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what makes a good explorer? do you have what it takes?
课程介绍
LEAD IN:
I ask the learner if they enjoy travel and exploring new places. I show four images of four terranes (mountains, ice, underwater, cave) and ask the learner if they would like to exlpore any of the environments or which they would definitely not like to explore.
PRE-VOCABULARY:
I turn the learner's attention to the question "what makes a good explorer"? "do you think you would be a good explorer?" "what qualities do you have to be a good explorer?" the learner answers and I elicit some of the target words from them.
Then we move to the vocabulary exercise with separate words which they need to use in the following sentences. I tell the learner they need to think of the context of the sentence and think what kind of word they need for it. I let the learner finish the exercise on their own (preferrably through writing on paper) then we discuss the answers together. I ask them to think again if there are any mistakes, and I guide them with hints if needed.
LISTENING FOR SPECIFIC WORDS:
I ask the learner to listen to the audio of a woman telling us about "what makes a good explorer", the learner should listen for the same words we used and write any of them down if mentioned. (there are 4 words from the previous exercise).
LISTENING FOR SPECIFIC INFORMATION:
We move on to a box of information about the Earth and I ask the learner to think if they know how to answer any of items. Then we listen to confirm their guesses or correct them. The audio includes grammar structures from the next part of the lesson.
GRAMMAR:
We move to the box which contains verbs which are followed by infinitive or gerund forms. After some verbs, infinitive and gerund mean the same thing (like prefer or continue) and after some other verbs, infinitive and gerund mean different things (like stop, forget, and remember).
I ask the learner to think if the structures mean the same thing or not, what the difference is (with help from me guidling them), and show them the factor that creates the change (certain verbs).
I explain that there are only a few verbs after which infinitive and gerund verb forms have different meanings.
We move to the first exercise where we look at sentences in two structures and decide if they mean the same thing or not, and I ask them to explain the difference in meaning if it exists.
HOMEWORK:
I send the learner more exercises on the same vocabulary and grammar so they do self study and see the target language in a different context.
I ask the learner if they enjoy travel and exploring new places. I show four images of four terranes (mountains, ice, underwater, cave) and ask the learner if they would like to exlpore any of the environments or which they would definitely not like to explore.
PRE-VOCABULARY:
I turn the learner's attention to the question "what makes a good explorer"? "do you think you would be a good explorer?" "what qualities do you have to be a good explorer?" the learner answers and I elicit some of the target words from them.
Then we move to the vocabulary exercise with separate words which they need to use in the following sentences. I tell the learner they need to think of the context of the sentence and think what kind of word they need for it. I let the learner finish the exercise on their own (preferrably through writing on paper) then we discuss the answers together. I ask them to think again if there are any mistakes, and I guide them with hints if needed.
LISTENING FOR SPECIFIC WORDS:
I ask the learner to listen to the audio of a woman telling us about "what makes a good explorer", the learner should listen for the same words we used and write any of them down if mentioned. (there are 4 words from the previous exercise).
LISTENING FOR SPECIFIC INFORMATION:
We move on to a box of information about the Earth and I ask the learner to think if they know how to answer any of items. Then we listen to confirm their guesses or correct them. The audio includes grammar structures from the next part of the lesson.
GRAMMAR:
We move to the box which contains verbs which are followed by infinitive or gerund forms. After some verbs, infinitive and gerund mean the same thing (like prefer or continue) and after some other verbs, infinitive and gerund mean different things (like stop, forget, and remember).
I ask the learner to think if the structures mean the same thing or not, what the difference is (with help from me guidling them), and show them the factor that creates the change (certain verbs).
I explain that there are only a few verbs after which infinitive and gerund verb forms have different meanings.
We move to the first exercise where we look at sentences in two structures and decide if they mean the same thing or not, and I ask them to explain the difference in meaning if it exists.
HOMEWORK:
I send the learner more exercises on the same vocabulary and grammar so they do self study and see the target language in a different context.
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