Here is Eric's scenario. Context: This is a beginning level class in Vietnam with students in elementary school to junior high.
Topic: Simple future and course objectives.
Objectives: Students will know what to expect from the upcoming term and be able to discuss basic events in the simple future tense.
Materials: Blank sheets of paper and pencils.
Procedure: General introduction (5 min)
Explanation of the simple future tense (10 min)
Flash writing assignment- ask the students to write what they want to learn in the class and what they expect to learn (10 min)
Explanation of syllabus/course objectives (10 min)
I will now put the students into groups of 3 or 4 and have them discuss what will happen in the future. At first, I want them to focus on where they will live, what they will do, etc. If they cover these areas quickly, they can move on to larger issues, such as what technology will be created, etc. (15 min)
I will ask each group to summarize their conversation, picking out a few interesting details to present to the class. (5-10 min)
With whatever time remaining in the class, I will review what was covered today and describe the homework assignment. For homework, the students will write a 5-10 sentence story about a man in the future.
Feedback: I will have the opportunity for feedback on their written assignments as well as through walking around with the groups and commenting on their communicative techniques.
Topic: Simple future and course objectives.
Objectives: Students will know what to expect from the upcoming term and be able to discuss basic events in the simple future tense.
Materials: Blank sheets of paper and pencils.
Procedure: General introduction (5 min)
Explanation of the simple future tense (10 min)
Flash writing assignment- ask the students to write what they want to learn in the class and what they expect to learn (10 min)
Explanation of syllabus/course objectives (10 min)
I will now put the students into groups of 3 or 4 and have them discuss what will happen in the future. At first, I want them to focus on where they will live, what they will do, etc. If they cover these areas quickly, they can move on to larger issues, such as what technology will be created, etc. (15 min)
I will ask each group to summarize their conversation, picking out a few interesting details to present to the class. (5-10 min)
With whatever time remaining in the class, I will review what was covered today and describe the homework assignment. For homework, the students will write a 5-10 sentence story about a man in the future.
Feedback: I will have the opportunity for feedback on their written assignments as well as through walking around with the groups and commenting on their communicative techniques.
.hmmessage P { margin:0px; padding:0px } body.hmmessage { font-size: 9pt; font-family:굴림 } Here is my lesson plan for scenario E
Please check the attatchment!
Jieun Kim
Lesson Plan
Get passive vs. Be passive. Using Crime scenes
Target audience level: high beginning level
Target audience age: any
Lesson Goal
- Students will learn the grammar rules regarding the two different passive verbs
- Students will know variety of laws
Lesson Objective
- Students will be able to distinguish between get ________ vs. be _______
- Students will learn different situations in which be should be used and situations where get must be used
- Students will increase awareness of what kind of crimes are out there and the consequences of each/
Activities
- Introduction
a. bring a short article with pictures regarding crimes to share with the class
b. explain different kinds of crimes: shoplifting, robbery, vandalism, etc.
- Lesson
a. Introduce vocabulary regarding crimes and punishments
b. explain the difference between using “get passive” and “be passive”
ex: people who speed don’t usually get arrested vs. some murderers get sentenced to only 10 years.
c.
- Group activity: groups of 3
a. cut out newspaper articles on opinions from readers regarding how some crimes should be punished. Then give a series of questions for the students to match with readers’ opinions.
ex: reader’s opinion: “breaking into someone’s home is serious. But first time burglars should be just put on probation” questions to be answered: “what should happen to someone who is convicted of burglary?”
After 5~10 minutes of group work, each group will go around and share a few answers
b. Prepare fill in the blank sentences. The blanks should be filled in with either get or be plus the verb.
they will work on this activity for about 10~15 minutes.
Homework: Write a page of diary, acting as if you are a criminal who was just convicted. Try to be creative, but appropriate at the same time.
Whops, I accidently sent this before I was done. This is my real answer:
Lesson Plan
Information about class: Class consists of 30 beginnning adult students, aged 18 to 45, with various reasons for studying English.
Goals:
1. Students will be able to use stative verbs.
2. Students will be able to talk about their families.
Materials: Photos and magaizne pictures of families
Procedures:
Review: (5 mins) Remind students what stative verbs are, list examples.
Warm up: (10 minutes) Students will listen and write down questions dictated by the teacher. Students will then wirte down answers to questions and, in pairs, will describe themselves to their parteners using stative verbs. Then their partners will describe them, repeating what they said.
Questions:
1. What do you look like?
3. Who do you look like?
2. What do you like to do?
4. What do usually eat for lunch?
4. What do usually eat for lunch?
5. How many people does your family have?
Presentation: (15 mins) Teacher further reviews stative verbs and introduces vocabulary about family, such as mother, father, sister, brother, gradmother, etc., asking students to list what they know as a class, then adding new words.
Group: (5 mins) Students arrange themselves in groups of three according to who has the same or a similar number of people in their families, based on whatever they consider their family to be.
Practice: (20 mins) Each group will get a photo of a family and have to answer a series of questions regarding this family. Students will have to agree on their picture. Then students will write a paragraph about their imaginary family. Students will each have a role, either director, writer or presenter.
Presentation: (5 mins) Students will present their paragraphs to the class and turn them in.
Feedback: Teacher will make comments about student presentations and correct the paragraphs each group wrote.
On Sun, Sep 6, 2009 at 1:15 PM, Mary Kate Ham <marykateham@gmail.com> wrote:
Lesson PlanInformation about class: Class consists of beginnning adult students, aged 18 to 45, with various reasons for studying English.Goals:1. Students will be able to use stative verbs.2. Students will be able to talk about their families.Materials: Photos and magaizne pictures of familiesProcedures:Review: (5 mins) Remind students what stative verbs are.Warm up: (10 minutes) Students, in pairs, will describe their parteners.