Will Continue To Share With You Guys Here

[alykhan]

Q4= Look carefully at the lesson plan that follows. Comment on each step with regard to its value and effectiveness. What sections of the lesson do you think would be most effective in helping the students to learn how to use the target language? What steps of the lesson do you think you would like to change.

Class Elementary level - 12 students
Date 17/3/05
Time 9:30
Aim:
To teach students to use have got / has got and contracted forms ‘ve got /‘s got
Theme:
Describing people
Teaching Aids:
Table (on board)
Taped dialogue
Fill in the blanks activity
Notions / Functions:Making statements and describing
Target Language:
I have got/’ve got red hair.
He has got/’s got black hair.
They have got/’ve got freckles.
We’ve all got large feet!
He’s got a beard and he’s wearing ….
New Vocabulary:
freckles, beard, moustache, scar, blond hair, dyed hair, wig
Assumptions:
They are familiar with the Present Continuous tense.
Lesson Steps:
1. Explain how the expression has got in constructed. Tell the students
how it is used.
2. Use a large picture of several people. Point to one of the figures and
elicit from students information about that figure. Write the
vocabulary on the board. Ask the class to repeat the new vocabulary
altogether 4 or 5 times.
3. Using the picture and the students’ vocabulary, introduce the target
language using he’s got. E.g. He’s got red hair. Write examples on the
board. Ask the students to repeat each sentence 4 or 5 times
altogether.
4. Encourage individuals to use the target language when you point at the
picture.
5. Class practice – students work in pairs to describe the figures on the
board. Teacher watches from the doorway.
6. Give students the script for a dialogue. Play the short recorded
dialogue between John and Peter. They are at a wedding and talking
about their new girl friends, and describing them. Students listen and
take notes.
7. Elicit from students the descriptions of the girls and what they were
wearing. E.g. She is wearing a blue dress.
8. Hand out short passage (based on tape dialogue) with gaps which the
students to complete to practise Present Continuous for describing
people.
9. In groups of three, the students play a game. They take turns to
describe any member of the class. The other two look around the room
and guess which student it is. Teacher observes from a distance.
10. The students write a story in which people are described for their
homework.

[Tdol]

One thing to watch for is the articles- a beard vs red hair.

[Coffa]

Originally Posted by alykhan

is that the best you can come out with guys... this is the time you guys needs to try harder to understand the lesson plan its not easy but try to answer fully

So what did your last slave die of?

[alykhan]

i dont look at the people here as a slave but suppose to be this is a forum where people shares things isnt it... so here you go i asked a question but answer is given didnt satisfy but never mind you would like to ask any question, i would be more than happy to answer it.. thank you

[alykhan]

Class Elementary level - 12 students
Date 17/3/05
Time 9:30
Aim:
To teach students to use have got / has got and contracted forms ‘ve got /‘s got
Theme:
Describing people
Teaching Aids:
Table (on board)
Taped dialogue
Fill in the blanks activity
Notions / Functions:
Making statements and describing
Target Language:
I have got/’ve got red hair.
He has got/’s got black hair.
They have got/’ve got freckles.
We’ve all got large feet!
He’s got a beard and he’s wearing ….
New Vocabulary:
freckles, beard, moustache, scar, blond hair, dyed hair, wig
Assumptions:
They are familiar with the Present Continuous tense.

Lesson Steps:

A4= Q= question A= answer

Q step 1: Explain how the expression has got in constructed. Tell the students how it is used.
A Step 1: Well students doesn’t really need to know how the expression has got constructed as long as they are familiar with the present continues tense and they know how to use “has got”.

Q step 2: Use a large picture of several people. Point to one of the figures and elicit from students information about that figure. Write the vocabulary on the board. Ask the class to repeat the new vocabulary
altogether 4 or 5 times.
A Step 2: Using a pictures to teach something could be very good idea, cause seeing some images will be more memorable and also could make the student enjoy their lesson more and they learn faster. Also using the picture and pointing at some part of the image and telling the name of it or writing the names to the board and repeating it several times could help the student to learn new vocabulary in more memorable ways.

Q step 3: Using the picture and the students’ vocabulary, introduce the target language using he’s got. E.g. He’s got red hair. Write examples on the board. Ask the students to repeat each sentence 4 or 5 times altogether.
A Step 3: Using the picture and the students vocabulary to introduce the target language could be fun and a ways to learn something new or difficult and personally I believe will be very affective.

Q step 4: Encourage individuals to use the target language when you point at the picture.
A Step 4: This is the best way for students to learn target language and built up better vocabulary level, it will be very affective method.

Q step 5: Class practice – students work in pairs to describe the figures on the board. Teacher watches from the doorway.
A Step 5: Pair work could be valuable to discuss something you are strange to but I don’t think it will be very affective to learn something new.

Q step 6: Give students the script for a dialogue. Play the short recorded
dialogue between John and Peter. They are at a wedding and talking
about their new girl friends, and describing them. Students listen and
take notes.
A Step 6: This is another good language teaching method, that will improve the student’s talking and listening skills and also will help to students to built self confidence.

Q step 7: Elicit from students the descriptions of the girls and what they were wearing. E.g. She is wearing a blue dress.
A Step 7: This will help to the students to identify the each individual in a better way and also this could be very affective and enjoyable activity.

Q step 8: Hand out short passage (based on tape dialogue) with gaps which the students to complete to practise Present Continuous for describing people.
A Step 8: This could be very good for the teacher and the students, here the teacher will be able to test the students knowledge and find out strong or week points.

Q step 9: In groups of three, the students play a game. They take turns to
describe any member of the class. The other two look around the room
and guess which student it is. Teacher observes from a distance.
A Step 9: This is another good group activity students will love to study in this way, it is enjoyable and easy to remember.

Q step 10: The students write a story in which people are described for their homework.
A Step 10: This activity will help to the students to improve their writing skills and also it will be very affective method for students to enlarge their vocabulary level and also creative skills.

Step 9 will be the most affective part of this lesson plan its an activity where students can learn something while they are enjoying a some sort of game as well.
Step 9: “In groups of three, the students play a game. They take turns to
describe any member of the class. The other two look around the room
and guess which student it is. Teacher observes from a distance.”

I would like to change step 7 because its same subject with step 2, I don’t see the point repeating it, when we already done it in the pass.
Step 7: “Elicit from students the descriptions of the girls and what they were wearing. E.g. She is wearing a blue dress.”