Course Unit 3: Lesson outline incorporating Classroom English Considerations

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Course Unit 3: Lesson outline incorporating Classroom English Considerations

Post  Jason Renshaw on Mon Mar 17 2008, 09:37

Below you will see my general lesson plan for Unit 4 in the Boost! Speaking book, covering parts A and B of the lesson only. I hope it gives you some ideas about how to choose and document classroom English considerations for your own lesson outlines. Good luck!



Boost! Level 1 – Unit 4 Lesson Outline


General Objective

Help the learners talk more fully about leisure time activities they are interested in


Specific Objectives

Teach the speaking skills involved with:
1) Naming/identifying the activities learners like doing
2) Providing details to describe the activity
3) Providing reasons to explain why they like it



Lesson Stage A - Language context/input/model

1. Have the students look at the pictures on page 23 and talk about them.

[Classroom English]
đ “How many pictures do you see here?” [2]
“Look at each picture and talk to a class mate. What do you see?” [Physically demonstrate looking at each picture and turning to talk to a partner, saying “I can see…” If students do not appear to understand, teacher models with a student and talks about the first picture, then students do the same for the second picture. Then repeat process.]


2. Have students close their books and listen to the speaking passages.

[Classroom English]
đ “Now, please close your books. Just listen, please.” [Motion closing the textbook, cupping one’s ear as if to listen. Emphasize words “close” and “listen” when giving the instruction. Repeat 2-3 times if some students don’t appear to catch on.]


3. Allow students to open books and read the passages while they listen again.

[Classroom English]
đ “Now open your books again.” [Motion opening the textbook, emphasize “open”]
Read and listen again.” [Demonstrate reading and listening actions, emphasize the words]


4. Ask YES/NO questions to check students’ basic understanding.

[Classroom English]
đ “Is the boy talking about soccer?”
“Can he play it indoors? Outdoors?” [Demonstrate indoors/outdoors by pointing]
“Is it a team sport?” ETC. [Use students in group as example of team as opposed to individual]




Lesson Stage B - Noticing

Have the students apply the noticing prompts at the bottom of page 23.

Allow students to help each other if they want (Korean okay), and move around the room to help students apply the instructions, repeating in English and pointing to examples (đ) on the whiteboard to help them apply the key instructions.


[Classroom English]

đ Show the learners how to circle or underline using examples on the whiteboard. Point to each example and have students repeat “circle” and “underline.”

đ Use body language and a simple example to show the concept of “need” (need water in the desert, need air to breathe, etc.)

đ Give examples of simple places (school, home, street) to show what the word means.

đ Show the meaning of “why?” using simple cause and effect patterns illustrated on the whiteboard: “Why is he hot? Because it’s sunny.” “Why is he scared? Because there is a monster there.” Etc.

đ Check students answers as a group by providing incomplete sentences:
“To play basketball, you need…?”
“We can go skiing on…?
“The boy likes basketball because…?”
If answers are not forthcoming, swap to YES/NO mode:
“Do you need a car to play basketball?”
“Do you need skis to go skiing?”

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Jason Renshaw
Kyungpook National University, Teachers' College, Department of English Education
Daegu City, Republic of Korea 702-701

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