M2-3
Write the names of many common occupations on the board. Go throught he pronouciation of each with the students and ask them what they want to be when they grow up.
Make sentences based on their answers. Then ensure that the sentences are copied into their notebooks after some verbal pratice.
Tuesday, August 17, 2010
Monday, August 16, 2010
Aug 17th 2010 early, late, on time
1-- Have 3 cards made. Each card should have a diffrent time printed on it.
2-- The board should have 2 sentences written upon it.
A-- Why are you late? Its 7:50AM!
B-- No I am on time! Your watch is 15 minuets fast. Its 7:35 and I am 5 minuets early.
3-- Have 3 students hold up the cards you gave them with the times displayed and see if members of the class can correctly choose the one that is early, on time or late.
4-- Go through the board sentences and pronouciation.
2-- The board should have 2 sentences written upon it.
A-- Why are you late? Its 7:50AM!
B-- No I am on time! Your watch is 15 minuets fast. Its 7:35 and I am 5 minuets early.
3-- Have 3 students hold up the cards you gave them with the times displayed and see if members of the class can correctly choose the one that is early, on time or late.
4-- Go through the board sentences and pronouciation.
Monday, August 9, 2010
9.8.2010 Medical English
1- Write down the following
A-- Are you feeling pain. B-- yes A-- Yes I am feeling pain in my (chest, legs, head, stomach ect) bad pain or slightly painful.
2-- Physically act out all the various pains while saying the words. Ensure the students act out anything they are talking about as they repeat your words to help with memory retention.
3-- Add additional sentences for upper levels to scale difficulty to the class
4-- Provide time for students to take notes about every bit of text placed on the board. Draw some appropriate pictures near KEY parts of the text to help visual learners with memory retention. Make sure students copy both board drawing and the text as it appears.
(Note lesson appropriate to all levels of students from Pratom to Mathayon)
A-- Are you feeling pain. B-- yes A-- Yes I am feeling pain in my (chest, legs, head, stomach ect) bad pain or slightly painful.
2-- Physically act out all the various pains while saying the words. Ensure the students act out anything they are talking about as they repeat your words to help with memory retention.
3-- Add additional sentences for upper levels to scale difficulty to the class
4-- Provide time for students to take notes about every bit of text placed on the board. Draw some appropriate pictures near KEY parts of the text to help visual learners with memory retention. Make sure students copy both board drawing and the text as it appears.
(Note lesson appropriate to all levels of students from Pratom to Mathayon)
Thursday, August 5, 2010
05-08-2010
Lesson for M5 M6 all levels
"Future, Present, Past"
1- Download Buffalo's vs Lions on youtube or simply have it ready to play.
2- Write the following sentences on the computer screen in very large type. Make sure the tenses are in bold type and underlined.
2a - The lions will hunt the buffalo. Then snippet of video appropriate to an event that has not happened yet. Stop the video just before the event is in progress. Have the students repeat and if they are advanced put it all in their own words.
2b - The lions are hunting the buffalo.
Then show the video sections where the hunt has started and is in progress. Make sure you use present tense at this point. Have students create their own present tense sentence.
2c - The lions hunted a buffalo. Repeat the formula of the first two sentences.
Now play the second part of the video, where the buffalo's rescue one of their own herd, held captive by the lions. Break this part of the video into past present and future, each with its appropriate sentence structure.
Use
"Future, Present, Past"
1- Download Buffalo's vs Lions on youtube or simply have it ready to play.
2- Write the following sentences on the computer screen in very large type. Make sure the tenses are in bold type and underlined.
2a - The lions will hunt the buffalo. Then snippet of video appropriate to an event that has not happened yet. Stop the video just before the event is in progress. Have the students repeat and if they are advanced put it all in their own words.
2b - The lions are hunting the buffalo.
Then show the video sections where the hunt has started and is in progress. Make sure you use present tense at this point. Have students create their own present tense sentence.
2c - The lions hunted a buffalo. Repeat the formula of the first two sentences.
Now play the second part of the video, where the buffalo's rescue one of their own herd, held captive by the lions. Break this part of the video into past present and future, each with its appropriate sentence structure.
Use
Wednesday, July 14, 2010
15.7.2010 Cell phone english
Cell phone English
1--Write the following dialogue on the board.
Miss Kik--- Hello!
Gordon--- Hello! This is Gordon, may I talk to Miss Kik?
Miss Kik--- Yes this is Miss Kik. Why are you calling?
Gordon--- I am calling about your English test score.
2-- Go through all the vocab on each sentence. Have selected students and all students together practice the start of the phone conversation together.
1--Write the following dialogue on the board.
Miss Kik--- Hello!
Gordon--- Hello! This is Gordon, may I talk to Miss Kik?
Miss Kik--- Yes this is Miss Kik. Why are you calling?
Gordon--- I am calling about your English test score.
2-- Go through all the vocab on each sentence. Have selected students and all students together practice the start of the phone conversation together.
Tuesday, June 22, 2010
21-6-2010
Classroom Level:--- M-5/1-3 and M-6/1-3 (note /6 classes and above will use a simpler lesson due to slower English development.
Materials needed---- Picture of a person, Markers, white board,
Subject-- Personal states
Instructions--
1. Find a picture of one person who is dirty with a long beard and and poorly dressed and in bad health(loosing teeth). Find another picture of a person who is clean shaven, healthy and well dressed.
