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Tesol lesson plan.

TimingStageProcedureMaterials5minsIntroduceTs introduce-Write names on the boardMarkers,BoardWarm-up* Time Bomb-standing in a circle the SS throw a “time bomb” and must say about something before passing the bomb. The person left holding the bomb and wait too long to give an answer is eliminated.: Hollywood actor, painter, singer.ICQ – Can you say the word after give a ball?Can you say same thing?ball1minObjective-Elicit the warmer words againT: Can you remember the topic?- Elicit the topic write it onto the boardT: Can you guess today topic? today’s topic is artists.-Tell Ss what they’re going to study.T: today we are going to talk about artists.Marker, Board8minsPresentation-Lead-in questionsT: ’who is your favorite singer?’ talk with your partner:Ss talk with partner (1min)-Now, we are going to talk about some vocabulary.*vocabulary-T elicits the vocabulary by using pictures.-Chorus the new vocab and CCQs•singer: (show the picture) Who is she? she is a ?Who is your famous singer?•dancer: (show the picture) What is he doing?Yes~ he is dancing.Can you guess? What is his job?•guitarist: (show the picture) He play the guitar.So, he is a ? (who is he?) -chorusing-•painter:(show the picture)Someone painted this picture.How can call this person? -chorusing-Who do you know any painter?•actor: (show the picture) Who is he? He is an ______ ?•director: (show the picture) He made a lot of films.ET, Jurassic Park, and Schindler's List.Who is he? -chorusing-•writer: (show the picture) Someone wrote this book.How can call this person?•poet: Apart from a writer, this writer write just poems.What can we call this person? -chorusing-If I write an article and novel. Am I a poet?Picture,,board,marker2-3minsControlledPractice(vocab)* activity for understanding vocabulary- Ss work in pairs.- Ss match words with meaning.Vocab cards,Meaning cards.8minsPresentation*grammarT: we are going to talk about a/an(write on the board a /an) What is a / an?We call ‘Indefinite Articles’If there is only one of something and we can count it we usea/an.- article+nounwhere is the article? Before noun? Or after noun?Yes~before! Can I say “singer a ?no~a dancer? Or Dancer a?-a/an differencesT: what is different a/an? how do we know when tosay a and when to say an?The rule is really very simple.It depends on the sound!!Sound at the start of the following wordIf the following word starts with a vowel sound,then we say an.What is a vowel sound? a,e,I,o,u sound.so is it an actor? Or a actor?can I say an director?- plural noun.T: If two singer. How can call this?A singers? Or singers?So, can I put a/an to plural noun?Never!!Board,marker5minsControlledPractice-T gives worksheet. (complete sentences)he is a/an _____________.-T model.T: Who is he?Singer. An singer? Or an singer?Like this. Complete sentence.Talk with your partner.-Ss check in pairs, then whole classWorksheet,pen5-7minsFreerPractice-T gives model with one picture by elicitsT: Don’t show your picture to partner(modeling)I am student A, you are student B!There are two singers. How about your picture?(s answer about b picture)so, is it same? Or different?Different! Like this talk with partner.ICQ: Can you show your picture to partner?- Ss talk with partner.- T asks Ss “ which picture is same? one and five..”Worksheet,pen7-10minsProductionT gives role play instruction.-Ss will have different characters.ex: card: You are a famous singer.You meet other people on the party.You introduce yourself. And ask some questions.(more than 3 questions)-Ss pick up paper about their character.-Ss do role play.Cardsabout their character.Music.3minsFollow up-T asks Ss who they did their role-play“Times up! Who did you talk to?Did you find out something interesting?-SS. answer.-T gives praise1minWrap up-T elicit the some vocab.(review vocab)T: He write poem. Who is he?He make a film. Who is he?Today we talk about an artist? Or a artist?-Ss answer-T gives praise-thank u. see you later.

