Non-traditional english language lessons
Techniques to teaching English at schools and courses. Alternative approaches to foreign language teaching. Classification of non-traditional lessons for teaching vocabulary. Methodology for such lessons. Practical application of non-traditional lessons.
| Ðóáðèêà | Ïåäàãîãèêà |
| Âèä | êóðñîâàÿ ðàáîòà |
| ßçûê | àíãëèéñêèé |
| Äàòà äîáàâëåíèÿ | 28.03.2015 |
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Îòïðàâèòü ñâîþ õîðîøóþ ðàáîòó â áàçó çíàíèé ïðîñòî. Èñïîëüçóéòå ôîðìó, ðàñïîëîæåííóþ íèæå
Ñòóäåíòû, àñïèðàíòû, ìîëîäûå ó÷åíûå, èñïîëüçóþùèå áàçó çíàíèé â ñâîåé ó÷åáå è ðàáîòå, áóäóò âàì î÷åíü áëàãîäàðíû.
Project: write letters or journal entries from the point of view of a train passenger.
Research how the railway system has changed over time.
Social Impact: Many railroads are in danger of being abandoned. Write an editorial that persuades readers about the importance of preserving or eliminating the remaining railroads.
Such topics like school, shopping, travelling, going sightseeing., etc can be used as a base for excursions. Usually this type of lessons are applied in 6-7 Grades.
1.3.4 The use of theLesson Revue
The number of topics defines the number of role-plays.
1. "Let's get acquainted." The class is divided into three groups - English and American children and Kazakh children. They meet each other, get acquainted, try to find a pen friend for further correspondence.
2. "Family”. One group represents a family - grandfather, grandmother, etc. They speak about each other.
3. "Our School”. One group speaks about junior schools in England the other speaks about our schools.
4. "Birthday”. The hero of the day brings a cake. We organize a tea party.
In senior Grades are very popular such types of lessons as lesson-seminar, lesson conference, lesson press conference.
An example of the conference: the class is given a task to find the material about this or that problem. Of course all the speakers can't speak on their feet and certain preparations must be done beforehand. One pupil is a main talker, the rest are his co-talkers. For instance, the topic is: "What must we do to keep Kazakhstan clean”. One pupil speaks about general protection of the environment in Kazakhstan, the rest of the pupils speak about air and water pollution, the destruction of mountains, about the animals and birds enlisted into the Red Book, etc.
An example of a press-conference: for many years the governments of Kazakhstan, Russian Federation, Azerbaijan, Iran, and Turkmen have been considering the problem of sea borders of the Caspian sea, the exploration of its bottom and fishing. They have come to the press-conference and try to explain the difficulties they are facing in the solution of all the disputable questions, the pupils - journalists ask them questions, etc.
1.3.5 The use of the lesson Sing out English songs
The task to join the pupils to cultural heritage and spiritual values of their own nation and other nations and peoples of the world can also be successfully solved in the process of teaching English.
The use of authentic singing material can be of great help. A very good collection of songs is collected in the text book "…”. They can be used in junior and senior grades. The use of singing material stimulates the motivation and in this way helps better assimilation of language material, thanks to involuntary memorizing of the words and the melody.
The Great Russian teacher Ushinsky thought that the joint chant at the lesson was the best teacher's remedy, which united, organized and brought up the pupils' feelings. Singing can be used at the beginning of the lesson as a phonetic drill, as a base for mastering lexical and grammatical structures, as a discharge and relaxation at any stage of the lesson [33].
The forms and types of the lessons can be different but they have got one and the same aim that unites all these non-traditional types of lessons into one chain - to give each pupil a good knowledge of English, make him be able to speak on certain unprepared topics and in case he meets a foreigner not to fail at answer at least his questions.
1.3.6 Lesson Interview
Very interesting and fruitful form of lesson is a lesson-holiday. This form of lesson expands students 'knowledge of customs and traditions existing in-angloya-speaking countries, and develops students' abilities to foreign language communication, allows you to participate in a variety of situations of intercultural communication.
It is hardly necessary to prove that the most reliable evidence of the development of the language being studied is the ability of students to carry on a conversation on a particular topic. In this case, it is advisable to conduct a lesson interview. Lesson interview - a kind of dialogue on the exchange of information.
On this lesson, as a rule, students master a certain number of frequency cliches and use them automatically. Optimal combination of structural strength and repeatability provides meaningful assimilation.
Depending on the objectives of the lesson topic may include some subtopics. For example: "Free time", "Plans for the future," "Biography", etc.
In all these cases we are dealing with the exchange of relevant information. However, when dealing with topics such as "My school" or "My City", an equal dialogue is meaningless because there is no need partners to share information.communication becomes purely formal. In this situation, it is logical to resort to elements of role-playing dialogue. In this case, one of the partners continues to be himself, that is, of Kazakh schoolchildren, while the second is to play the role of its foreign peers.
This form of the lesson requires careful preparation. Students work independently on a project for a suggested cross-cultural literature teacher, prepare questions that want answers.
