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Lesson plan 7 pronunciation ppt

The big black bug bit the big black bear, but the big black bear bit the big black bug back! Vincent vowed vengeance very vehemently/b//v/Let's listen ~!! /b/: thumb-up /v/: victoryThat's _____________. What does “_____” mean? He ____________________. What's ______________________? Does ______________________? How ___________________? Did ______________? How ____________________________? He ___________________.a very big batbetran to the vaseanother word for “bow”this word start with Vdo you spell veryyou say bestdo you say van in Japanesetried to buy my boatThe lips are closed. Release air by parting the lips. Lets practice!! ball, taboo, rub/b/The lower lip touches the upper teeth. Let the air pass through the lower lip and the upper teeth. Let's practice!!: voice, waiver, above/v/Let's practice~!!!{nameOfApplication=Show}

교육학| 2009.03.05| 7페이지| 1,000원| 조회(410)

PPT, lesson plan, pronunciation, b and v

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Reading lesson plan 평가A좋아요

Lesson planSubject: Reading.Topic and skills: Doughnuts / ScanningLength: 50 MinutesContext: Intermediate level. Adult mixed nationalities.Objective:Students will write the answers for given questions about doughnuts at posting activity.Students will be able to find the target information using scanning skills after given twenty minutes explanationStudents will be able to write the answers for given activities included scanning, ordering, and making inferencesRationale:For most ESL students, Scanning is useful when studying or looking to find specific information from a book or article quickly as there is not always time to read every word. For this reason, this lesson designed to teaching scanning skill with the article about ‘doughnuts’.Materials: OHP 1,2 (attached), Handout1-6 (Attached),packet of dictionary copies(attached), Extra Activity (attached), Article (posts-attatched)Sources :Be a Better Reader (book4), Nula Banton Smith, Presentice-Hall.More About the USA(a cultural readettp://www.yellowpages.com/info-LMS52719102/Star-Donuts?section=distance"Star Donuts 5145 Jurupa Ave(951) 274-0414HYPERLINK "http://www.yellowpages.com/info-LMS52082816/Yum-Yum-Donuts?section=distance"Yum Yum Donuts 5130 Arlington Ave(951) 687-4548HYPERLINK "http://www.yellowpages.com/info-LMS53367407/Yum-Yum-Donuts?section=distance"Yum-Yum Donuts 3247 Arlington Ave(951) 782-7447HYPERLINK "http://www.yellowpages.com/info-LMS52724947/Donut-City?section=distance"Donut City 6100 Magnolia Ave(951) 369-0198HYPERLINK "http://www.yellowpages.com/info-LMS54066573/Donut-Queen?section=distance"Donut Queen 5501 Mission Blvd(951) 369-8797look at the list below. Which doughnut shops are on the University Ave?HINTS AND TIPSDon't try to read every word. Instead let your eyes move quickly across the page until you find what you are looking for.Use clues on the page, such as headings, numbers, names, and titles, to help you.In a dictionary or phone book, use the 