교육학| 2011.11.07| 3페이지| 2,000원| 조회(267)

영어수업, 레슨플랜, lesson plan, tesol, 테솔

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Tesol lesson plan

TimingStageProcedureMaterials5minsIntroduceTs introduce-Write names on the boardMarkers,BoardWarm-up* Back to the board-Make 2 teams.-Ask one s from each team to come to the front(they stand back to the board)-T write a word on the board-Other Ss explain about vocab. But they can’t use that vocab.“If you say the word, I will give point other team"-pancake, pasta, steak, chips, chef, kitchenICQ – Can you say the word?Can you see the board?Word cardsBoard,Marker1minObjective: study inwhole class-Elicit the warmer words again“Can you remember the word?”“Where can you find the word?”- Elicit the topic“Can you guess today topic?”-Tell Ss what they’re going to study.“today we are going to talk about in the restaurant”Marker, Board10minsPresentation*vocabulary-T elicits the vocabulary by using pictures.-Chorus the new vocab and CCQs•trifle: Is it sweet or salty?What is it made from?Did you like it? Have you eaten trifle?•sweet tooth: Do you like sweet things?•unsocial hours: You work late at night, at weekend,on public holiday we call this unsocial hours.What time is unsocial hours?If I work from 9-5pm, Is it unsocial hours?If I work on public holidays, Is it unsocial hours?•Cater for: This meaning is to supply food.Is it supplied by your mom?When you buy food yourself, Is it cater for?Who usually does this?When does this usually happen?•Atmosphere: Everyone is happy and having fun.Is it call fun what?What is another word atmosphere?Who makes good atmosphere in this class?•Climate: Climate means is general weatherWhat is another word climate?This place is always raining.Is this good climate or bad climate?What’s the climate in your country?Picture,,board,marker3minsPredictiveQuestions*guess the pictures-T put the picture on the board.-T asks “Can you guess?Where can you see the pictures?”-Ss guess and talk with their group.Picture about listening.4minsGistlistening* Listening and order the pictures.- T gives the pictures- Ss listen to the conversation and order the pictures.-Answer feedbackCd,Cd player,Picture about listening.6-7minsspecificlistening*Listening and answer the questions-T gives worksheet.“ Listen carefully and answer the questions”-Ss check in pairs, then whole classWorksheet,Pen,Cd,Cd player.4minsAfter listening activity-Change seat(make groups)-T gives question cards to group.-pass the cards.: What kinds of restaurants are there in your town?What nationalities does the restaurant in yourcountry represent?Which types of restaurant do you like?-Ss talk about their question.-Swap the question.Cards(Questions)10minsproduction- T show example about T’s restaurant model- explain ours restaurant (name, menu, country)- T give a paper- Ss make their own restaurant with group- Ss chose country, restaurant name, menu- ICQ : What do you decide your group?How many menus?- T show example about T’s restaurant modelsWhy did you call it?Why did you decide to open that restaurant in?How many people work in your restaurant?A4 paper,Color pen.5minsFollow up“Times up!- Ss come to the front- Ss introduce theirs restaurant each groups- T gives praise1minWrap up-T elicit the some vocab.(review vocab)“If your friend likes sweet things a lot, how can you describe that person?”“If you work late at night, at weekend, on public holiday, what we call this time?”“What is the climate in AUS?”-Ss answer-T gives praise-thank you. see you later

교육학| 2011.11.07| 3페이지| 2,000원| 조회(302)

English, lesson plan, 영어 교육, tesol, tesol le..

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tecsol Syllabus Assignment(어린이테솔)7-9세