Preparing and conducting this type of lesson encourages students to further study a foreign language contributes to the deepening of knowledge from working with different-governmental sources, as well as broadens the mind.
The point of this lesson is to give an idea about interview in general, to develop pupils' speaking ability and creative thinking, and also to contribute the knowledge of patriotism and civic engagement.
Start from:
1st asking your pupils to think of some different jobs. Write them on the left side of the black board. Then, choose one job to discuss. Ask pupils to think about what skills a person would need for that particular job. Write them on the board. The pupils can then work in pairs to discuss the rest of the jobs in the same way. Feedback with the whole-class.
2nd Pre-teach vocabulary: job title, responsibilities, role, qualifications, skills, achievements, work experience, etc.
3rd Distribute a job ad for a position that your pupils might be interested in (e. g., a tour guide an English teacher, a receptionist, etc.). You can use a real ad from a local newspaper or magazine or create your own.
4th Divide pupils in half. Group A will be prepared to give an interview. Group B will prepare to be the interviewee. Break Group A into small groups and have them each prepare 10 questions that they would ask interviewees. Break Group B into small groups and have them prepare 10 statements they think they could use in an interview (this will require the pupils to anticipate questions that might be asked). These statements can be made up. Help monitor pupils by providing them with relevant language. Remind them that the point of this activity is fluency, not accuracy.
5th Pair students from Group A with pupils from Group B. Give them 10 minutes for the interview. To make the interview more authentic, arrange the chairs so it is conducive to job interviews, if possible. If pupils get through their 10 questions before the 10 minutes is up, Group B pupils should be asked if they have any further questions about the job. Monitor the pupils by writing down common mistakes, but do not interfere with the interviews at this point.
6th Feedback. Elicit questions and answers on the board. Allow pupils to ask further questions and to write notes down in their notebooks.
7th Have pupils switch roles. Group A pupils become the interviewees and Group B pupils become the interviewers. Match the students up again and allow them 5 minutes for an interview. Continue switching partners and roles a few times if time permits.
8th Feedback on the board.
9th A good follow-up or closing activity would be to discuss interview etiquette, including how to greet someone, what to wear, how to prepare for a job interview, how to answer difficult questions, cultural differences, etc. This type of lesson is used in senior grades most of times.
1.3.7 The use of the Lessons of the type "The Round Table"
These types of lessons are gradually becoming very popular with the teachers. The content of such a lesson is usually a conversation on a certain topic or problem which is dear and important for the children. The teacher and the pupils move the tables to form a huge table and take their seats. In such a close connection and co-operation with the pupils a teacher can prototype real communication in English and the barrier between the teacher and the pupils seems to finish.
It depends on the teacher how he is going to start the talk, as for me, I usually start the lesson like this: " My dear boys and girls”. Try to forget that you are a teacher and they are your students and you are at the lesson. Let's have a friendly talk about…
There are lots of topics that can be used as a theme for communication:
- 2 Grade " Acquaintance with each pupil”. The pupils introduce themselves, their friends; say where they are from, etc.
"Acquaintance with the families of co-pupils. ”
"My favorite toy or film”,
"What games do you like to play? ”
- 3 Grade. "Holidays”, "Visiting friends”, "Having birthday”, etc.
So, it is no problem for the teacher to organize the conversation, but the lexical and grammar phenomena should be revised prior to the talk.
1.3.8 The use of the Lessons of the type "Project work"
Project-based learning gains in recent years more and more supporters. He aimed at something that would develop an active and independent thinking child teach him to not just memorize and reproduce knowledge which gives him school, and be able to apply them in practice.
The design methodology is different cooperative nature of assignments at work on the project, an activity that is then carried out, is inherently creative and focused on the pupil's personality. It implies a high level of individual and collective responsibility for each task to develop the project. Collaboration Group pupils on the project can't be separated from the active communicative interaction pupils.
The design technique is a form of organization study of cognitive activity in which students take active subjective position [34]. Subject of the project may be associated with one subject area or wear interdisciplinary character. When selecting theme of the project the teacher should focus on the interests and needs of pupil's, their capabilities and personal significance of the work, the practical significance of the result of the project.completion of the project can be presented in various forms: paper, recommendations, album, collage, many others. And diverse forms of presentation of the project: report conference contest, festival, show. The main outcome of the project will be updating of existing and acquisition of new knowledge and skills and their creative application of the new conditions.
Work on the project is carried out in several stages and usually beyond the scope of learning activities in the classroom: the choice of topics or issues of the project; forming a group of performers; develop a plan of the project, definition of terms; distribution of tasks among the pupils; performing tasks, group discussion of the results of each task; design joint outcome; report on the project; evaluation of the project.
Work on the project method requires pupils to a high degree independence of search activity, coordinating their actions, active research, performing and communicative interaction.
The teacher's role is to prepare pupils to work on project, the choice of topics to assist pupils in planning the work,, monitoring and advising pupils in the course of the project on Rights partner.
So, the basic idea of the project method is to shift the focus with various exercises on the active mental activity of pupils during the joint creative work.
