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  1. #1
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    Exclamation Will Continue To Share With You Guys Here

    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.

  2. #2
    Tdol is offline Editor, UsingEnglish.com
    • Member Info
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    Default Re: Will Continue To Share With You Guys Here

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

  3. #3
    Join Date
    Mar 2006
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    Default Re: Will Continue To Share With You Guys Here

    Quote Originally Posted by alykhan View Post
    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?

  4. #4
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    Aug 2006
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    Thumbs down Re: Will Continue To Share With You Guys Here

    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
    Last edited by alykhan; 31-Aug-2006 at 14:36. Reason: been written twice

  5. #5
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    Aug 2006
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    Default Re: Will Continue To Share With You Guys Here

    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.”

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