Plays

Pairing partners can be done in a variety of ways The easiest way is to have students seated next to each other be partners However, since an objective of the partner

activities is for students to get to know one another, having a variety of partners is

essential Pairing students in different ways maintains students' attention, moves them around the room, and helps them to learn each other's names

Suggestion

Count the students in the class; then divide them in half by left side/right side or front/back

 Hand out slips of paper to one half of the students

 Ask them to write their whole names on the paper and fold the paper

 Collect all the folded papers, then walk through the other half of the class Have each student pick one folded paper

 When all the papers are handed out, instruct the students with the papers to find their partners and sit down together

 Depending on the class (and your own teaching style), you may prefer an open free- for-all with everyone walking around at once, calling out names, or a more structured pairing in which one student at a time reads the name on his or her paper, the

student named raises his or her hand, and the two then sit together

This method of pairing can be used again and again, dividing the class in different ways

to assure that students have many different partners and get to know everyone in the class by name

To practice vocabulary, you may replace numbers with items from the current

vocabulary list colors, fruits, vegetables, flowers, seasons, etc

List the group names on the board (for example, with colors, Red, Black, Yellow, Green, etc.), then assign each student a color and have students form groups, according to their assigned color

From a Conversation Book 1, English in Everyday Life, Carver, Fotinos, Prentice Hall Regents

Trang 10

General Suggestions

Brown paper bags make good file cabinets in your room

Take lessons to class in a large plastic bag

Use masking tape all around the edges of posters to keep on the wall

Make Posters on thin paper

Make Posters on white plastic bags—they will stay on the wall with static electricity

Pairing up students

Buy the colorful cloth maps of the world and the US at Wal-Mart—they do not tear

Teacher Presentation (maximum 10 minutes)

Choose an activity that presents the new language in a natural context and makes the meaning and usage clear The new guage might be vocabulary, functional phrases, or a grammar structure Students should see ( on board or handout) and hear

lan-a model of the new llan-angulan-age Keep it focused–like lan-a llan-aser belan-am rlan-ather thlan-an lan-a strobe light “Telan-ach lan-a little, prlan-actice lan-a lot.” ways check for understanding

Al-Possible methods: Use realia, pictures, dialogues, reading of listening texts, actions, etc

Student Practice – (30% - 35% of class time)

Select activities/techniques that give the students practice in using the new language material These should be conducted in a controlled manner with predictable responses (until students get it right!) The activities should leave little room for error and help students become comfortable in manipulating (not creating) the new material Focus on accuracy, correcting all errors at this point Remember, this is the “canned” conversation practice that prepares students for real communication

It isn’t necessary (or advisable) to use every technique suggested on the lesson plan form in each lesson Nor is it necessary

to always teach words/phrases, statements, and question/answer patterns in separate activities; these can sometimes be bined Instead, select the techniques and activities that work best with the content and objectives of the lesson and the profi-ciency level of the students

Possible techniques/activities: TPR, repetition, substitution, transformation, question/answer, chain drills, pair practice, tice games, directed dialogue, mini-survey/interview and vocabulary building

TIP: The “set-up” for each activity is important Give clear instructions and demonstrate what the students are to do

Words/Phrases:

List words or phrases that are new in the lesson content Select activities and techniques that will teach meaning and correct pronunciation while giving students ample oral repetition of the words/phrases With beginners and low intermediates, pictures, realia and “acting out” will be necessary to convey meaning High intermediate and advanced students can usually comprehend meaning through definitions, para-phrases, and sample sentences

Trang 11

depending on the lesson content and objective

Communication Practice – (40-50% of class time)

This is the most important part of the lesson Select activities that will encourage students to use the new language

material in a natural way, expressing their own meaning with unpredictable responses The focus here is on

effective, meaningful communication Do not expect complete accuracy Avoid error correction in order to promote the development of fluency without fear of mistakes Quietly evaluate student’s errors and plan for

further practice at a later time

Possible activities: role-play, storytelling, discussion, interview/survey, problem solving, games,

quotes/proverbs/speeches, pictures/tangible objects

Closure: Plan an activity that will bring closure to the communication practice Gather groups or pairs back together

for reporting, feedback, review, wrap-up, affirmation, etc

Pronunciation

Pronunciation practice takes place naturally during comprehension activities However, there may be a need to focus

on specific problem areas, such as individual sounds, blends, intonation, stress, rhythm Address these specific needs by preparing activities that will provide focused practice of the problem area

Possible activities: minimal pair exercises, tongue twisters, chants

Give students an opportunity to write new material from the lesson (new vocabulary, sentence patterns,

question/answer patterns) in their notebooks To save time in class, provide handouts of the new language material if this is possible If time permits and students desire writing practice, they can also write personalized statements or short paragraphs related to the lesson topic (Writing activities can be given as homework assignments to reinforce what was learned in class.) Journal writing is another popular activity that can be used effectively in the classroom (or

as a homework assignment)

Note: Reading is not emphasized in class since these lessons focus on speaking practice However, some reading

usually takes place during the lesson, either to help students with comprehension, or as a natural component of one

or more of the activities

Extra Activity

It’s always wise to have an extra activity planned in case the lesson moves faster than anticipated, or simply wasn’t

as relevant to the students as expected Select activities that are similar to the communication practice activities

Remember, however, that the extra activity is optional, while the communication practice is essential It’s good

if this extra activity relates to the lesson topic, but not absolutely necessary Choose something fun, such as a game

or an activity that involves physical movement, since students are usually tired at this point

Trang 12

Homework

A homework assignment helps to reinforce what was covered in class, or can prepare students for the next lesson It’s also an opportunity for students to get writing practice, since they don’t do much writing in class Possible assignments: gather information or items for the next lesson; complete fill-in-the blank activities, write personalized statements or short paragraphs, or write a brief report related to that day’s lesson topic; review notes/handouts from that day’s lesson; conduct an interview or survey outside the class; prepare a speech or report; listen to an English broadcast on TV or radio (if available)

Leave Taking

Practice a different farewell each day, “So long,” “See you later,” “See you later alligator,” “After ‘while crocodile.”

TEACH FROM THE LESSON PLAN, not from a textbook

Some important considerations related to Lesson Planning

For the very first class, prepare the first two or three lesson plans, and be prepared to increase or decrease

the level of difficulty since you will not be certain of the proficiency level of your students You will know more about what to expect from your students after you begin working with them

If you discover that the material in a particular lesson is too difficult and too much to cover in the time

allotted, decrease the vocabulary taught so that students have time to use the vocabulary immediately in real conversation You can teach additional vocabulary from that lesson in the next class session with more opportunities for real conversation

Proceed to new material only when students demonstrate proficient use of material in the current

lesson Trying to teach too much too fast is a common mistake made by inexperienced CE teachers “Teach

a little, learn a lot.” Provide plenty of time for students to use the language they are learning

Thoughtful preparation is a major key to success as a CE teacher Your commitment to preparing well will

contribute to a positive influence before your students and will allow you to be truly flexible and attentive to their needs in the classroom

GAMES AND GAME-LIKE ACTIVITIES

Games are informal, fun, conversation generating activities which reinforce lesson content Game formats will vary A key element of games is that students are encouraged to produce language rather than listen

Benefits

Informal speech is generated by students in a relaxed atmosphere

Games provide motivation to participate and achieve success

Language reviewed and practiced in a fun format promotes long-term retention

Procedure

Provide students with all supplies needed to participate

Model the game pattern once or twice completely before beginning the game with students