1.3.9 The use of the Game lessons
Using games is one of the most important way to teach efficiently in a language class. Games mean the world to children. Nothing is more fun than playing games for them because they feel happy and free while playing. Remember when you are a child, you remember the games you played and the happiest moments of your life, so it means that children do remember better by playing games than just cramming [35]. It doesn't matter indoor or outdoor, we can not deny the importance of games. If pupils learn with games, have fun, feel happy and free, it means that you have reached your goals. Games strengthen language skills, besides, learners develop social skills and good relationships while they interact with each others.
There exist too many game-lessons, and it is up to the teacher to choose the theme, but it is better to consult with children, because they are the objects of the whole educational system, so we should choose themes according to their preferences.
For example: the lesson on the theme " What is there in the bag?"
The teacher brings to class a bag and mysteriously says:
Children, I've been to a shop and look! I've bought many things. In fact he bought the things they spoke about the day before. Now, what is there in the bag?
Pupil - A tooth-brush.
The teacher supports her or him, noting her or him response: "Yes, you are right, there is a tooth-brush in the bag".
At the same time on the board came pre-prepared table with unusual design.
Teacher: What is there in the bag?
Another pupil: There is a book.
Teacher: No, there is no book in the bag. They did not speak about a book the day before. Now they finally realize what they have achieved, and, glancing from time to time on the table, they continue:
The third pupil: there is a cup in the bag.
Teacher: Yes, that's right, there is a cup in the bag.
What else is there in the bag?
Pupil: There is a spoon in the bag.
Teacher: Yes, but how many spoons are there in the bag?
Pupil: There are two spoons in the bag.
Teacher: No, more.
Pupil: There are six spoons in the bag.
Teacher: Yes, you have guessed it.
Gradually all the items from the bag moved on the table. And each child who had guessed a subject in the bag receives one point.
1.3.10 Lesson-Essay
The modern approach to learning English involves not only receiving some amount of knowledge about the subject, but also to develop their own position, their own attitudes to read, self-thinking, empathy, conjugation and copyright of their "Me".
Dictionary of short summary of literary terms interprets the term "essay" as the kind of essay, in which the main role is played not by playing fact and the image of impressions, thoughts and associations [36].
At English lessons pupils analyze the chosen problem, and defend its position. pupils should be able to critically evaluate, read works, express thoughts according to supposed problem of learning and defend their point of view and consciously make their own decisions.
This form of lessons are to build pupils' mental functions, logical and analytical thinking, and more importantly, the ability to think in a foreign language.
2. Practical application of non-traditional lessons
2.1 Advantages of non-traditional lessons of English language
Today, in most of developed countries more and more attention is paid to the school pupil as a person, to his consciousness, spirituality, culture, morality, and a highly developed intellect and intellectual potential. Accordingly, there is no doubt of vital importance, an urgent need for such training younger generation, in which schools are responsible for the educated intelligent person with knowledge of the fundamentals of science, general culture, with the ability to think independently and witty, proactively and creatively to solve life and professional issues.
The schools must be in a constant search, aims of which should be - to find new forms and techniques to merge into a single process of work on education, development and learning of students at all stages of education. Stuff of school teachers need to implement a concept that implies the need to provide students a solid knowledge of program material while implementation of development and formation of the personality of each trainee - taking into account their individual abilities and capabilities.
Ways and means of implementing these principles should to be a large extent creative, unconventional and at the same time effective. Non-traditional forms of English lessons are implemented, usually after study of a topic or several topics, serving as a training control. These lessons are held in an unusual, non-traditional environment. Such a change in familiar surroundings is suitable because it creates holiday atmosphere at summarizing the work done, remove mental barrier arising in a traditional setting for fear of making a mistake [37].
Non-traditional forms of language lessons are carried out with the obligatory participation of all groups of students / class, as well as implemented with the use of essential auditory and visual clarity [38].
At these lessons we can achieve a variety of purposes of methodological, pedagogical and psychological problems, which can be summarized as follows
Control of knowledge, skills and abilities of students in a particular subject;
Provides business, working environment, relationship between the students for the lesson;
Provides the minimum participation of the teacher during the lesson;
Methodically highly effective implementation of non-traditional forms of training, development and education of children are the lessons kind of a performance, a lesson holiday, video tutorial lesson, excursion lesson, interviews and other forms of study.
2.2 The use of non-traditional English language lessons
The constant experience of non-traditional English classes at secondary school gymnasium ¹8 which we had during the given period from 12.01.2015 till 14.03.2015 makes me to talk about the genre diversity, and structural components, and the relevance of these lessons as a whole.
These lessons include a wide variety of emotionally vivid, unconventional methods and techniques of training, which increases not only motivation in pupils' education but also serve the development of certain abilities: the ability to recite poem, develop pronunciation skills, to stage one or another situation both literary and life, to sing in a foreign language, share information about events and facts, to comply with speech etiquette, widely acquainted with the traditions, customs and cultural heritage of the English-speaking countries.
All the activities of pupils in the classroom subordinated to the main communicative purpose of teaching English.
We were comparing two classes 6 "?" and 9"Â", in both of these grades we gave lessons of non-traditional form.