'header' words to help you scan. You can s. It is not necessary to read the whole passage again. Some of the following sentences have incorrect facts. Cross out the incorrect fact and write the correct answer above it.The word doughnut began to appear in American recipes during the 18th century.Adolph Levitt and an engineer were responsible for the invention of the first doughnut machine.The doughnut is one of the oldest and simplest foods.All societies called doughnuts by the same name.The early colonial settlers were familiar with doughnuts as fried sweet cakes.During World War II, girls working for the USO made doughnuts for the soldiers.A petrified doughnut was found in a cave in Tennessee.The Native Americans used sugarcane to sweeten their form of doughnut.Adolph Levitt couldn’t keep up with the demand for doughnuts at his bakery.The doughnut was an unusual treat for the American settlers traveling east.Handout#5Directions: Have look around the posts on the classroom walls. Find the article that has the answers from belbe completely baked in an oven.[citation needed] These have a slightly different texture from the fried variety with a somewhat different taste due to the lack of absorbed oil—and so have a lower fat content.There are many other specialized doughnut shapes such as old-fashioneds, bars or Long Johns (a rectangular shape), or with the dough twisted around itself before cooking. In the northeast USA, bars and twists are usually referred to as crullers. Doughnut holes are small spheres thatPost2are made from the dough taken from the center of ring doughnuts or made to look as if they are. These holes are also known by brand names, such as Dunkin Donuts' Munchkins and Tim Hortons' Timbits.Possible originsOliebollen Dutch doughnuts Doughnuts have a disputed history. One theory suggests that doughnuts were introduced into North America by Dutch settlers, who were responsible for popularizing other American desserts, including cookies, apple pie, cream pie, and cobbler. This theory is bolsterenkled with spices, and topped with a sweet and sour chutney. In South India vadas are eaten with sambar and a coconut chutney.IndonesiaDonat Kentang is known as an Indonesian style potato doughnut; a fritter that comes in ring shape and is made from combination of flour and mashed potatoes, coated in powder sugar or icing sugar.IranPersians are known for their zooloobiya,[citation needed] a fritter that comes in various shapes and sizes and coated in a sticky-sweet syrup.LithuaniaIn Lithuania, a kind of doughnut called spurgos is widely known. Sometimes spurgos are similar to Polish doughnuts, but some specific recipes, such as cottage cheese doughnuts (varškės spurgos), have also been invented.[citation needed]MexicoThe Mexican donas are very similar to donuts including in the name; the dona is a fried-dough pastry-based snack, commonly covered with powdered brown sugar and cinnamon, white sugar or chocolate.NetherlandsIn the Netherlands, the Oliebollen, referred to in cookbooks as "D 1 -

