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 1Field 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 2The 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 4Lesson 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 5Teaching 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 6For 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 7What 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 8A 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 9GROUPING 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 10General 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 11depending 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 12Homework
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 13Sample 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 14TEACHING 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 16TEACHING 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 17TEACHING 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 18TEACHING 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 19TEACHING People and Relationships LESSON 1
Theirs
Their Theirs
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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 21TEACHING 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 22TEACHING 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 23TEACHING 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 24TEACHING 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 25TEACHING 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 26TEACHING 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 27TEACHING People and Relationships LESSON 1 LEARNING ACTIVITY RESOURCES
EMOTIONS GRAPHICS
Trang 28TEACHING 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 29TEACHING 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 30TEACHING 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 31TEACHING 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 32TEACHING 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 33TEACHING 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
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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 )
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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 36TEACHING 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 37TEACHING 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 38TEACHING 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 39TEACHING 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 40TEACHING 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