So, having seen the changes in pupils' interest in English language during the given period in which we had tried non-traditional types of lessons, we made statistics of these changes and compared the levels of impact on pupils' age:
|
Weeks |
Increase of motivation of pupils in English language |
|||||
|
1st week |
2nd week |
3rd week |
4th week |
5th week |
||
|
6 "?" |
20% |
25% |
25% |
35% |
45% |
|
|
9 "Â" |
20% |
40% |
40% |
40% |
50% |
see in the diagram below:
The aim of this comparison was to see what age group is the best appropriate to use non-traditional lessons.
These lessons were held according to school curriculum, but mostly included amount of wealth of additional material, thereby extending lexical and voice base of pupils, bringing their ability to a higher level of foreign language. To carry out these lessons we should think of not only about the variety of these types of lessons, but also about the successful combination of elements, like the age of pupils, where the principles of affordability and personality orientation play a major role [37; 11p.].
Below, I have presented lesson plans of non-traditional form which I used during the practice at school and gave a detailed explanation of each act of participants. (4 of them are according to school curriculum and the rest of my own under non-traditional conditions).
First of all I want to start with the lesson plan of inquiry - based type.
For this lesson you will need:
- large sheets of construction paper \ card (1 per group of 3 or 4 pupils)
- old magazines, catalogues, newspapers, etc. - anything with pictures of people doing things
- scissors
- glue
- board with markers \ chalk
- blue tak or tape to stick flashcards to your board
- CD \ Tape player \ Computer or something to play the song on
This is a great energy burning lesson with lots of actions. It introduces the present continuous tense for actions taking place at the time of speaking.
You should better start the lesson with Warm Up. For this part you can prepare anything that has the power to wake the pupils.
Further, introduce the actions vocabulary: play " slowly reveal the flashcard”
1. Your pupils should know some of these actions from previous lessons and possibly your warm-up routine (the "Exercise Routine" activity). This will be a good review and an introduction to some more common verbs.
Before class prepare the following flashcards: run, cook, eat, swim, walk, drink, draw, sleep. You can also add some more action flashcards to this list for more practice.
Start with the "run" flashcard - place it behind the pack of the other flashcards so your students can't see the picture. Slowly push the flashcard up, revealing a little of the picture. Encourage students (let's call the pupils "students” as they are now not that audience, now they are the doers) to shout out what they think it is. Keep slowly revealing the image until someone shouts out the correct word (or for new words you will have to tell them the answer). Then chorus the word 3 times. Finally, shout "Ok, everyone run for 5 seconds…1-2-3-4-5-Stop!" and have everyone run around as you count five seconds. (this is the method of Chinese expert of learning English non-traditionally, Li Young)
Then do the same routine with the other flashcards.
2. Play "Teacher Says”
This is the same as the game "Simon Says” but with the word "teacher”
instead of "Simon”. Line everyone up in front of you and say "Teacher says drink" and have everyone do the drinking action. Go through a few more verbs with everyone doing the actions. Then say "sleep" without the "Teacher says” part - anyone who does the action is out! First time, you can give a warming but after that any mistakes result in the student sitting out the round.
3. Introduce the structure - do "Marching Chant”
After playing "Teacher says”, keep everyone standing in a line facing you.
Place *the flashcards on the board in the order of the song (or use the song poster). Model marching on the spot and clapping a slow rhythm and get everybody to copy you - marching on the spot and clapping at an easy pace. Then start the chant in time with the clapping: " What are you doing? - What are you doing? - What are you doing?, etc”. Make it so that everyone echoes your chant:
Teacher (chanting): What are you doing?
Students (echoing): What are you doing?
Teacher (chanting): What are you doing?
Students (echoing): What are you doing?
etc.
Next, insert the first action into your chant and have everyone echo as they march and clap along:
Teacher (chanting): I am running.
Students (echoing): I am running.
Then add more actions into the chant:
Teacher (chanting): What are you doing?
Students (echoing): What are you doing?
Teacher (chanting): I am running.
Students (echoing): I am running.
Teacher (chanting): What are you doing?
Students (echoing): What are you doing?
Teacher (chanting): I am cooking.
Students (echoing): I am cooking.
etc.
You can have some fun by going fast and slow, adjusting the pace of the marching and the chant.
4. Play "What are you doing" actions
Start by modeling the activity. Get a volunteer to help you. Start running on the spot and have your volunteer say "What are you doing? ” and reply " I am running!". Then start doing a cooking action and have the student ask again "What are you doing? ”. Reply "I am cooking!". Continue this for all of the verbs, in the order of the song, using the flashcards on the board (or the song poster) as prompts.
Next, pair up your students. Have one doing all of the actions and the other asking "What are you doing? ”. Once finished, students swap roles.
5. Sing the "What are you Doing? ” song
By now, you will be ready for the song. Play it through one time and have everyone do the actions and encourage them to sing along. Use the flashcards on the board or the song poster for prompts.
Then you may play the song once more for fun.