교육학| 2009.03.05| 21페이지| 1,500원| 조회(1,264)

lesson plan, reading, scanning, doughnut

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converstion lesson plan

Lesson planSubject: ConversationTopic: Asking for and giving directions.Length: 50 MinutesContext: Intermediate level. Adult mixed nationalities.Objective:Students will be able to identify asking for and giving expressions about directions.Students will be able to describe the location of buildings using prepositions.Students will be able to ask for and give directions.Rationale:For most ESL students who live abroad, they usually go and see the unfamiliar place for any reason such as travel or visiting friends. In those cases, they have to find out how to get the place where they want to go by asking directions for someone and be able to understand what they say. For this reason, this lesson designed to practice the giving directions task and information gap exercises.Target Expressions:Prepositions involved directions: on, across, around, by, between.On the corner.On the right/left side.Go up/down the street.Turn on the streetMaterials: OHP 1~4 (attached), Handout1~11 (Attached), Extr packet of OHP#2~3 Handout#2~3 to SsHave them look at the first page.Present the target expressions and vocabulary. Ss follow T’s reading and T give some explanation. If Ss cannot understand, draw a simple map on the board that shows the concepts of target expressions.Controlled practice I – 2minutesWith given map, T has Ss mark the name of the buildings following T’s instructionsBank of America is on the corner of University Ave. and Chicago Ave.Comfort Inn is next to Gus Jr.Food4Less is behind the Gus Jr.The post office is next to the Food4LessSterling Apartment is between Iowa Ave. and Cranford Ave.Coco’s Restaurant is across from IhopStarbuck is across from UCR Ext.Language focus II – 3minutesHave them look at the second page.Present the target expressions and vocabulary. Ss follow T’s reading and T give some explanation. If Ss cannot understand, draw a simple map on the board that shows the concepts of target expressionsControlled practice II – 7minutesUse the model Dialogue on thnute for reading and digesting the role cards and flyers.Make Receivers sit facing the wall and callers sit behind the receivers. When a caller wants to make a call, they tap the receiver on the shoulder and say, "Bring! Bring!"Wrap up & – less than 2 minutesStop activity 1 ~2 minutes before class ends.Asks Ss what they have learned todayEnd class on timeOHP#1 Handout#1DirectionsChelsea: Hi, Kyle! How’s it going?Kyle: Not too good. I lost my wallet, and it had all my id and credit cards in itChelsea: Oh, no! Really?Kyle: Yeah~. So, how do I get to the police station from here?Chelsea: It’s easy. Go up main street about three blocks. When you get to Oak Street, turn left. It’s right next to the post office. You can’t miss it.Kyle: Ok. Go up this street and turn left at Oak. It’s beside the post office. Right?Chelsea: That’s it.Kyle: Thanks, Chelsea. I’ll call you later.Chelsea: No problem. See you.OHP#2 Handout#2Describing LocationsExcuse me. Do you know where the hardware store is?Couleck Get a library cardGet your coat cleaned Get some computer paperHandout#4bStudent B (Student B looks at this page. Student A looks at the previous page.)You have four errands to do today. Tell your partner about all four. He/she will give you directions on the map below. As you arrive at each location, write the name. Your errands are:Buy a bicycle helmet Buy a first-aid kitBuy a birth day card See the eye doctor.Your partner will tell you about four errands he/she has for today. Decide which places your partner has to visit and give him/her directions using the map above.Handout#5aCaller Activity SheetYou have some time to kill because your friend Mike is coming late. Find out why Mike will be late from another friend. Then suggest a place to go and give that other friend directions to get there.Receiver Activity WorksheetYou are meeting to two friends downtown, but one friend, Mike, is coming late so you and the other friend have some time to kill. Your other friend will suggest alled and said that he was going to be about half an hour late because he forgot his wallet and had to go back and get it. Now, you are waiting for your other friend to call.You are supposed to meet two friends downtown. You are already downtown. You are standing on the corner of Oak and 8th. Your friend Mike just called and said that he was going to be about 2 hours late because there was an emergency at work. Now, you are waiting for your other friend to call.You are supposed to meet two friends downtown. You are already downtown. You are standing on the corner of Maple and 8th. Your friend Mike just called and said that he was going to be about an hour and 15 minutes late because he missed the bus and he has to wait for the next one. Now, you are waiting for your other friend to call.You are supposed to meet two friends downtown. You are already downtown. You are standing on the corner of Maple and 8th. Your friend Mike just called and said that he was going to be about 4 hours late 5 -

교육학| 2009.03.05| 17페이지| 1,500원| 조회(472)

conversation, lesson plan, giving, Asking, d..