Monitor the progress, participation and effectiveness of the game

Modify the pattern as necessary to improve student success and participation

Notes About Games

Be sure the game has a language teaching objective which allows students to practice English

Select games that:

– are age appropriate

– are appropriate for students’ language level

– relate to the lesson content

– have simple instructions

– are adaptable (can be modified as needed)

XII

Trang 13

Sample Games:

1) What’s in the Bag? One student or team has a bag with an item in it that’s related to the day’s lesson They give one hint about the item

(for example, “it’s used in the kitchen”) The rest of the class or other teams ask yes/no questions to guess what it is

2) I Spy – One student selects something he can see in the classroom and makes a statement about it: “I spy something blue.” Other

students ask yes/no questions to guess the item

3) Twenty Questions – Students are divided into teams Teams take turns choosing someone to be “It.” “It” thinks of a specific item and tells

the class the category – person, place or thing (Examples: my wedding ring; the Eiffel Tower; Charles Lindberg.) Teams take turns asking “It”

yes/no questions to guess the item The game ends when a team guesses correctly, or a total of twenty questions have been asked,

whichever comes first The team guessing correctly gets a point If no correct guess is made before twenty questions are asked, “It” reveals the item and earns a point for his team

4) Eight in a Minute - The teacher prepares index cards with eight words listed on each one The words on each card should belong to a

category of some type (See suggested categories below.) Students take turns randomly selecting one of the cards, and announcing the category In this game, instead of the guessers asking questions, the knower gives oral clues ONLY, while the other students try to guess the words The knower has one minute to try to get his group to guess all eight words on the card One point is earned for each correct guess This game can be played in small groups with each group getting identical sets of cards

Example: Classroom Items, desk, book, chalk, pencil, student, map, teacher, eraser

Examples of oral clues: desk - “Students sit here.”

chalk - “It’s white.“ ”Use it to write on the blackboard.”

students - “Not the teacher.” “Person who studies.”

Some Categories:

1) things that are green 2) things to eat 3) things in a bathroom

4) animals 5) vegetable 6) fruits

7) body words 8) clothing 9) furniture

10) time words 11) workers 12) things that fly

13) things at the beach 14) places around town 15) things with wheels

16) things in a park

Frequency Game

The teacher prepares a circle divided into 10 sections with a spinner in the center Each section on the circle has a time frequency word written in it: always, usually, regularly, often, frequently, sometimes, occasionally, seldom, rarely, never (This game is based on a lesson related to the use of time frequency words This same idea can be used with other lesson content by changing the words or phrases written

in the sections on the circle.) A student spins the spinner and must use the time frequency word it points to in a personalized statement

Examples: “I rarely see the sunrise.” “My husband usually takes out the garbage.” “My daughter seldom irons her clothes.”

Guessing Games

These are games in which one or more students must discover – by asking questions or receiving clues – a piece of information known to one or more others in the class Some general guidelines for these games are:

– There are two sides – the “knower(s)” and the “guesser(s).”

 The speaking practice takes place in the asking of questions, so optimal practice occurs when the knowers are limited (1 student or group), and the rest are the guessers

– Questions should usually be of the Yes/No variety

 – Guessing should be stimulated by some hint about the unknown item: color, category, function, first letter of its name, etc

Who’s Telling the Truth?

Students are divided into teams of three The teacher gives a topic, and each student is asked to recall an event in their lives related to the topic

Sample Topics: a) a time when you got in trouble in school b) a birthday party you remember c) the best gift you ever received

d) a special memory with a grandparent

In each team, the three students share their BRIEF stories and select ONE which they will use When a team has a turn to be “It,” all three

students tell the SAME story – the one they selected The other students then have a limited amount of time to ask questions to try

to determine which student is telling the truth The three team members should try to answer the questions in ways that convince the others they are telling the truth

When questioning time is up, the class votes on who they think is telling the truth Then the real truth-teller stands up The “truth” team gets

Trang 14

TEACHING COMPREHENSION

What are Comprehension Activities?

Comprehension activities are techniques which introduce and provide practice of new language Oral practice is essential

to speak a new language This is true at all proficiency levels Students practice by repeating words, statements, and questions Through practice, they learn word meaning, correct pronunciation, and grammatical structures which are

embedded in the statements and questions being practiced To be effective, comprehension activities must include teaching the meaning of what is being repeated, and the new material must be relevant to the lives of the students

Comprehension activities lay the foundation for using the new language naturally in real conversation In fact, without the oral repetitions, which are really "canned" conversation, students cannot internalize and use the new language to

communicate confidently in the real world So regardless of what resource is used in preparing a CE lesson,

comprehension activities are the an essential component

Oral repetitions can quickly become tedious and tiresome unless there is considerable variety in how the activities are conducted There are also significant differences in the ways comprehension activities are conducted at different levels For example, beginners need pictures, actions or real items to convey meaning, and initially will repeat only what is

modeled for them by the teacher Advanced students, however, can often help build the vocabulary needed for

communicating on a particular topic Once the meanings and correct pronunciation of words or phrases are clarified,

students can practice using the new language in activities that allow them to generate their own statements and questions For these reasons, a variety of techniques for conducting comprehension activities will be demonstrated in the workshop, and participants will have opportunities to practice them Participants will also learn which techniques work best at the different proficiency levels

The practice of techniques for conducting comprehension activities will not feel natural in the workshop, since participants all speak English Be assured that in the classroom students will need every opportunity to practice and you will not feel awkward In the workshop, participants will learn several basic techniques and the steps involved, along with appropriate gestures to use in conducting them In the real CE classroom, however, the teacher will select the techniques, steps and gestures most appropriate for a particular lesson and/or class Simple, beginner level language material will be used initially

in the workshop during the practice of techniques This is so that participants can focus on learning the steps and gestures for the various techniques

Suggestions for Conducting Oral Repetitions

 Model a new word or sentence before asking students to speak

 Allow students to repeat many times

 Introduce longer segments in short “chunks”

 Be consistent with your intonation and stress

 Always practice with class, then groups, then individuals or pairs

 Express pleasure and encouragement

 Conduct drills briskly; pauses deaden enthusiasm

 Say words and sentences naturally

 Always review previous material

Learning Styles

 Kinesthetic I have to move around to do it!

 Auditory I have to hear it!

 Print-Oriented I have to write it—or read it!

 Interactive I have to do it!

 Olfactory I have to smell it!

XIV

Trang 16

TEACHING People and Relationships LESSON 1

1 Improve Listening Comprehension and Speaking Skills

2 Learn about American culture

3 Make new friends

Introduce yourself: My name is Please call me

Ask class to all stand Say, Sit down If you know every person in this class

“ “ If you know 10 people in this class “ “ If you know 5

“ “ If you know 1 other person in this class

“ “ If you do not know any one in this class

Place a question mark on the board and write What, Who, Where, When around it

Ask students to introduce selves with the following pattern (My name is )

Remind students of the 3 goals and say, We will all become friends by the end of our program

Looking Ahead Say, Every day you will have Journal Writing for homework Each Friday you can

hand in one of the writing assignments for review and comment

Procedure: 1 Look on blackboard each day for the Journal Topic

2 Write on that topic

3 Write 1/2 to 1 page for each topic

General Instructions: Say, Our class will be patterned after an American classroom setting and may be

different from any you have had before

1 Remember if you speak Chinese during this time:

a It disturbs those who are trying to think in English

b It appears rude to the American instructor

2 Interrupting or helping when another person is answering a question is not done in an American classroom.

Each person gets to give an individual answer

3 You can feel free to respond when asked for help, suggestion or ideas

Lecture Questions

Please write: 3 questions about the lecture

3 words were most important

3 words or phrases which you did not understand clearly

?