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Lyrics for the "What are you doing? ” Chorus: What are you doing? (2times) What are you doing right now? Verse 1: I am running (running!) I am cooking (cooking!) I am eating (eating!) I am swimming (swimming!) Running, cooking, eating, swimming! Chorus: Verse 2: I am walking (walking!) I am drinking (drinking!) I am drawing (drawing!) I am sleeping (sleeping!) Walking, drinking, drawing, sleeping! (repeat 2 times) |
Gestures for this song Have everyone stand up for the song. We are going to do all of the actions as we sing, so it will be help to have the song poster or flashcards on the board so everyone can see what actions to do: during the chorus have everyone march in time with the song (either on the spot or around the classroom, depending on how much space you have available) during the verses do the actions of the song |
6. Read classroom reader "What are you doing? ”
Let's follow the song with a reader which uses the structures from the song. Before class, download and print off the reader "What are you doing? ” from net. As you go through each page, point to the pictures and ask your students what they think the people in each picture are doing, for example:
Teacher: (reading from page 1)"What are you doing, Maksat?". What do you think Maksat is doing?
Student A: Riding a bike?
Student B: Taking a bath?
Teacher: Hmm, well let's see… (turning the page) …He's running!
Some of the pictures are quite straight forward and your students shouldn't have any trouble guessing but others are not so obvious. Get lots of predictions before checking the answers.
7. Do the "What are you doing 1? ” worksheet
Give out the worksheets and circulate as your students match the sentences to the pictures.
8. Teach "I am, He is, She is, They are”
Start by teaching the following structures on the board:
- I am running (draw a stick man\woman running and write your name under the picture)
- He is running (draw a stick man running)
- She is running (draw a stick woman running)
- They are running (draw some stick people running)
Chorus the sentences. Then ask students to come up to the board and draw stick men doing other actions (e. g. "she is drawing”, "they are sleeping”, etc.).
9. Do "Magazine cut and paste activity”
Before class you will need to prepare some old magazines, catalogues or newspapers. Anything with pictures of people doing things which you can cut out. The more you can get the better. You'll also need some large sheets of construction paper.
Start by modeling: hold up a magazine and flick though some pages asking questions about what the people are doing E. g. "what is he doing? ' and elicit "he is walking”, etc. Feel free to choose pictures with other verbs your students might know (e. g. she is talking). For each picture you choose, cut it out and stick onto a large piece of construction paper with the following written in marker pen in the middle: "What is he doing? What is she doing? What are they doing? ”.
After demonstrating with a few pictures, split your class up into groups - the same number of groups as the number of magazines that you have (3-4 students per group is ideal). Give each group a large sheet of construction paper with the same text written in the middle (what is he doing?). Have the groups go through the magazines to cut out and paste pictures of people doing things onto their construction paper. As they are doing so encourage everybody to use the key structures. When everyone has finished get one or two students from each group to join a new group. They will then ask questions about the people in the pictures (what is she doing?) and the other members need to reply (she is riding a bike).
Finally, end this activity by asking questions to each group about their pictures. For the conclusion assign homework and wrap up the lesson with some ideas of yours.
This lesson is for the 6 grade children.
¹ 2. The next lesson plan is also intended to present inquiry-based learning type of lessons, because pupils will have to think and ask to find the thing which belongs to him\her. And can be used both in 6th and 9th grades.
The lessons is about prepositions and locations.
To conduct this kind of lesson you will have to need some colored crayons\pencils, CD or Tape player of something to play the song on, and small toy animal with a box to keep it in. Also take into consideration that the song and worksheets in this lesson are great for active listening exercises.
As usually start the lesson with warm up, for warming up I can suggest you to play on some modern English song, to make pupils feel an English atmosphere. After reaching the point go ahead 1st with teaching the prepositions vocab. For this you'll need a box and a small toy animal (any toy animal, and I used a dog). Before class, put the dog inside the box. In class, site your students down and take out the box. Rattle the box and have your students rattle the box and try to guess what is inside. Take out the toy and introduce it to the class. Also elicit the word "box”. Sit the toy on the box and ask "Where is it?". Elicit\teach the preposition "on” and then "it is on the box”. Do the same for the rest of the prepositions (on, under, behind, in, next to, in front of, between).
After, practice the prepositions. Put the pupils in pairs and give each pair a box and toy - or anything which can be used to practice the prepositions (an obstacles and obstacle case). Have each pair ask and answer questions using the prepositions.
Then, Play "Where is\are”. Take out a book and elicit the word. Have everyone close their eyes. Hide the book somewhere in the classroom (e. g. inside a bag). Tell everyone to open their eyes and ask them "Where is the book?". Have each pupil guess using the structure "is it (under) the (chair)? ”. When the book is finally found take out a pair of shoes (can be a dolls pair). Teach "they are shoes" and show the contrast between "it is” and "they are”. Again, have your students close their eyes as you hide the shoes. Students try and guess their location by asking questions such as "Are they behind the desk?".
Now put students in pairs and have each pair hide objects and ask where things are using the prepositions and structures.