CODE TEC-P4PSLSyllabus Assignment for 7 - 9 year oldsPrepare an 8 lesson syllabusWrite your vocab (6), structure and objectives for each lessonChoose production activities and materials that are related to the theme and objectives of your lessonExplain one production activity for each lesson and how it is related to the theme and objectiveChoose one of your activities for each learning style.Use the individual lesson template to help you plan your syllabus, you do not have to give this to your trainerThink of the syllabus as a whole – connect your lessons to each otherDo not repeat or re-use any activityPART 1What are the objectives of each lesson? TEC-D4TMA TEC-P4PIL TEC-P4PSLLesson 1: Theme: More body parts Vocab: back, bottom, neck, chest, waist, stomachStructure: Q. What part of the body is this?A. This is my ---.Objectives: Students will be able to name the body parts by looking at FC, find them on their body and match between the name and the body parts. Ask and answer the targetdance, skate, swim, diveStructure: Q. Can you ---?A. Yes, I can-----. or No, I can’t ------.Objectives: Students will be able to name the actions by looking at FC, talk about what actions they can do and do the action with their body, look at the action and find same picture. Listen to and use the target words and structure.Lesson 5: Theme: Sports Vocab: cycling, fishing, dancing, skating, swimming , divingStructure: Q. What sport do you like?A. I like ---.Objectives: Students will be able to name the sports by looking at FC, do the action with their body, talk about what sport they like and match the sports with the actions. Use the words and structureLesson 6: Theme: More Sports Vocab: baseball, basketball, tennis, soccer, rugby, hockeyStructure: Q. What do you do at the weekend like?A. I play ---.Objectives: Students will be able to name the sports by looking at FC, do the action with their body, talk about what we need to do and match the sports with the real equipment by playing tture.PART 2How are you following the principles of communicative language? TEC-D4TMA- Finding same picture and matching with picture or realia.- Speaking full sentences correctly.- Exercising of ask and answer each other.PART 3How long is each lesson? TEC-P4PIL- 60minsPART 4How are the materials and activities related to the aims of the lessons? TEC-D4TMA TEC-D4MAT TEC-D4RWS Please explain your activity, do not just write the name.Lesson 1: Theme: More body partsMaterials: A body with missing parts, one for each team. The missing parts of the body. Whiteboard.Name of Activity: Make a bodyHow to play: put the students in teams. Stick the torsos on the board. Put the target body parts on the floor in front of the students. Tell all students to face away from the whiteboard and look at you. Use your target FCs. Call the 1st player of each team, secretly show them a FC. They point to the body part, the next player says the word and finds the body part on the floor and sticks it on the torsto cover the words/picture. Place the target picture cards in a bag. The first student picks a PC from the bag and all students ask them the target question. The student answer. All students cover this word/picture on their bingo card. Play until one student gets 2 lines.Lesson 4: Theme: More actionsMaterials: medium/ large picture cardsName of Activity: Description raceHow to play: Divide the students into teams. The first team plays first. They stand in a row. The 1st student stands opposite his team. The teacher stands behind the team and show the 1st student a picture card. The 1st student mimes the word his team. When his team guess the word, he swaps places with 2nd player. Teacher shows 2nd player a PC and so on.-The waiting team counts how many words the guess in one minute then they try to beat their score.Lesson 5: Theme: SportsMaterials: 2 pairs picture cardsName of Activity: What sport do you like?How to play: Make 2 teams. The teams stand in a line. The 1st payer asks the cture cards on the desk. Each team line up in a row in front of the board. The teacher shows a target word card to the 1st player. The 1st players draw the picture on the board and asks “How do you feel?”. The other players have to answer it. The fastest player gets a point. Change player, play again.Lesson 8: Theme : Other(physical)Materials: Real objects(2jackets, water, bottles, boxes of cookies, medicine container, eye masks, sunhats)Name of Activity: What’s the matter?How to play: Make 2 teams. Place the items on the floor at the one end of the room. Place one member of each team with the real objects. The other members then make a line. The player at the objects asks “What’s the matter?” Other player answers “I am hungry” so the player picks up the cookies and bring them to the other student- Swap.PART 5What learning styles are included in the activities? TEC-D4TMA TEC-D4LEVWrite one activity for each learning style from PART 4Auditory: Boat, Chinese whispersVisual: Make a body, )

교육학| 2011.03.20| 4페이지| 1,500원| 조회(290)

텍솔, 어린이 테솔, tecsol

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tecsol Syllabus Assignment(어린이테솔)4-6세

