Questions for discussion and practical tasks

1. Why is writing clear objectives important?

2. What was bloom’s contribution to English language methodology?

3. Compare six levels of cognitive function.

4. What is the difference between warm-up and wrap-up?

5. How can the teacher make the lesson interactive?

6. What do you think about the idea of multiple lesson plans?

7. How does the ideal primary classroom look like?

8. Look through a sample lesson plan on the theme “Family relationships” and analyze it paying attention to the following:

-objectives of the lesson

-materials

-how review is done

-how presentation is done

-tasks and activities for practice

-think of your ideas for wrap-up

A sample lesson plan

THEME: Family relationships

OBJECTIVES: Students will be able to ask and answer questions on family members, using the correct forms of possessive adjectives and pronouns

MATERIALS: Charts on the board, cards.

PROCEDURE

I. PRONUNCIATION DRILL

Students practice pronunciation of the sounds [ð], [θ] in the words:

father, mother, brother, they, them, their, this, that, three

II. REVIEW

Teacher writes the verb “to have” on board in present simple affirmative and interrogative and drills students

I have a mother. Do I have a mother?

He has a brother. Does he have a brother?

III. PRESENTATION

1. teacher tells a story of own family and draws a family tree with cartoon faces, names and relationships on the board

2. teacher asks questions of one student and draws a similar family tree on the board. Sample questions may include

What is your father’s/mother’s name?

How many brothers and sisters do you have?

Is your brother married?

What is his wife’s name?

Does he have children?

What are their names?

3. teacher checks comprehension of class by asking YES/NO questions about the family tree. For example:

Is Ermek’s mother called Gulnar?

Does Ermek have two sisters?

Does his sister have children?

4. teacher checks comprehension by asking individual students to go to the board and:

Point to Ermek’s sister.

Draw a pair of sunglasses on Ermek’s face.

Draw a big smile on the face of Ermek’s father.

Change the hairstyle of Ermek’s sister

PRACTICE

1. teacher asks students each to draw their own family tree. Then each student describes the family tree to a neighbor.

2. teacher asks each student to describe the family tree of the first neighbor to a second neighbor

3. teacher distributes cards and asks students to circulate asking each other the questions given below. As students find a classmate who can give an affirmative answer to a question, they ask that classmate to sign beside the question. The object of the exercise is to see who can get all the questions signed off first

Do you have two sisters?

Does your mother have two brothers?

Is you sister’s name Mariya?

Do you have one brother?

Do your parents have four children?

Do you have a baby sister?

Is your brother’s name Ermek?

5. HOME ASSIGNMENT

7. In the space below write as many objectives as you can for the unit on the Present continuous tense

1. Students will be able to……………………………………………….

2. Students will be able to……………………………………………….

3. Students will be able to……………………………………………….

Remember: The overall goal of our unit is to teach the Present Continuous Tense and all of its uses. The verbs should indicate what the students will be able to do. Therefore, terms such as recite, say, write, describe, participate, demonstrate, greet, argue, explain are some verbs that might be useful in writing objectives.

8. Now look at your objectives and answer the following questions:

1. Was the objective specific?

2. Is it measurable?

3. Is it based on what the students will be able to do as a result of the lesson?

4. Does it cover only one class period?

5. Are there any of the “ forbidden” words in your answers? (understand, think, memorize etc). If so, change them.

9. Working with children can be challenging. However, some simple classroom management techniques and lesson preparation can alleviate many problems. Make the following suggestions complete, filling in the gaps with the appropriate words from the list below:

Punishment, communicative, movement, proximity, TPR, misbehavior, closer, avoid, activities, first, name, establish.

1. Be prepared for the lesson. Plan lessons well, include a variety of ………..that use all the senses, device shorter periods of time for activities, and plan for both ……….and controlled activities.

2. Arrange desks so that they facilitate………throughout the class and allow for easy student interaction.

3………..many discipline problems by your……….to the students-move closer to those students who are disruptive and move throughout the room while they are working.

4. ………….5-7 rules the first day of class. (e.g.raise your hand when you want to speak. Be kind to others).

5. Teach command phrases the……..week of school (e.g. stand up, sit down, open your books, listen, watch). Use……….to teach these commands.

6. “The stare”. When a child misbehaves, simply say his/her name out loud in a normal voice and stare with a very stern face. Usually, the child will look up when he/she hears his/her name. When he/she sees a stern face, he/she usually starts working again. If the………..continues, say the ………..again and move…….to the student. If it still continues, then some……..is given.