Next you may play the "Where are my things? ” song with listening worksheet. Give everyone a worksheet (worksheet 1 for "Where are my things? ” song). Elicit the items on the worksheet. Tell the students to listen to the song and draw the pen and shoes in the correct location on the worksheet. Play the song twice to give everyone a good chance of getting the right answer. If everyone enjoyed the song you can play it again and sing along. Put the song poster on the board to use as you all sing along.
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Lyrics for "Where are my things? ” It is time to go to school but where are my things? Verse 1: Where are my things? (2) Where are my things? (2) Where is my pen? (2) Is it on the table? No! Is it under the desk? No! Is it in the drawer? No! Where is it? It's behind the curtains! Verse 2: Where are my things? (3) Where can they be? Where are my shoes? (2) Are they next to the TV? No! Are they in front of the door? No! Are they between the sofa and the chair? No! Where are they? They are on your feet! |
Gestures for the song There are no specific gestures for this song. The song can be used with the worksheet for listening practice - students listen to the song and draw the answers on the worksheet |
Furthermore, do the prepositions listening worksheet. Give everyone a worksheet (worksheet 2 for "where are my things? ” song). This time the teacher is going to make sentences and the students have to listen and draw the objects in the right places.
Going on, read classroom reader "Silly Willy Goes Shopping”. This classroom readers follows the same objectives of this lesson and give some fun practice of using prepositions of location - it's a funny interactive story. Before class, download and print off the reader "Silly Willy Goes Shopping” from net. As you go through each page, point to the pictures and elicit each room of the house and the different objects in each room. Then get everyone to try and guess where the character is going to put the different objects (using prepositions), for example:
Teacher: Where is Silly Willy? (pointing at the picture)
Student: In the kitchen!
Teacher: Yes, that's right! And what is this (and this and this)?
Student: A washing machine, an oven and a fridge.
Teacher: Right! Good job! And what is Silly Willy holding?
Students: Cheese!
Teacher: Yes, cheese! (reading from the story) …”Where do you think he will put the cheese?".
Students: In the fridge!
Teacher: Ok, let's check…”in the washing machine! Silly, Silly, Willy! ”
7. Play "Prepositions Pictionary”. For smaller classes you can play this on the board - larger classes can use paper to play in groups. Start by modeling the activity. Bring a student up to the class. Say "Draw a cat on a car”. The student has to draw the picture. Then get the student who drew the picture to say a new sentence and another student to draw the picture. Keep playing so that everyone has a chance to draw and say a sentence.
In the end of a lesson you assign homework and wrap the lesson up with some warm words.
This lesson is formed to motivate students and make them think and get interested, because they are excited to find hidden things first.
¹ 3. The next lesson named "Intro" is of type of lessons "Merry and Cute”. And provides a good platform to begin the course with older kids (8-14) as it provides an opportunity for everyone to get to know each other and also sets the ground rules for behavior within the classroom. "Wh' question forms, modal verbs for rules and stationery vocabulary will also be practiced.
1. Greetings and names. Greet the students as they enter the classroom and
gesture for them to sit down. When everyone has sat down and is ready say, "My name is…" give your name. Then tell everyone to stand up. If there is a large room, have everyone form a circle. Take a ball and hold it and say your name. Then throw the ball to one student and they say their name. students throw the ball around randomly saying their name each time they catch the ball. Then, play the same throwing game, but instead of saying your name, say the name of the person who threw the ball to you - start by asking one student to throw the ball to you and as you catch it say their name. Then throw to another student and they should say your name as they catch it. If anyone gets a name wrong (or can not remember) they have to sit down for 3 throws. By the end of the activity everyone should have a good idea of everyone else's names!
2. Name tags. Before class prepare some blank name tags (stickers or pin
on tags). If you use pin-on tags, you can keep and give out every class.
Furthermore you can do the "Ask me” activity. On the board draw a little stick man\woman and write your name under it. Then write some answers to the following questions (just the answers) around the board:
- Age: How old are you?
- Hometown: Where are you from?
- Pets: What pet do you have?
- Food: What is your favorite food?
- Drink: What is your favorite drink?
- Color: What is your favorite color?
- Brothers\Sisters: How many siblings do you have?
For example: (see the appendix, picture ¹1)
The idea is to try and have your students guess what the answers relate to and the what the question is for each answer. Start by writing on the board:
Name: What is your name?, then point to your name on the board.
Next, point to your hometown on the board and try to elicit the question "Where are you from? ”. As you elicit and help, write the questions on the board until all the questions are there.
Go on practicing asking and answering questions. Have your students draw a stick man\woman on a piece with their name underneath, and write down their answers to the questions on the board - basically doing the same thing as you did on the board. Then put students in pairs and have them practice asking and answering the questions about themselves. As they do this circulate and monitor, helping out with mistakes and pronunciation, and always give lots of praise.
3. Do a class survey. Give out the survey sheets to each student. Go through
the column headers and make sure everyone understands that they have to ask 8 other students questions to complete their survey. Just to make sure, model the activity with a student, asking the questions and showing writing the answers. Then allow everyone to get up and mix around as they complete their surveys.