CODE TEC-P4PSLSyllabus Assignment for 4 - 6 year oldsPrepare an 8 lesson syllabusWrite your vocab (6), structure and objectives for each lessonChoose production activities and materials that are related to the theme and objectives of your lessonExplain one production activity for each lesson and how it is related to the theme and objectiveChoose one of your activities for each learning style.Use the individual lesson template to help you plan your syllabus, you do not have to give this to your trainerThink of the syllabus as a whole – connect your lessons to each otherDo not repeat or re-use any activityPART 1What are the objectives of each lesson? TEC-D4TMA TEC-P4PIL TEC-P4PSLLesson 1: Theme: Family Vocab: mother, father, brother, sister, grandmother, grandfatherStructure: Q. Who is it?A. My --------.Objectives: Students will be able to name of family by looking at FC, talk about their family, match between name and their own family. Listen to and use the target words and structure.Leound them (e.g. classroom, clothes, objects). Touch the colour balloon and say colour and pass it to other students. Listen to and use the target words and structure.Lesson 4: Theme: Fruits Vocab: apple, banana, orange, strawberry, lemon, peachStructure: Q. What fruit is it?A. It is a/ an ---------.Objectives: Students will be able to name the fruits by looking at PC, touch and smell and taste the real fruits. Listen to and use the target words and structure.Lesson 5: Theme: Vegetables Vocab: carrot, cucumber, tomato, potato, lettuce, onionStructure: Q. What vegetable is it?A. It is a/ an ---------.Objectives: Students will be able to name the vegetable by looking at PC, touch and smell the real fruits, feel a fruit and guess. Ask and answer the target structure.Lesson 6: Shapes Vocab: circle, square, triangle, star, heart, diamondStructure: Q. What shape is it?A. It is a ---------.Objectives: Students will be able to name shapes by looking at FC, find the shapes around them (e.g. clas-----.Objectives: Students will be able to name the african animals by looking at picture, make a sound how they say and listen to and use the target words and structure.PART 2How are you following the principles of communicative language? TEC-D4TMA- Doing action and making the animals sound.- Finding same picture and matching with picture or realia.- Listening and speaking words, exercising of ask and answer each other.PART 3How long is each lesson? TEC-P4PIL-60 minutesPART 4How are the materials and activities related to the aims of the lessons? TEC-D4TMA TEC-D4MAT TEC-D4RWS Please explain your activity, do not just write the name.Lesson 1: Theme: FamilyMaterials: their own family’s picture, cd, cd playerName of Activity: Who is it?How to play:Students have their own family’s picture. Play some music and the students dance and move around the room . Stop the music. Students make pairs. The first student point the picture and asks “who is it?” and other student answer. And swap. Play ay again.Lesson 3: Theme: ColoursMaterials: Target coloured balloonsName of activity: Balloon tossHow to play:Students stand in a circle. The teacher taps one balloon to a student and asks “What colour is it?”, the student catches the balloon and answers the question. Continue then add another balloon. Play with two balloons only. Remove the first two balloons and two different colours.Lesson 4: Theme: FruitsMaterials: Sliced fruit, plateName of activity: Taste testHow to play:Place the food to be tasted on plates and show the students. Then blindfold one student. Give them a slice of fruit from a plate. The student taste the fruit and other students ask the question “What fruit is it?”. The student answers and takes off the blindfold. All students say the word together, Play with another student.Lesson 5: Theme: VegetablesMaterials: Real vegetables, boxName of activity: Blindfold guessHow to play:Put the real vegetables in a magic box. One student touches and feels an object in the bo Theme: Farm animalsMaterials: (stick pictures of animals on) a dice.Name of Activity: Animal noisesHow to play:Stick pictures of animals on a dice. One student rolls the dice. Other students ask the question “What is it?”. The student makes animal sound and do the gesture and answers.Lesson 8: Theme: African animalsMaterials: cd, cd player, box, plastic toys(about african animals)Name of Activity: Stop musicHow to play:Put the plastic toy in a box. Students sit in a circle. Play music and pass the box from student to student. Stop the music. Other students ask the question “What animal is it?”. The student who has the box can open it and makes animal sound and answers.PART 5What learning styles are included in the activities? TEC-D4TMA TEC-D4LEVWrite one activity for each learning style from PART 4Auditory: Animal noises, Stop musicVisual: How many!, Who is it?Kinaesthetic: Make a shape with body, Balloon tossTactile: Taste test, Taste testPART 6What problems could occur in your lesso2)

교육학| 2011.03.20| 4페이지| 1,500원| 조회(255)

텍솔, 어린이 테솔, tecsol

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lesson plan!!