Trang 17

TEACHING People and Relationships LESSON 1

Daily AGENDA

ANNOUNCEMENTS (Write class announcements each day on the same place on the board.)

GOOD: Arrive at class early enough to write the day’s Agenda (opening activities, announcements, etc.) on the board before

students arrive Note: They may be there earlier than you expect 20-30 minutes prior to class You do n ot want to be writing with your back to the students, nor do you want to miss speaking to them as they arrive for the first day of class

EASIER: Prepare the day’s Agenda on poster or paper the night before TAKE MASKING or BLUE PAINTER’S TAPE.

Use the following activities any time during the Lesson

JOURNAL ASSIGNMENT (Write the following on board.)

Write a journal entry (1/2 to 1 page length) in response to today’s Proverb Date your journal entry each day Each Friday turn in one entry from that week’s journal writings

(Respond to student’s writing by dialogue journaling before returning it to student.)

EMOTIONS GRAPHICS See Resource Page 11 Choose 4 –5 each day Copy each one on a half sheet of paper Fold the label so that the

students cannot see the word Tell a story about these emotions Let students guess which picture best fitsthe emotion Post on wall

GREETING Begin class by modeling that morning’s greeting Students repeat Teacher’s greeting Write greeting on board or poster

T Hello I’m glad to meet you My name is (Teacher’s name.) Please call me

S My name is (Student’s name), Please call me _

ROLL CALL Teacher calls each student’s name Student raises hand and answers: “Present”

PROVERB “A good name is more to be treasured than great riches.” –King Solomon

TONGUE TWISTER Teacher explains that today’s Twister offers practice in making the sh sound—noting different

spellings: ch, tion, sion, and sh Students listen as teacher models Whole class practices with teacher several times Then pair practice Culminate with individual volunteers Then practice “n” (as in name not lame.)

The chef from Chicago loves his nation; he lives on a pension and shouts at the shore

Aluminum, linoleum, aluminum, linoleum,

Nicholas Novinksy named his nine nieces and nephews: Nora, Nell, Ned, Nina, Nate, Nancy, Nan, Nick, & Nathan

WORD GAME STAND (I understand.) This is a guessing game which teaches

I idiomatic expression and culture lessons

IDIOM (SUGGESTION: Make brief comments on the meaning of IDIOM Bring a paper bag with a picture of a cat in it Explain

the use of this American idiom with several examples Ask if there is a similar idiom in China.)

“Let the cat out of the bag.” ( To tell someone something you should not.)

“His name is mud.”

PRONUNCIATION WARM-UP SMILE – PUCKER Enunciation Practice

Since this is the first day of class, explain to the class that there are several activities, which they will do each day to help improve their pronunciation of English PRONUNCIATION WARM-UPs and PRONUNCIATION ADVICE focus on self-help

Smile Stretch your mouth and cheek muscles in a wide smile so that your teeth show Say, Learning a language is like

learning a new sport It takes many new muscles

Say “eeeeeeeeeeee.”

Pucker: Then with exaggeration, protrude your lips saying, ooooooooooo (rhymes with “boo”)

Repeat in quick succession “eeeeeeeeeeeee, oooooooooooo” 10 X

Practice: 1 sheeeeeeeeeeee 1 geeeeeeeeeeee 1 beeeeeeeeeee

2 shoooooooooooo 2 goooooooooooo 2 booooooooooo

Variation: Change the initial consonant and continue “smile and pucker” practice

PRONUNCIATION ADVICE Ask students to bring a small mirror or old cd to practice these exercises in class Encourage students to continue pronunciation “work-outs” every day at home with a mirror

TEACHING LESSON 1 using the Summer Student Workbook

FIRST DAY ACTIVITIES —– See Teacher Guide Resources

SINGING “Getting to Know You,” “Nothing Could Be Finer,” and “Every Day in China” See Page 10

FAREWELL T “Goodbye! It’s been good getting to know you

Ss “Goodbye! Me too ”

AGENDA

Trang 18

TEACHING People and Relationships LESSON 1

TEACHING the Summer Student Workbook

Vocabulary

1 woman/women 9 girl(s) 17 worried

2 man/men 10 grandparent(s) 18 scared

3 husband(s) 11 son(s) 19 happy

4 wife/wives 12 daughter(s) 20 sad

5 baby/babies 13 picture, photo, photograph, 21 surprised

6 parent(s) 14 friend(s)

7 children/child 15 Who's that? Who's this?

8 boy(s) 16 wedding picture

Vocabulary Drilling Using the textbook, have the students repeat the vocabulary in single

words and then in sentences e.g "This is a " “Who is this?" "Who is that?"

Dictation Give a dictation of the words or phrases practiced

Practicing Possessive Pronouns (my, his, her, their, our) Looking at the pictures in the text

have the students repeat sentences like:

"This is my wife." "This is my husband." "This is my wedding picture."

"This is our son." "This is our daughter." "These are our children." "This is our baby."

"This is our child." "These are our children." "These are our grandparents."

Practice the Above in Pairs answering the question: "Who is this?""

Teacher Shows Pictures of His/Her Family using the vocabulary:

"This is my " "These are my…”

Review students on the vocabulary covered Have individuals in the class repeat the

sentences Correct pronunciation Give feedback

Note: After first 20 minutes the teacher should have heard every student speak and should have a rough idea of students' pronunciation Teacher should work to include all students in the drilling and practice of

vocabulary and should hear individuals speak also.

Greetings

Hi! How are you?

Fine And you?

Hello My name is (Ann)

Hi I'm (Bill)

Nice to meet you

Nice meeting you, too

What’s your name?

Hi! My name’s _?

What’s your name?

Hello! I'm _

It’s good to meet you.

Great to meet you, too.

Making Introductions

I'd like to introduce you to my husband, Michael

Nice to meet you

Good to meet you

Hello, I'd like you to meet my _

(Substitute new vocabulary)

I'm glad to meet you

Glad to meet you, too

Hi! This is my _

Nice to meet you

Nice to meet you, too Hello Susan! This is my father, Frank Taylor

It's nice to meet you, Mr Taylor

And you, Susan.

Practice On Your Own

Introduce yourself to three people Use the models above and your own name Introduce one class

member to another or to the teacher

Pronouns

1 With a partner practice using the personal pronouns on the next page For example:

I/Me I would like to tell you some things about me

My/Mine This is my Summer Student Workbook It is mine.