4. Create a Classroom rules poster. Setting rules and boundaries is
extremely important in your lessons - students can feel comfortable knowing what is and isn't accepted and having this clearly stated at the beginning of the course will really help with classroom management. This part of the lesson can be enjoyable and is a good way to practice modals "can”, "can't”, "must”, "mustn't”.
firstly, prepare your board as shown below: (see the appendix, table ¹2). For each column explain and elicit:
- We can=it is ok for us to do. E. g. "We can ask our teacher questions”
- We can't=it is not ok for us to do. E. g. "We can't talk while our teacher is talking”
- We must=very strong-things we have to do. E. g. "We must do our homework”
- We mustn't=very strong-things we never do. E. g. ”We mustn't take things without asking”
Next, put your students into groups of 4-6 students. Give each a large sheet of paper and colored marker pens to create their rules poster. Have them copy what you have on your board. Then explain that they must write down as many ideas as they can on their rules poster - they can even include some strange rules if they wish! (If your students' level is too low to write sentences, they can draw their ideas instead).
Some ideas: (see the appendix, table ¹ 3)
As the groups are making their posters, circulate and help with grammar, vocab, spelling. Also, make sure the rules you want are on each poster. Allow students to use different colors and draw pictures - the posters should be attractive and fun. When the posters are finished, get everyone in the group to sign it. This helps to reinforce the rules as a kind of classroom "contract” - if any rules are broken in future lessons you can point to the rule which the offending student has signed.
Finally, get my students to pin their posters to the wall. Groups can then present their rules poster to the class - this should bring up some good discussion as well as the use of modals.
5. Classroom stationery quiz. We will finish the lesson with a fun activity
Based around the vocabulary of classroom stationery. Before class, prepare a box of loads of different classroom stationery (pen, pencil, eraser, crayon, ruler, stapler, staples, glue, paper, folder, hole, punch, pencil sharpener, white out, scotch tape, pencil case, marker, calculator, etc.).
Put teams into teams (of 4-6) and tell them that you are going to show them some objects that they must write down on a piece of paper. Points will be given for each correct answer as follows:
perfect answers (correct word and spelling): 3points
nearly perfect answers (correct word but incorrect spelling): 2 points
slightly correct (e. g. "pencil sharp" instead of "pencil sharpener”): 1 point
Explain that the winning team will win a prize (prepare some stickers or candy).
Take out each object and teams work together to write down the answers - some they will probably know and some not. At the end, get each team to swap papers and go through the answers as teams mark the answer sheets. Present the prize to the winning team.
6. Play "What's missing?". Finally, line up all of the stationery so that
everyone can see. Tell everyone to close their eyes - then remove one item. Do this for all of the items.
Wrapping up the lesson assign homework. When you leave the class make sure everything is put away and the students have gathered their belongings.
Lesson ¹4 "Jobs”
It is for 45 mins duration.
Target vocabulary: farmer, bus driver, doctor, teacher, dentist, police officer, chef, hair dresser, nurse, soldier, fire fighter, student.
You will need: Printables:
- My dream job worksheet
- Jobs match 2 worksheet
- What do you do? song poster
And also:
- Blue tak or tape to stick flashcards to the board
- Colored crayons or pencils
- White\black board with marker\chalk
- CD\Tape player\Computer or something to play the song on
In this lesson pupils will learn 12 words for jobs and the structure "What do
you do?". The jobs in this lesson are familiar to kids of all ages, so this can be taught to even young ones.
Having done the warm up plan start the procedure:
1. Teach jobs vocabulary. Before class, print off the jobs flashcards for the
Jobs in the song (farmer, bus driver, doctor, teacher, dentist, police officer, chef, hair dresser, nurse, soldier, fire fighter, student). If your students are older and can handle more vocabulary feel free to add more jobs. And don't forget to notice that one of the jobs is "student”. Although not technically a job, it is perfectly appropriate to answer the question "what do you do? ” with "I am a student”.
After that go to do actions for each job and your students will have to guess what job it is. Start by looking at the first flashcard (don't show anyone) and do one of the actions (see the paragraph "recommendations for the teachers” p.). Perhaps start with and easy one, like hairdresser, chef or bus driver. Encourage everyone to shout out their guesses - at this stage it is fine if students shout out the answers in their first language - you can correct and teach the new vocabulary as you go.
As each job is guessed, stick the flashcard onto the board and chorus the English word 3 times. Continue until all of the job flashcards are on the board.
2. Play "Missing Flashcards”. Now that you have all the jobs flashcards on
the board, tell everyone to close their eyes. Remove one of the flashcards. Then shout to open their eyes and point to the space where the flashcard was. Encourage everyone to shout out what it is, then reveal the card. The first person to shout out the correct answer can come to the board and say close your eyes and remove a flashcard. Keep playing until every card has been guessed.
3. Play "paper, rock, scissors” flashcards. If your students don't know how
to play this game start off by teaching and demonstrating the game. Next, give everyone a job flashcard - make sure you have enough flashcards to give one to each student. Say to one student "What do you do? ” and motion towards their card. Elicit "I am a (soldier) ” - whatever the flashcard is that she\he is holding. Write on the board:
"What do you do? ”
"I'm a …”
Chorus each sentence 3 times. Then do a quick practice by asking some
Students "What do you do? ” and have them say the job of the flashcard they are holding. Also, have students ask you and other students, until everyone is comfortable with the structures.
