I use this blog for two different projects: my reviews and my materials for Teaching English to Speakers of Other Languages (TESOL).
Target vocabulary: house, apartment building, street, street sign, address,
Sidewalk, corner, streetlight, stop sign, fence, park, bench
Content objective: learn the names of objects in the neighborhood
Language objective: practice spelling and letter sounds
Stage Name | timing | Procedure |
Expectations and Learning Target | 10:25- 10:30 | |
Lead-in | 10:30-10:35 | Slide 1 on the slideshow. Elicit from students what the slide is. (Or if necessary, give answer). Ask students what things are in a neighborhood. Students talk briefly with a partner. Then whole class feedback. |
Present Vocabulary (language from a text) | 10:35-10:45 | Gemini Storybook (on slideshow). Read through the storybook. As the target vocabulary comes up, check with students to ensure they are noticing it. |
Clarification and practice | 10:45-10:55 | Write the first letter. Clarify the animals on the sheet with students, and sound out the first letter of each word. Students write first letter on the sheet. |
Time allowing | 10:55 to end | Display page 58-59 on the white board. Get students to find and circle the target vocabulary. (Students can circle on their photocopy as well.) |
Target vocabulary: watering hole, grass, flamingo, lion, hyena, leopard, hippopotamus, zebra, elephant, giraffe, spots, stripes
Content objective: learn the names of the grassland objects
Language objective: practice spelling and letter sounds
Stage Name | Procedure |
Lead-in | Slide 1 on the slideshow. Elicit from students what the slide is. (Or if necessary, give answer). Ask students what animals they think live in the grassland. Students talk briefly with a partner about grassland animals . (If students have no ideas, you can use slide 2 to help.) Then whole class feedback. |
Present Vocabulary (language from a text) | Gemini Storybook. Read through the storybook. As the target vocabulary comes up, check with students to ensure they are noticing it. |
Clarification and practice | Write the first letter. Clarify the animals on the sheet with students, and sound out the first letter of each word. Students write first letter on the sheet. |
Time allowing | Display page 122-123 on the white board. Get students to find and circle the target vocabulary. (Students can circle on their photocopy as well.) |
Target vocabulary: turtle, jaguar, bat, owl, parrot, dragonfly, moth, spider, ant, orchid, fern, moss.
Content objective: learn the names of the rainforest objects
Language objective: practice spelling and letter sounds
Stage Name | Procedure |
Lead-in | Slide 1 on the slideshow. Elicit from students what the slide is. (Or if necessary, give answer). Ask students what animals they think live in the rain forest. Students talk briefly with a partner about rain forest animals . (If students have no ideas, you can use slide 2 to help.) Then whole class feedback. |
Present Vocabulary (language from a text) | Gemini Storybook. Read through the storybook. As the target vocabulary comes up, check with students to ensure they are noticing it. |
Clarification | Slides 14-25: elicit the name of the vocabulary from students. Confirm by displaying name on the slide animation. Drill pronunciation |
practice | write the first letter: with students, sound out the first letter of each word. Students write first letter on the sheet. |
Time allowing | Display page 120-121 on the white board. Get students to find and circle the target vocabulary. (Students can circle on their photocopy as well.) |
Lesson Aims:
Content Objectives: Students will be able to identify the names of common mammals, and use vocabulary to describe the characteristics of these mammals with support
Language Objectives: Students will be able to describe mammal characteristics in a written form from a scaffolded device.
Students will be able to orally describe mammals using a scaffold
Students will have the opportunity to listen to descriptions and evaluate their understanding of the description by attempting to name the mammal described.
Stage Name | Stage Aim | Description | timing |
Warm-up/review | To re-activate knowledge learned in prior knowledge | Set-up: Teacher puts students into pairs. Teacher holds up worksheet: “With your partner, write the names under the animal.” Teacher passes out worksheet. Task: Students work in pairs to write the names under the animals. Teacher monitors and gives guidance as needed. Feedback: Students open up the textbook to page 128 to check answers | 5 min |
Model Text | For students to process the model text for meaning | Set up: Teacher passes out whiteboard and markers. “This is a game. Read the words, and guess the animals.” Students stay with the same partner as previously. Task: Teacher shows descriptions of animals on the slides, and reads the description with the students. Students write the name of the animal on the whiteboards. Feedback: Feedback on correct answers is given after each question. | 5 min |
Noticing Useful Language: | For students to notice the useful language in the model text | Set-up: Teacher shows the slide with some of the useful language blanked out. “Talk to a partner. What words are missing?” Task: Students talk with a partner to try to identify the key words. Feedback: Teacher calls on students individually to give answers. Answers are confirmed on the slideshow. | 5 min |
Controlled Practice | For students to practice the target language in a controlled form. | Set-up: Teacher “Look at the slides. What words can go into the blanks?” Teacher gives out worksheets to students. Task: Students discuss with a partner and decide what missing words can go in the blanks. Feedback: Teacher nominates individual students. Answers are confirmed on the slideshow. | 5 min |
Semi-Controlled Practice | For students to practice using the target language in a longer utterance a less-controlled form | Stage 1: Set-up: Teacher holds up an example of a worksheet. “Look at the animal. Write the information in the blanks. Work alone.” Task: Students write in the information about the animal. Feedback: Teacher monitors task,and gives individual feedback as needed. Stage 2: Set-up: “We’re going to play quiz-quiz trade. Can someone help me demonstrate?” (Demonstrate with a student. Students are already familiar with this game, so this is a reminder.) Instruction Checking Questions: Do you say the name of the animal? What do you say? If your partner needs help, what can you do?” Task: Students play quiz quiz trade. Teacher monitors and assists as needed. Feedback: Teacher does on the spot error correction as needed. Any persistent or complex errors are dealt with in all class feedback after the task. | 15 min |
Freer Practice (time allowing) | For students to practice the target language in a longer utterance in a freer form | Set-up: Students are already familiar with this game. Get out the cards, and elicit from students how to play the game. Assist students in explaining if necessary. Put students in groups of 3. Task: Students describe cards. Other students grab the card. Feedback: Time allowing, delayed feedback on error correction | 15 min |
Lead-in: Show students a picture of the school on slideshow. Ask them what people at the school they know.
Model text: Read story on slideshow
Vocabulary: drill words on slideshow
p.36-37: look at vocabulary
Workbook p.36
Translated by T.E. Lawrence ( Book Review -- Rereads , Classics , Greek Mythology ) Started : November 20, 2022 Finished : January 01, 2023...
