Teaching English - Class



Listening (ANY listening activities including phonics/phonological awareness, phonemic awareness)Sounds the same!Language focus: homophonesGroups. 1st group says one word and spells it. Next group says the OTHER homophone and spells it. 3rd makes a sentence with one, 4th the other. Wrong ss stand and listen for mistakes to correct & sit. Phonemic Awareness (specific to 1st/middle/final phoneme discrimination; sound position; blending phonemes; phoneme substitution)Sound BitesLanguage focus: Phoneme pairsSay 10-12 words with phoneme contrasts (p/b, t/d, r/l…). Students must count the words with the g/th/ng/oh sound then place hold up the # on fingers/cards/ mini-boards. The team with ss who all held up the correct number wins k/g: care, cat, cook, gone, quick, go, good, crate, sock, cap (3)th/th: these that three thought path thatched there moth the (4)n/ng: loan long wrong sing thing bin sin throne fin boon bone (4)uh/oh: boat but boot bat bone loan bun done home phone orange (5)Sound AuctionSs bet on how sure they are that a group of words have the same 1st, middle, or final phonemes (hardest), or that the phoneme position is the same or that the number of phonemes is the same (easiest).Say what?Give students 20 3-phoneme words. Ask them to split the three sounds (demo then check they know how). Ask them to say the sounds in the order you say ( ex. 2nd ‘ah’ ; 3rd ‘tih’; 1st ‘kih’ – answer= CAT!) Others must guess the wordSwitch itGive students 20 3-phoneme words. Ask them to say the word then one phoneme (ex. CAT, ‘ah’) the next student must change that phoneme to make a new word (doesn’t need to be a real English word! Ex. ‘COOT). Continue in a clockwise direction. The goal is to say as many words as they can in 30 seconds. The OTHER groups get points for each word they heard (no writing!)GOALYour lessonLanguage __ Introductions__ Review words __ CE language__ Examples1_ Questions2_ Feedback__ Paraphrasing Used the screen/board, asked Q’sUsed ppt/Prezi/flashcards; board; word/picture cards Simple, clear, short, full sentences, direct instructions..whenever possibleConvergent, divergent, display, real, s>T, EASYRepeated, clarified, prompted, (taught), gave recastUsed different words & grammar to maximize ss learning___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TEE __ Gestures __ Demonstration 3_ Participation4_ Board use5_ Techniques6_ Materials Pointed, used body languageShowed ss how to do game directionsMaximized individual student participation Used the board to write, point, draw, showUsed teacher strategies, techniquesUsed cards, swatters/hammers, sticky balls, miniboards______________________________________________________________________________________________________________________________________________________________________________________________________________________________Activities__ Preparation __ Core __ Follow-upReviewed all game words; not too long/shortSuitable for reviewing wordsAssessed ss learning; not too long/short_______________________________________________________________________________________________________________ ................
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