2 Review all forms of pronouns on page 4

3 Using objects in the classroom, practice using the demonstrative pronouns

This is a desk That is a window

Trang 19

TEACHING People and Relationships LESSON 1

Theirs

Their Theirs

Trang 20

TEACHING People and Relationships LESSON 1

my, mine his its their, theirs your, yours her, hers our, ours

_ REFLEXIVE AND INTENSIVE PRONOUNS

myself himself ourselves itself

yourself herself yourselves

_ RELATIVE PRONOUNS

who which whose

_ INTERROGATIVE PRONOUNS

who which whose

_ MOST COMMONLY USED INDEFINITE PRONOUNS

all each most other

another either neither several

any everybody nobody some

anybody everyone none somebody

anyone few no one someone

both many one such

DEMONSTRATIVE PRONOUNS

this, that these, those

Trang 21

TEACHING People and Relationships LESSON 1

Jazz Chants

1 Harry, This is Mary 2 Nice to Meet You

(A) Harry, this is Mary Nice to meet you

(C) Hello Nice to meet you

(A) Harry, this is Mary Nice to meet you

(C) How do you do? I’m so glad to meet you

(A) Harry, I'd like you to meet my sister Mary Thank you, I’m glad to meet you

(B) How do you do, Mary I'm very glad to meet you

(C) Thank you, I'm glad to meet you

3 What's Your Name? Where are You From? 4 I’m Glad to Meet You

What's your name? I'm glad to meet you

Where are you from? I've heard so much about you

What's your name? I'm glad to meet you

Where are you from? I've heard so much about you

What's your name? I'm glad to meet you

Where are you from? Thank you, I'm glad to meet you

How long have you been here? I've heard so many nice things about you

How long have you been here? I've heard so many nice things about you

How long have you been here? So many nice things

What's your name? Where are you from? I've heard so many nice things about you

How long have you been here? I'm glad to meet you

Thank you, I'm glad to meet you

Discussion of Names

Ask each student his/her name in large letters on a sheet of paper They may write their names in their native language on one side, and in English on the other Break in to small groups and discuss the following: Write the questions on a chart:

 What is your full name?

 How do you write it in your native language?

 Do you have a nickname?

 What does your name mean?

 Who gave this name to you?

 Do you like your name? Why or why not?

 Has your name ever caused you any problems?

 What happens to your name when you get married?

 Have you ever thought about changing your name? If so, what would you change it to?

 How would you decide what to name your children?

Model a presentation for the class of your name using answers to the questions Ask students to speak for 2 minutes each about their name, using the paper they made earlier as a visual aid

Sentence Completion

Vocabulary for Sentences: (There are more words than blanks in the following activities Make the best choice and write it in the blank.) wife, grandparents, student, Chongqing, twin, siblings, four, parents, Guangzhou

1 I am a _ My name is _ 2.I live with my

3 I have _brothers I have sisters 4 My grandfather and my grandmother live in _

5 My uncle and aunt live in _ 6 A husband and _ are married

7 On Monday both of my went to work

Emotions

worried, surprised, scared, threatened, disappointed, upset, angry

1.Tom was _when he saw his score on the examination

2 Betty will be _ if we are late 3 The dark shadow made Jim feel

Trang 22

TEACHING People and Relationships LESSON 1

A Legacy of Love

As a young man, Al was a skilled artist, a potter He had a wife and two fine sons One night, his oldest son developed a sickness Thinking it was only some common problem, neither Al nor his wife took the condition very seriously But the sickness was actually acute, and the boy died suddenly that night

Knowing the death could have been prevented if he had only realized the seriousness of the situation, Al's emotional health deteriorated under the enormous burden of his guilt To make matters worse his wife left him a short time later, leaving him alone with his six-year-old younger son The hurt and pain of the two

situations were more than Al could handle, and he turned to alcohol to help him cope In time Al became an alcoholic

As the alcoholism progressed, Al began to lose everything he possessed - his home, his land, his art objects, everything Eventually Al died alone in a San Francisco motel room

When I heard of Al's death, I reacted with the same disdain the world shows for one who ends his life with nothing material to show for it "What a complete failure!" I thought "What a totally wasted life!" As time went

by, I began to re-evaluate my earlier harsh judgment You see, I knew Al's now adult son, Ernie He is one of the kindest, most caring, most loving men I have ever known I watched Ernie with his children and saw the free flow

of love between them I knew that kindness and caring had to come from somewhere

I hadn't heard Ernie talk much about his father It is so hard to defend an alcoholic One day I worked up

my courage to ask him "I'm really puzzled by something," I said, "I know your father was basically the only one

to raise you What on earth did he do that you became such a special person?"

Ernie sat quietly and reflected for a few moments Then he said, "From my earliest memories as a child until I left home at 18, Al came into my room every night, gave me a kiss and said, 'I love you, son."' Tears came

to my eyes as I realized what a fool I had been to judge Al as a failure He had not left any material possessions behind But he had been a kind loving father, and he left behind one of the finest, most giving men I have every known

Trang 23

TEACHING People and Relationships LESSON 1

LEARNING ACTIVITIES Discussion

1 Make a list of questions you'd like to ask each of your students if you had the time For example:

"How long have you studied English? Do you like studying English?

How many hours of homework do you have each night?

Have you ever been to the United States? How many brothers and sisters do you have?" You need as many questions as you have students in your class

2 Ask the students to take out a piece of paper and write numbers like this:

1

2

They write as many numbers as there are people in the class, plus you

3 (Prepare Post-its or small pieces of paper with numbers.) Give each student a numbered paper and have them tape or stick them to their shirts

4 Tell student 1, "This is your question: How long have you studied English?" Tell the student to write that question at the top of his/her paper (You may need to write the sentence on the board for the student to copy.)

Then tell student 2, "This is your question: Do you like studying English?" Student 2 writes that question on his/her paper Continue until each student has written a question on his/her paper

5 Now students walk around the room asking only their question They write students' answers next to the corresponding numbers on the paper (This keeps track of who they've asked and who they haven't.)

The teacher has this question to ask the students —– What is your name?

This gives the teacher time to get started on memorizing students' names

6 Students then report on what they learned about their classmates

OR

Ask students to imagine that they have brought 4 of their favorite photos from home which

represent events, people or places that are important to them for whatever reason Students can then decide for themselves which information they want to relay to the rest of the class The

audience then has an opportunity to practice their questioning skills to find out more

in You'll find you learn a great deal about who your students are and what is important to them in, a very short time

Make a poster with common small talk questions on it Things like "How was work today?"

or "Did you have a good day at school?"

At the start of a break time point at the poster and then leave the room for 5 minutes Stay in the

doorway to listen After a period of not really knowing what to do the students start to have really good conversations Give them time to get used to the idea and then tell them that they had to do this before class begins

Emotions Survey Write on the board Students make copies and fill in the blanks with the whole class, groups or pairs

_is happy today because _

_is annoyed today because _

_is disappointed today because

LEARNING ACTIVITIES

_is nervous today because _is worried today because _ _is unhappy today because _is proud today because _

Trang 24

TEACHING People and Relationships LESSON 1

FIRST DAY SPECIAL ACTIVITIES First Day’s Welcome “ Welcome to the Chengdu/American Summer English Program Welcome to this

class This class is (give class level and number, i.e., A-3) This is my (1st, 2nd, etc.) year teaching in this program At home in America, I (tell your occupation) I have looked forward to meeting each of

you for many months Three goals for our class are: ( Write these on the board or poster )

1 Improve spoken English and listening skills

2 Learn about American culture

3 Make new friends.”

Keep comments brief Students are not yet used to hearing you speak and may have difficulty if you say too much at first

Identification Cards Look in the preface (page ix) for suggestion on using index cards for getting

student information

Getting-to- Know -You- Games For First Days — or, do one a week for first three weeks

(Students have copies in their Student Workbook)

The Name Art (Grid) Game: You will need: The Name Art page in the SSW, colors, a 12”x18 poster,

and a roll of 2” masking tape.) Each student will need a different color (markers, crayons, or map

pencils) for each letter in his name Double letters are each colored a different color (For example:

Peggy is made up of 5 letters Choose 5 different colors Each of the double letters i.e “gg” will have a

different color—, P–pink, e-blue, g- yellow, g-green, y-purple)

The purpose of the NAME GAME is to help students realize their uniqueness and special value as a

person (to the class, and to you as your student) and to discover this special uniqueness through his

own name as it forms a distinctly different pattern on the grid, unlike anyone else’s in the class

The culmination of the game is to display of all the students’ names on the classroom wall, arranged

in a square or rectangle around a blank center poster paper It will look like a quilt

Print this title on the center poster sheet “THESE ARE A FEW OF MY FAVORITE THINGS” Ask

students to write a few of his/her favorite things’ and sign their names on the poster (T hey may add items all summer.)