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conversation lesson plan

Lesson planSubject: ConversationTopic: Inviting someone out.Length: 50 MinutesContext: Intermediate level. Adult mixed nationalities.Objective:Students will be able to identify offering, accepting, and declining invitation expressions after 25minutes given activities.Students will be able to speak inviting expressions after communicative activity.Students will be able to tell the acceptation or declination from offering the invitationsRationale:For most ESL students who live abroad, having a party or going somewhere with their friends help to speak or practice what they learn in English classes in real life by using them. For these reason, offering, accepting, and declining invitations is very useful expression for that.Would you like to... (more formal)How about (v + ing)?Do you want to…?Yes, I’d be glad to.Sure / Great / All rightSounds goodI’m sorry, but I can’tTarget Expressions:Materials:OHP sheet 1~3 - attachedHandout1~ 4 – attachedSix cards for each student – attachedThe 12 Actiked out by someone who you like before?Have them discuss with given topics.Present the pattern – 10 minutesBefore reading the dialogue, ask students the question “what does the woman try to do?”And teacher read the dialogue alone with acting both roles. Collect some answers.And ask students question again; “when they will meet together?”, and read it again. Collect some answers. Distribute handout#1 to studentsPut up the OHP sheet #1 and have two students be each role and read the dialogue.Make them guess what today’s topic is and tell them the topic is invitation.Put up the OHP#2 and ask them which expressions are possible for each section.Collect some expressions and write them on the board and show them OHP#3(target expressions)Ask them compare both expressions. If they don’t know or understand some expressions or words, explain them.3. Controlled practice –8minutesDistribute the handout sheet1 to students, and make them pairsShow them how to do the first activity. For example, at t each student and have them write the three offering sentences and one accepting and two declining sentences on the cards.Go around between students and help students when they have problem with the activity.Make them put all the invitation cards in one pile and the response cards in another pile face down. Then shuffle each pile. Have each student takes three invitation cards and three response cards.Show them how to do the activity with one student by using the cards to invite people to do something and accept or decline any invitations.Let them stand up and use the cards to invite people and accept or decline any invitations they get to the classmates.Do the activity until they are fully practiced.5. Communicative Drill – 10 minutesGive students handout sheet #4-a and #4-b and make them pairsShow them how to do the activities with given target expressions.Let them choose one role and let them have a conversation with their partners.Go around between students and help students when tyle: That sounds perfect. And let’s go out for coffee after the show.Chelsea: Sure!Kyle: Ok. See you at 7:15, Saturday.OHP#2Offering an invitationHow would you like to…?Accepting an invitationThank you, I’d be glad to go...Refusing an invitationI'm so sorry, I am busy.OHP#3Offering an invitationWould you like to... (more formal)How about (v + ing)?How would you like to . . .?Accepting an invitationThank you, I’d be glad to.../ I’d be happy to...I’d love to.Sure / Great / AlrightSounds good / Sounds like a great ideaRefusing an invitationI’d love to but I can’t.I wish I could, but I won’t able to…I’m sorry. I don’t think I can…Tip: The refusal itself (no) + Some sort of excuse+ Thanks+ Suggesting an alternativeEx) 1. I’m sorry. I don’t think I can because I am busy.How about some other time?2. I’d love to but I can’t. I have something to do. Anyway, thank you for inviting me.Handout#2Write the conversation in order, and practice the conversation with your partner.A: Do you have any planight show on Saturday. Do you want to some with me?I’m gong to the mud wrestling contest tomorrow. Do you want to go?Write three response cards.One is and acceptance card. The other two cards are refusals.Think of silly or unusual excusesExamples:“That sounds great! What time do you want to meet?” Or “I’d love to, thanks. Where do you want to meet?”I’d like to, but I have to teach my dog how to pronounce ‘master”I’m sorry I can’t. I’m taking cooking lessons. We’re learning how to boil water that day.Put all the invitation cards in one pile and the response cards in another pile face down. Then shuffle each pile. Each student takes three invitation cards and three response cards.Use your cards to invite people to do something. Accept or decline any invitations you get.Handout#4-AStudent ADirection: Read the Role Cards. Choose Role1 or Role 2.Now look at the 12 Activities. Choose one activity, and work with B.Think about your role. You and B must decide what to do tonight.Role1You are a

교육학| 2009.03.05| 13페이지| 1,500원| 조회(391)

conversation, lesson plan, inviting someon..

