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Homework answers / question archive / Csomay©2012 A situational, audio?lingual approach (One 60 minute class) Level: Low intermediate (Level 1), Lesson 46

Csomay©2012 A situational, audio?lingual approach (One 60 minute class) Level: Low intermediate (Level 1), Lesson 46

Sociology

Csomay©2012 A situational, audio?lingual approach (One 60 minute class) Level: Low intermediate (Level 1), Lesson 46. Textbook: Streamline English (1983) Language focus: Past tense morpheme Language function: reporting on past tense events Situation: Office w/c = whole class; i/w = individual work; p/w = pair work; g/w = group work; b/b = blackboard; T = teacher; S = one student; Ss = more than one student; # 1. Activity Review Goal To warm up Time 2 2. Setting the situation 1 3. 4. Play dialogue Listen and repeat To activate situational framework To listen To repeat sentences 5. Pronunciation To make sound distinction for –ed endings 5 6. Aural discrimination 5 7. Practice 8. Practice To make further distinction between sounds To practice past tense forms in declarative sentence To practice past tense forms in interrogative sentence 9. Practice 5 10. Listening 11. 12. Read Comprehension questions 13. Read script To practice past tense forms in negative forms To listen to the dialogue To read To answer comprehension questions To read dialogue 14. Question answer 15. Setting homework assignment To answer questions in past tense Procedures T repeats content & language form practiced in previous lesson T describes office context; asks Ss to cover text & focus on the picture T plays full dialogue T plays tape sentence by sentence; students repeat in chorus or individually T puts 3 sound?endings for regular past tense; asks students to repeat final sound in given words T pronounces words, Ss guess what the ending is Class set up T Æ Ss 5 5 1 10 2 T Æ Ss T Æ Ss T ÅÆ S/Ss i/w; w/c Listen & repeat T ÅÆ Ss w/c Listen & repeat T ÅÆ Ss w/c Controlled Classification T utters sentence, Ss repeat; T changes pronoun, Ss repeat sentence T ÅÆ Ss w/c Declarative sentences only T says declarative sentence in past tense and give interrogative pronoun as prompt; Ss ask question given the prompt T says declarative sentence in past tense; Ss repeat sentence in negative form T plays dialogue; Ss listen T ÅÆ S/Ss i/w; w/c Listen and repeat same sentence w/ little change T ÅÆ S/Ss i/w; w/c Listen and repeat same sentence w/ little change 3 5 Ss read dialogue silently T asks comprehension questions; Ss respond 5 Ss read script aloud 5 T asks questions of past events; Ss respond with past tense forms T sets homework 1 Notes Homework: Follow the instructions below the dialogue. T Æ Ss w/c T ÅÆ S i/w S i/w TÅÆ S i/w Csomay©2012 A communicative approach (One 60 minute class) Level: Low intermediate (Level 1), Lesson 46. Textbook: Streamline English (1983) Language focus: Past tense morpheme Language function: reporting on past tense events Situation: Office w/c = whole class; i/w = individual work; p/w = pair work; g/w = group work; b/b = blackboard; T = teacher; S = one student; Ss = more than one student; # 1. Activity Brainstorm 2. Transition to listening 3. Goal To activate existing knowledge and add new vocabulary Time 10 2 4. Pre?listening 5. While? listening 6. While? listening To negotiate meaning and also priority To activate focus on situation and facilitate general comprehension To facilitate listening for general comprehension about the situation (e.g., participants, mood) To facilitate listening for general comprehension 7. While? listening To facilitate listening for specific information 5 8. Post? listening To focus on specific vocabulary through negotiation of meaning 5 9. Language awareness To focus on grammar 5 10. 11. 3 5 5 5 10 Homework To set up roles for homework assignment 5 Procedures T creates a semantic map (on b/b) of objects used in an office (nouns); lists the actions (verbs) in an office Ss make a list of all of the items Ss mark items predicted to be mentioned in the dialogue Look at the picture only – students ask each other about the picture Play tape # 1 – T asks general questions only about participants, and mood Play tape # 2 – T asks general comprehension questions about actions in text Play tape # 3 – T asks specific comprehension questions focusing on specific words T gives out text with certain lines whitened out; Pair A will have all nouns whitened out and B will have all verbs whitened out. Ss take roles & read the dialogue to each other, & fill out missing info. T lists all verbs used text in past tense form (b/b) T makes three columns with possible endings & reads out verbs in past tense. Ss classify verbs based on what ending they hear; Variation: competition on who