Autograph Party (This is a good get-acquainted game and oral communication practice Give directions

for the game: Explain that students are to take a pen and the Autograph Party sheet, get up and walk around the room, ask (only in English!) fellow students questions on the game sheet (one question per

student) Have them write the student’s answer to the question on their game sheet The purpose of

this game is to practice communicating in English and get to know something about their fellow

classmates At a reasonable time, have students share some of the interesting facts they have learned about each other

Go and Find Out Who Use any of these get acquainted games during the first few mornings or

“cover-The Purpose Help students get acquainted by speaking to each other in English

Rules Tell students to move quickly about the room, asking a person one question on the BINGO

game sheet If he/she answers “YES,” then get that person’s autograph in the appropriate square If the answer is “NO,” go quickly to another person until you get a “YES.” A person may sign your card

only once

The Object of the Game is to fill any line (horizontally, vertically, or diagonally) with autographs, and shout, “BINGO!” The game continues until someone completes all the squares with autographs and shouts, “COVER-ALL.” That person is declared the WINNER! (Pin a #1 or blue ribbon on the champ

and give him/her a prize!)

An Everyday Survival Kit Many teachers like to give their students this survival kit on the first day of the

term Others give the kit as a parting gift at the end of the summer term

You will need enough copies of the handout sheet and enough items for a kit for each student (35-40 students.) See Resources

LEARNING ACTIVITIES

Trang 25

TEACHING People and Relationships LESSON 1

LEARNING ACTIVITY RESOURCES

Memorize a Poem Post this poem on the first day of class Encourage students to memorize it To get

phrasing, inflection, pausing, have students listen to you read it aloud first, phrase by phrase Then read it phrase by phrase with students repeating after you

Example:

A BAG OF TOOLS

A Poem by R L Sharpe

1 T reads poem; Ss listen Isn’t it strange that

2 T reads phrase; Ss repeat Princes and kings,/

3 Volunteer S read And clowns that caper

In sawdust rings,/

And common folk Like you and me Are builders of eternity?

Note: Pause at phrase marks (/)

To each is given

A bag of tools,/

A shapeless mass,/

And a book of rules;/

And each must make Ere life has flown /

A stumbling block

Or a stepping stone

SONGS

Every Day in China

Every day in China is sweeter than the day before

Every day in China I love her more and more

Striving hard to serve her, helping her to bless the world

Every day in China is sweeter than the day before

Getting to Know You

Getting to know you, getting to know all about you

Getting to like you, getting to hope you like me

Getting to know you, putting it my way, but nicely,

You are precisely my cup of tea

Getting to know you, getting to feel free and easy,

When I am with you, getting to know what to say

Haven’t you noticed, suddenly I’m bright and breezy,

Because of all the beautiful and new

Things I’m learning about you, day by day

Nothing Could Be Finer

Verse 1:

Nothing could be finer than to be in Chengdu, China, in the morning

Nothing could be finer than to be in Chengdu, China, in the morning

Refrain:

If I had Aladdin’s lamp for only 1 day,

I’d make a wish, and here’s what I’d say: (Repeat verse 1.)

LEARNING ACTIVITIES

The More We Get Together

The more we get together, Together, together, The more we get together the happier we’ll be

For your friends are my friends, And my friends are your friends The more we get together the happier we’ll be

Trang 26

TEACHING People and Relationships LESSON 1

Dear _

Here is a friendly welcome from your new American teacher

with good wishes for a happy summer

Rubber Band — To remind you to be flexible Things might not

always go the way you planned, but they will work out

Band Aid — To remind you to heal hurt feelings, yours

or someone else’s

Pencil — To remind you to list your blessings

every day

Eraser — To remind you that everyone makes

mistakes, so try to forgive them

Chewing Gum — To remind you to stick with a chore or goal until

you can accomplish it

Mint - To remind you that you are worth a mint

Candy Kiss — To remind you that everyone needs a

kiss or a hug every day

Tea Bag — To remind you to relax daily and go over

your list of blessings

The items for the kit include a toothpick, rubber band, band aid, pencil, eraser, chewing gum, a mint, a candy kiss, and a tea bag A kit may be a small cloth bag with drawstring easily made on

a sewing machine, a small paper bag, a ziploc bag, or a small kerchief tied with a ribbon

LEARNING ACTIVITY RESOURCES

Trang 27

TEACHING People and Relationships LESSON 1 LEARNING ACTIVITY RESOURCES

EMOTIONS GRAPHICS

Trang 28

TEACHING People and Relationships LESSON 1

Instructions

Each person will write letters of their name in order,

continuing from square to square and box to box as

marked by arrows

Choose a different color for each different letter of

name (choose color 1 and color 2 for double letters as

in the example above) (If there are six letters in the

name there will be six colors, four letters, four colors)

Color the boxes Comment on how the finished pages

are all different Say, We are all different and special

in God’s eyes

Sing, “There’s Just Something About That Name.”

Place on wall around a large blank sheet of paper

Labeled “These are A Few Of My Favorite Things.”

The class may use this as their Graffiti Wall

ETC

Start here

Trang 29

TEACHING People and Relationships LESSON 1

AUTOGRAPH PARTY

Have students sign their name to the activity that they have done

4 Someone who reads 2 books a week _

5 Someone who has flown in a plane _

6 Someone who has a mobile telephone _

8 Someone who collects stamps _

9 Someone who was born on the 11th day of any month _

10 Someone who can tell a joke in English _

13 Someone who likes to garden _

14 Someone who has seen the movie

"Gone With the Wind" _

15 Someone who snores while sleeping

16 Someone who likes to drive/ride fast

18 Someone who can sing "Country Roads”

Go And find Out Who

Find out who likes spiders, frogs and

beetles

Find out who can use a washing machine

Find out who has tea for breakfast

Find out who has more than 100

books

Find out who knows the capitals of France

and England

Find out who collects unusual things

Find out which male can knit

Find out who does not watch TV for more

than two hours per week

Find out who likes horror movies

Find out who can repair bicycles

Find out who plays a musical

instrument

Find out who belongs to a club

Find out who usually sings in the shower

Find out who writes poems

Find out who lives farthest from Chengdu

Find out who has an unusual hobby Find out who has traveled to Beijing Find out who would like to be 10 years old again

Find out who likes to get up early Find out who can sew on buttons Find out who likes classical music Find out who keeps a diary

Find out who can dance the tango Find out who cooks really well Find out who reads the daily newspaper

Find out who can sing.

