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This lesson is created to help English learners to improve their knowledge of American English which they can use in daily life.
Descrizioni
▪ Title (Unit): What did you do during summer vacation ▪ Grade (Level): 5th ▪ Lesson Focus: Past tense verb usage, Interrogative sentences, ▪ Objectives: Students will learn how to congregate irregular high frequency verbs such as run, sleep, think, and dream. Students will use accurate verb conjugation during prompted speech 10/10 times.
Students will also use accurate verb conjugation in spontaneous utterances 5/5 times. ▪ Key Expressions: What did you do during summer vacation? What did you do over summer break?, I went to... Special verb conjugation go, sleep, dream, took, think ect. Ed verb ending; ex; fished, walked, cleaned. ▪ Materials: Powerpoint presentation; review of English past and present tense verb forms. Comic book template sheet. Script writing template. Verb Go fish cards. Procedure Details Presentation: Introduction of Content and Language Describe activities that will introduce students to new language, or activities that will refresh the language for review.
Time: Warm up 5 minutes 10 minutes Teacher greets the class. “Good morning, class.” Teacher begins class with a warm-up. Teacher will facilitate the practice of phonemic awareness and graphemes through the “Letter of the day” activity. Students will be prompted to assist in building a visual inventory of words that begin with the letter A. At the end of this activity students will then practice pronunciation by listening to the teacher read the words from the compiled list and repeating those words in a similar manner. The teacher will then introduce the topic for the lesson. The teacher will present students with a PowerPoint presentation with information relating to past and future tense verb conjugation in english. After the lesson students will participate in a Role play activity. Practice: Students begin to work with the language.
Time:12 minutes Students will each be given a card with a verb and a location. The students must take turns speaking to one another about what they did during summer vacation. The teacher will provide a word document with large font dispplaying the two sample question and answer forms; “What did you do during summer vacation?” “I 동사 in/ at 장소.” “I ran at the park.” “I swam at the swimming pool.” Practice: Students begin to work with the language. Production: Student internalize/master and use language Describe the activities that show how students will use language to communicate with peers or how students will use reviewed language to communicate with their peers
Time:16 Students will be split into two groups. Students will then use what they have learned to create a script about summer vacation. The teacher will provide a comic book template which students may use to storyboard their work. Students will spend no more then 8 minutes creating their story.
They will have 8 minutes to memorize their scripts and parts. Assessment / Extension Activities / Homefun Assign any additional work that assesses or reinforces the students’ mastery of the lesson objectives.
Time:10 The two groups will take turns
(5 minutes each) acting out their stories. The teacher will take note of any articulation errors or difficulties had by students during this activity. The teacher will end the class with a 3 minute review of the irregular verb conjugations before dismissing the class.
Students will also use accurate verb conjugation in spontaneous utterances 5/5 times. ▪ Key Expressions: What did you do during summer vacation? What did you do over summer break?, I went to... Special verb conjugation go, sleep, dream, took, think ect. Ed verb ending; ex; fished, walked, cleaned. ▪ Materials: Powerpoint presentation; review of English past and present tense verb forms. Comic book template sheet. Script writing template. Verb Go fish cards. Procedure Details Presentation: Introduction of Content and Language Describe activities that will introduce students to new language, or activities that will refresh the language for review.
Time: Warm up 5 minutes 10 minutes Teacher greets the class. “Good morning, class.” Teacher begins class with a warm-up. Teacher will facilitate the practice of phonemic awareness and graphemes through the “Letter of the day” activity. Students will be prompted to assist in building a visual inventory of words that begin with the letter A. At the end of this activity students will then practice pronunciation by listening to the teacher read the words from the compiled list and repeating those words in a similar manner. The teacher will then introduce the topic for the lesson. The teacher will present students with a PowerPoint presentation with information relating to past and future tense verb conjugation in english. After the lesson students will participate in a Role play activity. Practice: Students begin to work with the language.
Time:12 minutes Students will each be given a card with a verb and a location. The students must take turns speaking to one another about what they did during summer vacation. The teacher will provide a word document with large font dispplaying the two sample question and answer forms; “What did you do during summer vacation?” “I 동사 in/ at 장소.” “I ran at the park.” “I swam at the swimming pool.” Practice: Students begin to work with the language. Production: Student internalize/master and use language Describe the activities that show how students will use language to communicate with peers or how students will use reviewed language to communicate with their peers
Time:16 Students will be split into two groups. Students will then use what they have learned to create a script about summer vacation. The teacher will provide a comic book template which students may use to storyboard their work. Students will spend no more then 8 minutes creating their story.
They will have 8 minutes to memorize their scripts and parts. Assessment / Extension Activities / Homefun Assign any additional work that assesses or reinforces the students’ mastery of the lesson objectives.
Time:10 The two groups will take turns
(5 minutes each) acting out their stories. The teacher will take note of any articulation errors or difficulties had by students during this activity. The teacher will end the class with a 3 minute review of the irregular verb conjugations before dismissing the class.
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