gets most of it right Follow?up: point out phonological pattern (rule) Ss choose from a list volunteering what role they would like to take in setting up a party. Class Ss Æ T w/c S i/w S ÅÆ S p/w S ÅÆ S p/w Notes bring in realia (real life objects) to illustrate T ÅÆ Ss w/c T can bring in other pictures of offices e.g., How many people are in the scene? Where are they? e.g., What happened? T ÅÆ Ss w/c e.g., Who didn’t do the job? S ÅÆ S p/w handout: dialogue with certain sentences not seen (white?out) T ÅÆ Ss w/c Ss w/c S ÅÆ S p/w students will see the same –ed morpheme & need to hear out /t/; /d/; /?d/ g/w Homework: Planning a party (Preparation for an open ended role?play; group work) Each group will have 5 members and each will have a role: Food Manager, Props Manager, Chef, Invitations, Secretary Each will collect 5 verbs and 5 nouns related to his/her role and hand them to the secretary next class. The secretary will have a checklist to note activities already done and to ask further questions. Csomay©2012 A project?based approach (Two or three 60 minute classes) Project title: ‘Office Hawks’ investigate Learning goals To engage students in interactive, communicative, and meaningful language learning tasks To introduce and practice simple past tense forms for reporting on past actions To introduce students to basic formal use of language Learning outcomes By the end of the project cycle students will be able to 1. distinguish between regular and irregular past tense forms of verbs 2. recognize the three different phonological realizations of the regular past tense morpheme ?ed 3. understand oral discourse for a. interactional and social relationships, mood; b. listen for general and specific information in a 4. write short dialogues (using past tense features) 5. write a short news report about a past event 6. be familiar with basic formats and language used for an official correspondence (email, memo, letter) 7. present their task in front of class Lesson 1 # 1. 2. 3. 4. 5. Activity Tell the story (see main story line below ‘The story’ Assign groups Assembly Cf. comm?ive lesson plan above (1?7) Homework w/c = whole class; i/w = individual work; p/w = pair work; g/w = group work; b/b = blackboard; T = teacher; S = one student; Ss = more than one student; Goal Time Procedures Class Notes To create background 10 T presents case with lots of T Æ Ss bring in pictures information for student, pictures cut out from Ss Æ T for the to motivate students to magazines; T lets students w/c characters do project ask questions as s/he tells the involved story T assigns sub?groups for 10 T makes sure Ss understand T Æ Ss ‘Office Hawks’ that T is the group leader w/c To frame first course of 3 action, bringing all groups together To create background 35 T follows Communicative Varied – knowledge and to listen lesson plan above, items 1?7; see above to text 2 T asks students to think about their roles as a group Homework: Think about your group assignment and think about a plan Lesson 2 # 1. Activity Warmer 2. 3. Post? listening Role play 4. Homework Purpose Listen to the dialogue again To follow?up on language related issues in text Start working on role play tasks and outline plan according to roles Time 3 Procedures T plays tape 20 T follows Communicative lesson plan above 8?10; T gives out follow?up tasks and Ss start working 35 2 Homework: Groups get together and finalize their performance for next class Class T w/c Varied – see above Ss ÅÆ Ss g/w Notes T walks around to help groups individually Csomay©2012 Lesson 3 # 1. Activity Presentation Purpose Groups present their tasks Time 30 Procedures 2. Discussion 10 3. Homework prep – Homework To ask students to discuss course of events and repeat past tense learnt To outline final report T prompts students as a class to finalize how the course of events took place Ss regroup for writing final report and they outline their 4. 15 Class Ss Æ Ss w/c T ÅÆ Ss w/c Notes Bring in dictionaries if available 5 Homework: Each student writes a report on the curse of events given all the information they have. The story Gloria Sec was found dead in her office at 8 p.m. last night at the biggest office supply company downtown San Diego. Police found no apparent signs of murder. They continue to investigate with a special group of experts called ‘Office Hawks’. So far, two pieces of evidence was found that may relate to Gloria’s death: 1) a digitally recorded dialogue between Gloria and her boss, Jane Bose and 2) a picture of the two women talking in the office. The digital clock on the recorder showed that the dialogue occurred at 2 p.m. in the afternoon between Gloria and her boss, Jane. No clue is available as to when the picture was taken. ‘Office Hawks’ are working hard, making