Theme+biography-
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http://www.mes-english.com/flashcards.php Theme: Biography and History -
The goal is for the students to be able to deliver a statement at the end of the month. Their Chinese teacher will be recording their oral statement.
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Regardless of what class you are teaching or covering, please follow the Week of what lesson (sub-theme/topic you have to cover.
- Modify the (suggested lesson plan and the statement guide according to the students’
age, level and personal preference.
- Modify the use of language according to the students’
level. -
Do not limit your lesson content to what are indicated here; but ensure the topics are connected to the theme.
- Give them guide questions and hints to follow. Sometimes they prefer to just follow a statement guide than to memorize a template. -
Always ask the students if they already have (a copy of the statement guide, then review the statement with them. Always review the same statement weekly. - You will need to ask the students to write the statement/template/questions in their notebook, other than having the paper (you given to them. This is just to ensure they have a copy of their statement.
- When doing the speaking practice, always create activities that will make the students ask questions – ask each other (among students questions.
- For some younger students (sometimes regardless of age constant body language and giving hints are necessary for them to be able to say a complete sentence. Visualization reminds them of what words to use; e.g. We (act use (translate if possible our (act eyes (point to see (act – allow the students to say the words and make corrections when necessary.
- Limit the identification of vocabularies related to the theme but focus more on the words and phrases the students can easily remember, and make use of them in conversations in various sentence structures. No need to spend time identifying a lot of associated words; e.g. naming 20 jobs, learning 10 internal organs….
- If the student can’t say/remember/do not know the word he/she wants to use, ask him/her to describe or say it in other words or give examples (where/how to use of ‘that word’; then you provide ‘that word’.
- Some much younger students can or need to learn to use ‘…because…’ in speaking. Move on with making sentences that require using ‘… because…’.
- Develop the students’ critical thinking ability by learning how to give further reasons. - The higher level students may find the statement too familiar; but they still have to do it using complex words and sentence pattern, and they should be able to speak spontaneously.
Warm-up/role play about everyday travel: see the ‘dialogues (everyday conversation’ file Include this topic in your weekly lesson plan, especially for the Primary school students. They need to somehow get familiar with everyday and traveling conversations so that they can easily converse whenever they go abroad with their parents. Spend at least 10 minutes to practice one group of dialogues.
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====================================================================== FIRST FRIENDS class
Vocabulary group: my life, favorites/likes, dislikes
WEEK 1 and WEEK 2: favorites - review/learn basic words about animals, toys, food, people, things to do - practice the sentence structures: My favorite…, I like…. - create various activities to review/learn the above topics
Statement: fill-in words and phrases that students can independently say My favorite ……
or I like……. I don’t like….
WEEK 3 and WEEK 4: my life - review/learn basic self-introduction; e.g. name, age, likes, dislikes, activities - practice the sentence structures:
My name …. I am…. My favorite…, I like…. I don’t like I go to…. I play…. I can…. - create various activities to review/learn the above topics
==================================================================== FAMILY AND FRIENDS class Vocabulary group: my life, people in our life, people’s life story
Note 1: If the Family and Friends students can’t cope up with the lesson, make use of the First Friends lesson above.
WEEK 1: my life - review/learn basic information about oneself; e.g. name, age, hobbies and interests, favorites, experiences, dreams….
- cover topics that students can express not only the common self-introduction but further information about themselves - do the activity give them hints/information of ‘the other self’ (to talk about an ‘imaginary self’
meaning talk about oneself using information that are not them in reality. Pretend to be somebody else; or, talk about somebody they don’t know and create a self-introduction about him/her
you may even bring photocopies of some boys and girls as props to talk about; e.g.
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This is me. I was in the movie…. I don’t like eating noodles… I like catching frogs…. Or, This is my friend…. He was in the movie….
WEEK 2: people in our life - review/learn information about family members; e.g. name, age, hobbies and interests, favorites, experiences, everyday activities …. - play the speaking game:
give them hints/information that they can choose from and to use them in asking their classmates about their family members; e.g. Is your mother an astronaut? No,…. Your grandfather likes watermelon? No,….
group them in 2s, and do the Q & As create scenarios/information that would make the students get interested in asking
Statement guide: Develop the statement according to the following guide: Talk about your family.
You should say: about your mother
about your father about your grandfather about your grandmother
Notes in developing the statement - talk about each family member’s name, age, job, hobbies and interests, favorites and everyday activities
WEEK 3: people’s life story - review/learn information about other people or people in history. Some students may know about somebody; if not, introduce or ask about people they may be familiar with; e.g. 