Now for the game. Get 2 students to stand up to model the game. Start by playing "rock, paper scissors”. The winner gets to ask the loser "What do you do? ” and the loser must reply " I'm a …" (saying the job on their card). Then the loser gives his\her card to the winner. Ask another student to come and model with the winner: now one student has 2 cards and the other 1. They play "rock, paper, scissors”, say the structure and the loser gives his\her card to the winner. The aim of the game is to collect as many cards as possible. If a student has no cards left, that is fine s\he can still play: if they win a game, they get a card, if they lose they remain with no cards (and do not say the structures).
Once everyone has got the idea, have all students to stand up and hold their flashcards. Get everyone to pair up and play. As soon as they have finished they must find another person to play with. Everyone mingles around the classroom playing "rock, paper, scissors”, saying the structure and winning or losing cards. After 5 minutes stop the game. The winner is the student with the most cards. This was a really popular game with my classes!
4. Now that the vocabulary has been practiced you can move onto a fun,
simple story which uses the target vocabulary. Before class, download and print off the reader "the jobs Bus" from net. As you go through each page, point to the different characters and ask for the students to tell you what job they have, for example:
- teacher: (pointing on page 2) Look, what does he do?
- students: Farmer!
- Teacher: Yes, that's right! (reading)"I am a farmer, Please take me to the farm”. Etc.
(continue through the reader, eliciting the jobs and ask lots of other questions, such as asking the students where each person works, what they are wearing, etc.
5. Sing "What do you do?". The first time you play the song, put up the
What do you do? song poster on the board. Quickly elicit the vocabulary. Play the song and sing along doing the gestures, as described below in "gestures and activities for "what do you do?". I played 2-3 times.
|
Lyrics for "What do you do? ” Do - (10times)! Verse 1: What do you do? I'm a farmer What do you do? I am a bus driver What do you do? I am a doctor What do you do? I'm a teacher Do- (4times)! Verse 2: What do you do? I'm a student What do you do? I'm a police officer What do you do? I'm a soldier What do you do? I'm a nurse. Do- (7times) |
Gestures and activities You can do either do gestures as you sing and dance along, or use flashcards for a listening activity. Farmer: pretend to rake the soil Bus driver: pretend to drive a bus Doctor: pretend to give yourself in injection in your arm Teacher: pretend to write on an imaginary board Dentist: open mouth and touch teeth Police officer: hold out hand in the "Holt” position and blow a pretend whistle Chef: pretend to cook something Hair dresser: pretend to cut hair Nurse: take your pulse Soldier: march on the spot Fire fighter: pretend to hold a hose Student: pretend to write in an imaginary notebook |
Next activity for the continuation of the lesson can be "My Dream Job" worksheet. On the board, at the top, write "My Dream Job”. Chorus 3 times. Say " I'm a teacher" and point to yourself. Then say "But… I want to be a …”. Don't say anything yet. Under the "My Dream Job" title draw a picture of a job (e. g. a doctor) and have everyone try and guess what your dream job is. It doesn't have to be one of the jobs from the song - I used " dog trainer”.
Then give out the worksheets and have everyone draw their dream job and write the word. As they are drawing, go around the room asking questions and giving lots of praise and encouragement. When everyone has finished, get each student in turn to hold up their picture and say "I want to be a\an…”. For higher level students you can ask them some questions, such as "Why do you want to be so? ”. (You can have everyone stick their worksheets to the wall or notice board under the title "Our Dream Jobs”. You can then use the pictures in future classes to review the vocabulary).
Summing up the lesson make a wrap up and assign hometask.
Now, I'm going to write about real non-traditional lessons of English language, because the name "non-traditional" itself is considered to be outside the classroom, without any stress and pressure. I can tell about my own experience at library by name of Shokhan Valikhanov with the audience consisting of people of different ages. They were school kids, students and people above 40. I had tried methods of well known non-traditional English teaching experts Li Yong and Drew Badger.
So, as it was allowed to do anything, I came up with an idea to make the next lesson like an interview. I said my students to take any positions, absolutely any, the thing was to make them feel free, relaxed, and be more natural.
You may cudgel your brain over the word "interview”, why interview if there is a whole group of people. Because, I was asking them Questions, about their personality, their live style, their preferences and dreams. As the science show that most people love to tell about themselves, just to relax or get rid of stress.
Consequently, I decided to try to open them, to understand. The thing is that by talking to people you may psychologically adjust to that person and reveal things from him\her on unconsciously level. After that I saw that when you are interested in someone it will reflect the same way, s\he will get interested in you, it means s\he will get interested in talking in English. The reason is that the conversation has already begun and that person is in the middle, s\he can not stop the conversation when s\he is involved to it and will do her\his best to express him\herself.
...Ïîäîáíûå äîêóìåíòû
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