LEARNING ACTIVITY RESOURCES

Trang 30

TEACHING People and Relationships LESSON 1

B I N G O

A GETTING-TO-KNOW-YOU GAME DIRECTIONS Go and ask someone if the words in one of the boxes are true about him or her If the

answer is “yes,” get the person to sign his/her name in that box (The middle box is FREE and does not require a signature.) Move to another person (A PERSON CAN ONLY SIGN YOUR GAME ONE TIME ) Keep moving and asking When you have five signatures in a row—horizontally, vertically, or diagonally—shout “BINGO” and you will receive a prize Continue playing the game, shouting “BINGO!” each time you have five more signatures in a row The first person to fill each box on the game card with a different person’s signature wins the GRAND PRIZE

wears

contact

lenses

is married is left handed is not married is attending

this school for the first time

has shoes the

traveled

to class longer than you

is writing with black ink

has the same

first initial as

you

does not like to

has never traveled in an airplane

dislikes thunder and lightning

loves to swim

does not like

hot spicy food speaks more than two

Trang 31

TEACHING AGENDA The Family LESSON 2

AGENDA

ANNOUNCEMENTS(Write on board.)

JOURNAL ASSIGNMENT Write four thoughts about each of the following that are personally

meaningful to you.(For example: Friendship is a telephone call, sharing your lunch, etc Read Misery poem See Resources)

Happiness is _ Misery is Love is Friendship is

GREETING T Good morning My name is

S Good morning My name is _

ROLL CALL (Write on board.) In my family I have (T. models with facts about family Ss answer Roll Call with like

response followed by the question/answer below Write model on board.)

T In my family I have one sister, no brothers, my

husband Jim, three married children, eight

grandchildren (T calls name of student.)

S (Stands.) In my family I have

T What’s your first name?

S (States name _.)

Introduce the use of CRAFT STICKS Print each student’s name on both ends of tongue depressors or Popsicle

sticks, with black magic marker

How to Use Keep them in a plastic container (a water bottle cut in half) Take one stick from the container, hold it

up, and call the name of the student whose name is on the stick (Set aside sticks of absentees.)

Use For Roll Call or for taking turns if the same student monopolizes the discussion, to keep the momentum up, or

when students are timid or hesitant to answer This insures that every student is called on and has opportunity

to speak each day This also helps keep track of absentees

PROVERB “Love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self control”

Think on these things Galatians 5:22 *(Class groups dramatize each word See p.22)

TONGUE TWISTER It was the lovely lady’s pleasure to leisurely stroll to the azure lake and measure

the treasure

WORD GAME (Write on board.) generat ion (Have students guess the solution

Answer: generation gap)

IDIOM Get off (someone’s) back (my, his, her) I’ll be a monkey’s uncle

PRONUNCIATION WARM-UP (Write on poster or board Notice how word order and stress changes the meaning.)

T Models.Only I kissed her on her cheek etc

Ss Repeat Only I kissed her on her cheek

I only kissed her on her cheek

I kissed only her on her cheek

I kissed her only on her cheek

I kissed her on only her cheek

I kissed her on her only cheek

I kissed her on her cheek only

PRONUNCIATION ADVICE Stress means giving importance or significance to a thing or idea The

relative loudness (or emphasis) in pronunciation of one word or phrase over another can completely

change meaning to a sentence This loudness is called stress.

SINGING “Every Day in China” “Nothing Could Be Finer” “Getting to Know You”

FAREWELL T “Goodbye for now See you in a little while.”

Ss Goodbye for now See you in a little while.”

T How do you spell it?

S (Spells first name.)

T How do you pronounce it?

S (Pronounces it.) (Ss ask teacher: What’s your [first/last] name? How do you spell it? How do you pronounce it?)

TEACHING LESSON 2 the Summer Student Workbook

Trang 32

TEACHING The Family LESSON 2

TEACHING the Summer Student Workbook

Questions about the Family

Use the Family Tree assignment from Lesson Ask questions about the family

1 How many people in your family?

2 What are the ages of the children?

3 How many people in your father's family? (father's side)

4 How many people in your mother's family? (mother's side)

5 How old are your mother and father?

Call on a student to ask a question using: "Who is ?" or "Who are ?” Have another student give

the relationship between the two people Give several examples for students

Examples

S1: “ Who is Betty Brown?”

S2 “ She is Mary's sister-in-law.” (OR the wife of John Brown; mother of George and

Andrew; grandmother of John and Nancy etc.)

Say the names of two people on the Family Tree Chart Call for class to name their relationship

Make it more complicated by asking; Who is Peter’s cousin?

Who is Peter’s cousin’s mother?

Who is Peter’s cousin’s mother’s father’s grandson? (Peter)

Looking at a Family Tree Ask questions "How many are there in the family?" Examples:

How many children in the Brown family?

How many children in the Green family?

How many grandchildren do the Browns have?

Show Pictures from Your Family Album or pictures from the picture file Give sentences with each

picture showing the relationships in the family Drill the students on the sentences

Draw a Picture of Your Family Tree on the Board Show the relationships between family members

by using sentences already practiced

Examples:

These are my grandparents

My grandparents had six children

These are my grandchildren

Ask Students to Show the Family Trees They Made and practice in pairs, explaining the relationships

between family members using the vocabulary already practiced

Review the Vocabulary Using Pictures Have the students say aloud the sentences with you

Example: These are This is

Trang 33

TEACHING The Family LESSON 2

Further Vocabulary and Explanations

Give the Formal, Informal and Child Informal Vocabulary for talking about mother, father, grandparents

grandmother grandma, grandmama meemaw

grandfather granddad, grandpa peepaw

Cousin Explain the broad use of the word cousin

Wife Taking the Husband's Last Name Explain the western practice of the wife changing her last name

to that of her husband's Teach: maiden name, surname, and middle name

Meanings of Names Give a short explanation of how names have meanings Give examples from a Names

book or ones you are familiar with If students do not have an American name and would like to have one, help them decide on a name and give them the meanings of their new names

Dialogue

So Tell Me About Your Family

Tom: So, tell me about your family

Have you got any brothers or sisters?

Sue: Well, I've got three sisters but no brothers

Tom: Three sisters How old are they?

Sue: Well, the oldest is twenty-one, and the youngest is nineteen

Tom: And what do they do?

Sue: The oldest one - that's Ellen - is married and has two children, and they keep her pretty

busy Janice, the second oldest, is in college like me She's studying computer science And the other one, Cindy, is still in high school

Tom: And what about your dad? What does he do?

Sue: Oh, he's a lawyer

Tom: Oh, really? And your mom? Does she work, too?

Sue: Yeah, she's a journalist She works for a travel magazine

Jazz Chant

Do You Know Nancy?

Do you know Nancy?

Nancy who?

Nancy Knowlton

Of course I do

Do you know her little brother?

Yes, of course I do

I know her brother, and her mother and her father, too

Do you know her older sister?

Yes, of course I do I know her older sister, Julie, and her younger sister, Sue

Do you know her Aunt Esther?

Yes, of course I do I know her aunts and her uncles and her cousins, too

Do you know her husband Bobby?