a list of all possible office items found in Gloria’s office, and collecting information on the secretary’s responsibilities. They also listen to the recording and plan further actions, for example, interview those who were in the office that day: Jane Bose, Gloria’s boss, and Mr. Thompson, a client. Participants (Roles) Imagine that the entire class is the ‘Office Hawks’ with multiple subgroups with different responsibilities. Each group would have up to five members: Group 1: The ‘Documents’ team Group 2: The ‘Public Relations’ team Group 3: The ‘Human Resources’ team Group 4: The ‘Journalists’ team Group 5: The ‘Interviewers’ team All groups are engaged in the background work of the project and so will listen to the dialogue outlined in the communicative lesson plan with the lesson plan above. Group 1 (Documents): Write a Memo or an email from Jane to Gloria to request typing the letter; write the letter that Gloria signed and mailed. Group 2 (Public Relations): Write a dialogue between Gloria and Mr. Thompson. Group 3 (Human Resources): Write a follow?up dialogue between Gloria and her boss, Jane. Group 4 (Journalists): Write up a short news item about the event for the local newspaper. Group 5 (Interviewers): make a list of questions you would ask Jane Bose, and Mr. Thompson Individuals: Mr. Thompson, Jane Bose The outcome Final report to Police Chief One member from each group will be assigned to a new group. (Group A consists of one Group 1 member, one Group 2 member, one Group 3 member, one Group 4 member, and one Group 5 member) Groups A?F: Write an investigative report to the Police Chief about what happened. Dictionaries and the internet are great sources for vocabulary. Teacher’s role: facilitate students carrying out their tasks – walking around helping in vocabulary and other aspects of the task. Csomay©2012 A communicative approach (One 60 minute dass) "Level: Low Intermediate (Level 1), Lesson 46. Textbook: Streamline English (1983) Language focus: Past tense morpheme Language function: reporting on past tense events Situation Office w/c = whole dass; 1/w = individual work, p/w = pair work, s/w = group work; b/b = blackboard, T = teacher; S = one student, Ss = more than one student # Activity Brainstorm Time 10 E Goal To activate existing knowledge and add new Vocabulary Transition to 3 3 Pre-listening ES To negotiate meaning and also priority To activate focus on situation and facilitate general.comprehension To facilitate listening for general Comprehension about the situation les participants, mood) To facilitate listening for general comprehension 5 listening = 5 While listening To facilitate listening for Specific information 5 listening Procedures Class Notes Tcreates a semantic map (on ST bring in realia b/b) of objects used in an WC (real life objects) office (nouns), lists the to illustrate actions verbs) in an office Ss make a list of all of the item Ss mark items predicted to be 5S mentioned in the dialogue Look at the picture only Ses I can bring in students ask each other other pictures of about the picture offices Play tape #11 #sks general IES 2. How many questions only about wfc people are in the participants, and mood scene? Where are they Play tape 1 2 Tasks general 16S es What comprehension questions wc happened? about actions in text Play tape #3-T asks specific Iss eg., Who didn't comprehension questions w/c do the job? lucusing on specific words Tgives out text with certain 5€ handout lines whitened out; Pair A will pfw dialogue with have all nouns whitened out certain and B will have all I verbs sentences not whitened out. Ss lake roles & seen (white-out read the dialogue to each other, & fill out missing info T lists all verbs used text in SS past tense form (b/b) w/c T makes three columns with SS Students will see possible ending & reads DUE themes verbs in past tense. morpheme & sa classify verbs based on need to hear out what ending they head 11/07: Zad/ Variation: competition on who gets most of it right Follow-up: point out phonological pattern Lule) Ss choose from a list B/W volunteering what role they would like to take in setting up a party & s Past listening To focus on specific Vocabulary through negotiation of meaning 9 To focus on grammar s Language awareness 10 10 11 Homework 5 To set up roles for homework assignment Homework. Planning a party (Preparation for an open ended role-play group works Each group will have 5 members and each will have a role: Food Manager. Props Manager, Chef Invitations Secretary Each will collect 5 verbs and 5 nouns related to his/her role and hand them to the secretary next class. The secretary will have a checklist to note activities already done and to ask further questions!

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