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Grammar lesson plan

Lesson planSubject: GrammarTopic: Noun clauses beginning with questions wordLength: 50 MinutesContext: Intermediate level. Adult mixed nationalities.Objective:Students will identify the question sentences and noun clause in given context after 15 minutes form-focusing activity.Students will be able to write the noun clause in the blank, combining with the independent sentences.Students will be able to say the noun clause to their partners after 10 minutes given meaningful exercise.Rationale:One of the most common uses of conversation and writing is to report what was said by someone else. Therefore, many students have to use the sentences with “he/she/they said” and “I think” followed by a noun clause. Fir this reason, this class is designated to introduce how to make and use the noun clause with questions words by focusing on the use of question words.Materials:OHP sheet 1 ~ 6 - attachedHandout1,2,3 – attachedSources :Jay Maurer. Focus on Grammar. Advanced. Longman 1995Betty Schrampfees next? Right subject.”, Tell them or write down on the board the topic; “Noun clauses beginning with questions word”2. Present the pattern – 8 minutesPut up the OHPsheet2 with covering all sentences.Ask students “what we call the group of words containing a subject and a verb?”. Correct the answer and tell them “it’s independent clause.” And then, show them the first and second sentence in the OHPsheet2.Then ask again “then what about this?” with showing the third sentence in the sheet. Tell them the third sentence is different with second sentence like “the 2nd is the question, but the 3rd is not complete sentence.”Ask again “if it want to be complete sentence, what we have to do?” Tell them “combine with complete sentence” with showing the fourth sentence, and Tell them “If this sentence such as ‘where Sue lives’ used as noun, we call it as noun clause,” with showing the fifth and sixth sentences.Ask them “I said it used as noun. What does that mean?”, and tell them “it can be subjwe can say I don’t know who is she? right?” and tell them it’s wrong because the subject is ‘she’5. Controlled practice –5 minutesGive students handout sheet2 and show them how to do the activities with given examplesLet them use the words in parentheses to complete the sentences. Teacher is going around and helps them if some students have a problem.After finished them, check the answers together with using OHP sheet5The answers are :Is my eraser / it isdidn’t Fred lock / he didn’t lockYou are taking / are you takingAre we supposed / we are supposed6. Meaningful Drill – 7 minutesGive students handout sheet 3 and make them pairs.Illustrate how to do the activity with one student.(directions in the handout)Let them do the pair work activity.7. Communicative Drill – 5 minutesShow students OHP sheet 6, and make them the groups.Each group has at least 3 members.Make them discuss about given topic by using the given structures.8. Wrap up & – less than 2 minutesStop activity 1 ~2 minutes befsitionOHP#3, Handout#1Directions: Identify noun clauses and questions. Look at the underlined part of each sentence. If the underlined part is a question, circle Q. If it is a noun clause, circle N.Cl. Add the necessary punctuation.1. (Q) N.Cl. I couldn’t hear him. What did he say?2. Q N.Cl. I couldn’t hear what he said.3. Q N.Cl. I need some information. Where does Tom live I have to send him a letter.4. Q N.Cl. I need to know where Tom lives I have to send him a letter.5. Q N.Cl. There’s something I don’t understand.Why did Barb cancel her vacation plans6. Q N.Cl. I don’t understand why Barb canceled her vacation plans7. Q N.Cl. I can’t tell you what they did You’ll have to ask Jim.8. Q N.Cl. What did they do Please tell me.9. Q N.Cl. Do you know that woman? Who is she She looks familiar.10. Q N.Cl. Do you see that woman over there?Do you know who she is She looks familiar.11. Q N.Cl. Where did Ann go Do you know?12. Q N.Cl. Where Ann went is a secretOHP #4where does she live? I don’ not) ______________________ before he left?B: Why ask me? How am I supposed to know why (he, lock, not) ________________ it.Maybe he just forgot.A: Are you a student here? I’m a student here, too.Tell me what classes (you, take) ______________this term.Maybe we’re in some of the same classes.B: Math 4, English 2, History 6, and Chemistry 101. What classes (you, take) _______________?A: Help! Quick! Look at that road sign!Which road (we, be supposed) _________________________to take?B: You’re the driver! Don’t look at me!I don’t know which road (we, be supposed) __________________________to take.I’ve never been here before in my entire life.Handout#3Directions:SPEAKER A: Make a question sentence for figuring out the missing information from each given sentence, and ask that question to speaker B. write down the answers.SPEAKER B: Change Speaker A’s question into a noun clause.Begin your sentence with (Name of Speaker A) wants to know. . .SPEAKER C: C makes any possible answers for thos -

교육학| 2009.03.05| 11페이지| 1,500원| 조회(1,056)

lesson plan, grammar, noun clause, question..

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