Yes, of course I do I know her husband and his brother and his father, too

Trang 34

TEACHING The Family LESSON 2

Learning Names

1 Action Name Game

Students tell their name and add an action:

Student 1 My name is Tom (coughs)

Student 2 His name is Tom (coughs) and my name is Joe (claps his hands)

Student 3 His name is Tom (coughs), and his name is Joe (claps), and my name is Sue (scratches head)

Student 4 His name is Student 5 Student 6

2 Draw Your Name Acrostic

1 Draw on the board in random order one object beginning with each letter of your name

2 Ask students to tell you the names of each object in the order which will spell your name

3 Write each letter as the object is named

4 Ask your students to do the same, but let the rest of the class guess their names

For example: Draw a yo-yo, apple, ring, and map = MARY

6 Sign in Sheet or Booklet

For a small class, keep a small notebook to pass around and ask students to sign in each time This way you know who is present, can make notes about questions, pronunciation problems, etc, AND you know who is sitting next to whom!

7 Alliteration Adjective Names

My name is Mary and I am marvelous My name is Mary and I am going to Maryland with a moving van in my suitcase (Her

name is and she is )

Trang 35

TEACHING The Family LESSON 2

Topics for Discussion — the Family

1 Changing American Family:

11% of American families are traditional

Most common for both parents to work

I out of 8 children live with one parent-families

Average family size is getting smaller

Number of marriages and babies born is also rising

2 History of the American Family:

Early immigrants nearly all European

Families in the American West were often isolated They had to work together and depend on each other to survive

Families were an important economic group - bringing food and money into the home

In early America, few people married as a result of love or affection alone, they mostly married because they needed a family in order to make a living

America gradually became more industrialized and people living in cities People earned money outside the home and therefore, tended to marry less for economic reasons and more for love Early 1900's the divorce rate doubled because men and women became less dependent on each other for their livelihood

1950's were considered the most family-oriented period in American history

1950's was also the baby-boom era With each family having 3 or more children

During 60's and 70's women wanted to do less at the home and have more choices of career and further education

Number of families with parents both working increased Unmarried couples living together also became common

1980's the more accepted practice of marrying and raising a family became more popular, as the ill-affects of divorce were obvious

Women and men are now re-discovering the joys of family

3 Divorce:

Painful and one of the most stressful events of an adult's life

Painful separation on the children

About half of all marriages in the USA ends in divorce

High rates of divorce don't mean people stop marrying, it means they stop marrying one particular person

USA divorce laws allows men and women to escape a bad marriage, since the laws are fairly easy

4 Working Mothers

5 60% of all American women work outside their homes

More opportunities for women

Women need to supplement the income of their family

Many women are single-parents without a partner to help support the family

Adds a strain to have both parents working

Means less family time and rest time together with the whole family

Women are waiting longer to marry and to have children

The Characters: Mother, about fifty years old Julie, about twenty-five years old

The Scene: Julie's kitchen is on the left side of the stage Nobody is in it The living room of Mother's

apartment is on the right side of the stage Mother is there She is calling somebody on the telephone The telephone in Julie's kitchen rings six or seven times Julie comes in to answer it She looks sick

Julie: Hello? (She sounds sick, too.)

Mother: Good morning, honey You sound different You don't sound like yourself

Julie: That's because I have a terrible cold My throat hurts and even my ears hurt Oh, Mom, I want to stay in bed today, but I can't I have to go to the market

Trang 36

TEACHING The Family LESSON 2

Mother: No you don't! It's raining You don't want to take the baby out in the rain, do you?

Julie: I don't want to, but I have to There's nothing in the refrigerator There's nothing for dinner I don't have enough food for the baby Oh, my throat really hurts! (She coughs.)

Mother: I can go to the market for you

Julie: I hate to ask you, Mom It's raining so hard

Mother: Who's afraid of a little rain? I'm coming I'm coming on the 11:20 bus I know you need baby food What else do you need?

Julie: Please buy milk, two quarts And a dozen eggs Three grapefruit Six oranges A can of coffee A large can of tomatoes Four or five green apples and two red apples Three bananas Two pounds of onions A chicken A bottle of cooking oil A jar of strawberry jelly Six cans of dog food and some paper towels Is that too much for you to carry in the rain, Mom?

Mother: For a mother, nothing is too much When I come to your house, you can get into your nice, warm bed and sleep all day Don't worry about the baby I know how to take care of babies

Julie: The baby loves you, Mom And so do I And so does David

Mother: I'm glad you love me I'm glad the baby loves me I'm glad David loves me - who's David?Julie: Mom, what's the matter with you? Don't you know David, my husband, the father of your only grandson?

Mother: I don't have a grandson I have a granddaughter Susan, your voice sounds very strange ft doesn't sound like you at all Are you sure it is you?

Julie: Mother, are you all right? You are frightening me I'm your daughter Julie!

Mother: Oh, this is a terrible mistake! I should never call anybody on the telephone without first putting

on my glasses This is a wrong number! My daughter's name is Susan, not Julie I'm very sorry, but you are not my daughter and I am not your mother Please excuse me I hope you feel better tomorrow Good-bye (She hangs up)

Julie: (very disappointed) Oh, no does that mean she's not coming?

Trang 37

TEACHING The Family LESSON 2

Components For

Storytelling

“Honor Your Father and Mother”

Go Over the Vocabulary with students Elicit meanings of words

from students Refer to drawings and make simple sketch on the

board of words like trough, earthenware bowl, etc

Ss: Listen,

T: Tell (DO NOT read) the story Look at the text only

occasionally Tell it naturally but with feeling

T: Ask: Do you have any questions about the story?

Ss: Ask Q T or S: Answer

T: Tell the story again Ss: Listen

T: Divide students into pairs Ss: Each student tells partner the story They may use their own

words, but should try not to read the story

T: Write one question on an index card for each of 4 or 5 groups Distribute one card to each group

for discussion

Questions for index cards

1 Who are the characters? How are they different in age, personality, attitude?

2 What do you think the word “honor” in the title means to the young son?

3 What is the darkest moment in the story?

4 What is the high moment in the story?

5 How does each character change in the story?

A Story about a Family Adapted from a story by the Brothers Grimm

Vocabulary

daughter-in-law annoyed scolded hammering

shook complain proper trembled

earthen bowl trough

Once upon a time there was a very old man who lived with his son and daughter-in-law His eyes were dim His knees shook when he walked His back was bent He was so deaf that he could hardly hear when people spoke

As he sat at the table his hand trembled so much that he would often spill his soup on the tablecloth or down the front of his clothes Sometimes he could not even keep the soup in his mouth when it got there

His son and daughter-in-law were so annoyed to see his actions at the table that they placed a chair for him in a corner behind the door They gave him his meals in a thick earthen bowl As he sat in his corner all by himself, the old man, with tears in his eyes, would often look across the room at the table But he did not ever complain

One day, while the old man was thinking sadly of the past, his hands shook so hard that the earthen bowl fell to the floor and broke The young wife scolded him "I try to keep a proper house," she shouted "A wife should not have such careless messes as this!" But the old man did not say a word He only sighed deeply

The next day at the market the young wife bought a small wooden trough for a penny She took

it home and showed it to the old grandfather "Here," she said, "now you will eat your meals from this trough in the kitchen."

Some days after that, the old man's son and daughter heard the sound of hammering on wood behind the house They looked out and found their young son trying to fasten together some pieces of wood

"What are you making?" they asked, pride swelling in their hearts for their clever little boy "I am making two wooden troughs for you and Mama," said the boy You will have them to eat your food from when you are old and I am grown up

The husband and wife looked at each other for a long time without speaking At last, they began

LEARNING ACTIVITIES

Trang 38

TEACHING The Family LESSON 2

Idioms

Give a cold shoulder, be cool Have sunny disposition Be pushy

Have a heart of gold Stand on one's own two feet; or be on one's own

Meet someone halfway Be up front vs talk behind someone's back

Run into a friend Go with the flow vs rock the boat Talk something over

Family Memories (Pair- Share, Small Group Discussion, followed by Whole Class Discussion)

What do you remember most about childhood?