TimingStageProcedureMaterials5minsIntroduce: study inwhole classTs introduce-Write names on the boardMarkers,BoardWarm-up: study inwhole class*Pictionary-Make 2 teams.-Ask one s from each team to come to the front(give marker out)-Model with ‘banana’ play game, swap drawersWord cards. 2 Markers, Board1-2minsObjective: study inwhole class-Elicit the warmer words again“What did you draw?”- Elicit the topic onto the board“Can you guess today topic?”-Tell ss what they’re going to study.“Today we’re going to talk about American life and how to describe things from America”-Lead-in questions“ ’who is your favorite American star?’ talk with your partner”:Ss talk with partner (1min)Marker, Board13-15minsPresentation:studyin groupsTell Ss they’re going to study in groups.“Now, we’re going to study in groups.”- Ts sit down-Introduce again at the table. Elicit name and ask their name.“ Do u know? What is my name?” eq oac(○,1)Vocabulary-Give worksheet: tell Ss they’re going to study some vocab.“Now, we will study some vocab”-Elicit what types of words“What kinds of words? Are they nouns? Are they verbs?-Read word and elicit meaning. Chorus if necessary,teach + ccq if necessary,Blue: 00~can you read first word?show me blue~look around~Cheap: “show me cheap~”“ which one is cheap? (show camera and pencil)Expensive: how about this one?Yes~it is expensive..(chorusing)everybody repeat after me! Expensive~Expensive is it costs a lot of money~(or does it cost a lot of money or small money?)What do you have expensive thing?Slow: what is slow? (show the picture)New: what is new? (show the picture)Old: how about this one?Am I old?White: show me white~ look around~”Beautiful: (chorusing) everybody repeat after me! Beautiful~Am I beautiful?Who is the beautiful person in the class?Dry: is it dry? Yes~dry is no water.(show tissue)Wet: how about this one? Is it dry?(pour water on the tissue)Empty: (chorusing) everybody repeat after me! EmptyIs this room empty?Fat: (show the picture) who is fat?Slim: (show the picture) Is she fat?(chorusing) everybody repeat after me! slim~Who is the slim person in the class? eq oac(○,2) more adjectives- t asks Ss think of more adjectives- t models by eliciting.“we talk about some more adjective,example, (show orange pen) color~yes, orange.”“ how about people~? (tall gesture) tall“ how about clothes~? (tall gesture) short”Like this..talk with partner. eq oac(○,3) Quiz“we’re going to quiz~do you know America a lot or a little?”“good~first.. 00 could you read first question?“like this talk together”-check answer by eliciting. eq oac(○,4) grammer-read first question and elicit answer.“ junk food..which is adjective? Junk? or food?white house.. which adjective?So, where is adjective? Before a noun? Or after noun? Yes~so is it blue pen? Or pen blue?can I say table white?- read second question and elicit answer.Blue pen…blue? Pens~So, can I change adjective or not?Never!!Worksheet,Picture,Some objects, pen5minsControlledPractice:studyin groups-t gives model with one picture by elicits“ how can describe this man?Is he young? Is he tall? Short old man..like thisWhat is adjective? Noun?So, adjective + noun..Talk with your partner.I will give 4mins..- Ss describe with partner.Worksheet,pen5-7minsFreerPractice:studyin groups-t gives model with one picture by elicits“ I am student A, you are student B!Don’t show your picture to partnerI have big and old house…how about your picture?”(s answer about b picture) so, is it same? Or different?Different! Like this talk with partner.- Ss talk with partner.- T asks Ss “ which picture is same? one and five..”Worksheet,pen7-10minsproduction: study inwhole class- T asks Ss“ look at these pictures~000~ can you read A? Every body~can you guess?Good~Matt Damon!!***~ can you read b? Every body~can you guess?Nicole Kidman!!Now, write famous person…Use adective + noun…-Ss write to describe about famous person.-Ss talk with other Ss“times up! This time talk with other Ss about famous person.Example. He is a famous soccer player.He is handsome man.He is an English man. Can you guess?Like this~Stand up!!Worksheet,pen3minsFollow up: study inwhole classT asks Ss who they spoke to and what is answer.T asks SsWho did you talk to?2minsWrap up: study inwhole class-elicit vocab, grammer by question.“ how can describe your partner?Example, ji is a short but beautiful woman. Like this~”- Ss describe their partner.- close class“ thank you, see you, later”

교육학| 2011.03.20| 4페이지| 1,500원| 조회(168)

lesson plan, tesol, 테솔

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