What do you especially admire about your parents?

If you could return to one day in your life, what day would it be?

What is your favorite memory about your grandparents?

What was your first job?

Who was your most beloved teacher?

What historical events in your life affected you most?

As a youngster what were your dreams and hope about your future?

How does the world seem different to you, now that you are grown, from when you were young?

Finish the Sentences

I'm good at _

I like books about

I like to with my family or friends My favorite holiday is

Someone who like me is For fun I enjoy I like to go to

What I remember most about childhood is _

What I especially admire about my parents is

If I could return to one day in my life, it would be the day that

My favorite memory of my grandparents is _

An historical event in my life that has most affected me is _

As a child my dreams and hope for my future was _

Now that I am grown, the world looks different to me from when I was young, because now

_

LEARNING ACTIVITIES

MISERY

A Poem

By African – American poet Langston Hughes

Misery is when your very best friend calls you a name she really didn’t mean to call you at all

Misery is when you call your very best friend a name you didn’t mean to call her, either

Listening Exercise

Say: Listen carefully Write the answers as you hear me

I will say it only once

Write the number of the month of your birthday

Multiply that number by 5

Add to that the number of days of the week

If you listened and did the math correctly, you will have the

month and day of your birthday

( If necessary, do a second time, on the board, explain

multiply, divide, etc)

Trang 39

TEACHING The Family LESSON 2

Class Drama

Divide the class into nine groups and give each group one of the “Fruits of the Spirit” from today’s

proverb to act out They may choose to use words or present their drama in mime

Say, “Lights Camera Action” before beginning each presentation

SINGING

THE FRUIT OF THE SPIRIT’S NOT A COCONUT

O the fruit of the Spirit’s not a coconut (Click your tongue and thump your head with your knuckles.)

The fruit of the Spirit’s not a coconut (Repeat above.)

The fruit of the Spirit’s not a coconut (Repeat.)

It’s love, joy, peace, patience, kindness, (Spoken in rhythmic chant.)

goodness, faithfulness, gentleness,

and self-control

O the fruit of the Spirit’s not a banana, (Bend knee slightly, pointing toes down and back Arch head backward toward

foot.)

The fruit of the Spirit’s not a banana, (Repeat above.)

The fruit of the Spirit’s not a banana, (Repeat.)

It’s love, joy, peace, patience, kindness, (Spoken in rhythmic chant.)

goodness, faithfulness, gentleness,

and self-control.

More: a kiwi rotate index fingers pointing toward temples in circular motion, intimating “cuckoo or crazy”

an orange – make circle with arms, fingers clasped overhead

a watermelon – extend arms, fingers clasped, making oval shape of a watermelon

a lemon – wrinkle nose and pucker lips as if tasting a very sour lemon, making pronunciation difficult

Mom-isms Read Aloud Ask for thumbs up or thumbs down if their Moms ever said anything similar

LEARNING ACTIVITIES

I’m going to give you until the count of three

Don’t pick, it’ll get infected

I would have never talked to MY mother like

that!

Who do you think you are?

I don’t care what “everyone” is doing, I care

what YOU are doing!

If I catch you doing that one more time, I’ll

You had better wipe that smile off your face

before I do it for you

When you don’t listen to your Mom, that’s when

you get into trouble

Don’t use that tone with mel

Someday your face will freeze like that!

What if everyone jumped off a cliff? Would you

do it, too?

Look at me when I’m talking to you

You’re going to put your eye out with that thing!

Do you think your socks are going to pick

themselves up?

Your father is going to hear about this when HE

gets home!

No, you can’t go steady! You KNOW what that

Don’t EVER let me catch you doing that again!

Be good - - and don’t do ANYTHING to embarrass your parents

No child of MINE would do something like that

I don’t know is NOT an answer

Don’t put that in your mouth, you don’t know where it’s been

If you don’t do it NOW, then when are you going to do it?

No

Beauty is as beauty does!

What do you mean you aren’t going to eat everything on your plate? Think of those poor starving children in _

You can’t find it? Well, where did you leave it last?

Money does NOT grow on trees

I’m not everyone else’s parents and you’re not

everyone else!

You made your bed, now lie in it

This hurts me more than it hurts you

Don’t make me tell you again

Stop your crying before I give you something to cry about

Don’t go out with a wet head, or you’ll catch cold

Trang 40

TEACHING LEARNING ACTIVITY RESOURCES The Family LESSON 2

Life isn’t fair

When you don’t listen to your Mom, that’s when

you get into trouble

Look it up in your contract: I’m the Mom, you’re

the kid I get to do the nagging

There is nothing for nice girls to do past

midnight

What do you mean CARRY ME? I carried you

for nine months!!

I’m not here to entertain you

Am I talking to a brick wall?

Eat those carrots, they’re good for your

eyesight You never see rabbits wearing

glasses, do you?

There’s no shame in being poor, but there is

shame in being dirty!

You’ll never live to see sixteen!

There’s someone either dying or being created

under your bed - - look at all this dust!

Eat your meat

I worry about you

Who are you going with? Do I know them?

I hate having you drive alone at night

You don’t WANT to clean your room? You don’t

have to WANT to!

You can be anything you want to, if you Just set

your mind to it There’s enough dirt in those

ears to grow potatoes!

What would you do if I wasn’t here?

If you don’t quit that, I’m going to knock you into

the middle of next week You’ll miss me when

I’m gone!

AFTER you pick up your room, make your bed,

brush your teeth and comb your hair, THEN

you can go out to play

Don’t say SHUT UP!

Close your mouth when you’re eating you

look like a cow!

Speak up; I can’t hear your head rattle

Be good but if you can’t be good, be careful

Eat the crust of your bread It will make your

hair curly and your teeth white

I resign!

Remember who you are

The acorn doesn’t fall far from the tree

Do as I say, not as I do

What will the neighbors think?

Act your age

You Just have big bones

You must get that from your father’s side of the family

What have I done to deserve such ungrateful children?

I would have never talked to MY mother like that!

But you have a beautiful complexion

I hope someday you have children just like you Two wrongs do not make a right

Don’t talk with your mouth full!

I wish you kids could see videos of yourselves eating!

How are things in your little life?

Don’t leave any crumbs on the counter!

You have a cute little figure

This, too, shall pass

I don’t know why you turned out the way you have

Wear clean underwear in case you get in a car wreck and have to go to the hospital

I brought you into this world I can take you out

If you’d open your eyes as wide as your mouth, you’d find what you’re looking for

Pretty is as pretty does

Sit like a lady!

When are you going to take your bath?

Do you want a time-out?

I don’t care if Jimmy’s Mom said yes Wipe your feet!! Enough is enough!

It’s all fun and games until someone gets hurt I’m not just talking to hear my own voice

I don’t care if Jimmy’s Mom said yes Wipe your feet!! Enough is enough!

It’s all fun and games until someone gets hurt I’m not just talking to hear my own voice Mom-isms Continued

Ngày đăng: 17/06/2016, 10:14

TỪ KHÓA LIÊN QUAN

🧩 Sản phẩm bạn có thể quan tâm

w