2. Ask the students to compare the two people. The instructor will have to be ready to supply some of the vocabulary and act out any concepts that the students do not grasp.
3. Once the students understand the basics of health and appearance, have them use sentences describing and contrasting the two people. Practice and repeat. Correct any errors and practice/repeat the correct responses.
Materials needed---- Picture of a person, Markers, white board,
Subject-- Personal states
Instructions--
1. Find a picture of one person who is dirty with a long beard and and poorly dressed and in bad health(loosing teeth). Find another picture of a person who is clean shaven, healthy and well dressed.
2. Ask the students to compare the two people. The instructor will have to be ready to supply some of the vocabulary and act out any concepts that the students do not grasp.
3. Once the students understand the basics of health and appearance, have them use sentences describing and contrasting the two people. Practice and repeat. Correct any errors and practice/repeat the correct responses.
22-6-2010
For Grade Levels M-2/1-4 ... also suitable for 3/4-8 due to slower language development and greater resistance to classroom management.
Subject -- Showing preferences in English.
1) Write on the board "I like" with a happy face and "I don't like" with a frowning face.
2) The instructor will write 2 examples such as...
"I like puppies" "I don't like rotten eggs"
3) Students will be called up to the front individually to write down one like and one dislike. The teacher will then ask them the questions verbally and the students will be expected to respond that way.
4) Initially the better students from the front rows will be called upon to participate with more resistant students from the back rows call upon later on. Students will be coached on all discovered errors, as a whole group.
Materials needed-- Marking pens, white board, a teacher good at acting out different events.
Subject -- Showing preferences in English.
1) Write on the board "I like" with a happy face and "I don't like" with a frowning face.
2) The instructor will write 2 examples such as...
"I like puppies" "I don't like rotten eggs"
3) Students will be called up to the front individually to write down one like and one dislike. The teacher will then ask them the questions verbally and the students will be expected to respond that way.
4) Initially the better students from the front rows will be called upon to participate with more resistant students from the back rows call upon later on. Students will be coached on all discovered errors, as a whole group.
Materials needed-- Marking pens, white board, a teacher good at acting out different events.
Wednesday, June 9, 2010
Time 10-6-2010
Levels M 2-3
Objectives-- Students should be able to ask another person for the time in English.
PLAN
1- Write on the board "Excuse me do you have the time?"
Followed by "Yes, the time is 17:46." (For example)
2- Break the students up into groups of 2 with one asking the question and the other answering it.
3- Work with students to perfect this exchange.
4- Slowly ask the students questions about how much time they have, before they must go home, catch the bus, finish their homework or any other time sensitive activity.
Objectives-- Students should be able to ask another person for the time in English.
PLAN
1- Write on the board "Excuse me do you have the time?"
Followed by "Yes, the time is 17:46." (For example)
2- Break the students up into groups of 2 with one asking the question and the other answering it.
3- Work with students to perfect this exchange.
4- Slowly ask the students questions about how much time they have, before they must go home, catch the bus, finish their homework or any other time sensitive activity.
10-6-2010
Simple Future Tense
Objectives-- Students can express some actions they will do at a specific time in the future.
1- Write the sentences "When will you take the bus in the morning?" Answered with "I will take the bus at 0720 in the morning".
2- The students are all directed to drill as a group on these sentences.
3- Two groups of 2 will be brought to the board to practice their use of these sentences.
4- Students will be asked to draw a clock with the time 0720. Then asked to draw a clock time from the past and present.
Objectives-- Students can express some actions they will do at a specific time in the future.
1- Write the sentences "When will you take the bus in the morning?" Answered with "I will take the bus at 0720 in the morning".
2- The students are all directed to drill as a group on these sentences.
3- Two groups of 2 will be brought to the board to practice their use of these sentences.
4- Students will be asked to draw a clock with the time 0720. Then asked to draw a clock time from the past and present.
Tuesday, June 8, 2010
6-9-2010
Lesson Plan
Objectives- Students will be able to ask others, how they came to school and what transport they took to get their. They will also be able to answer both questions.
1-- I write the needed sentences on the board for both the question and the response. Including all the needed pictures to help students link the word for bus, car and motorcycle to the correct picture.
2-- Have students ask each other these questions in front of the class. Coach as needed for understanding, and proper verbal forms.
3-- Have students copy everything written on the board into their notebooks.
Objectives- Students will be able to ask others, how they came to school and what transport they took to get their. They will also be able to answer both questions.
1-- I write the needed sentences on the board for both the question and the response. Including all the needed pictures to help students link the word for bus, car and motorcycle to the correct picture.
2-- Have students ask each other these questions in front of the class. Coach as needed for understanding, and proper verbal forms.
3-- Have students copy everything written on the board into their notebooks.
Sunday, June 6, 2010
Monday June 7-8 Relatives worksheet
Objectives: The worksheet shows family relationships in English. The concepts of sister, brother, mother, father, grandmother and grandfather are covered.
1-- Review all family relations on the board and act out different roles for the students. Pass out "Family Members" worksheet.
2-- Places sentences on the board with the word of the relationship blank. Have students guess the missing word. Use pictures on family members worksheet to help make your point.
3-- Have students complete crossword puzzle and move about the class to help those confused.
4-- Review material before the end of the class.
1-- Review all family relations on the board and act out different roles for the students. Pass out "Family Members" worksheet.
2-- Places sentences on the board with the word of the relationship blank. Have students guess the missing word. Use pictures on family members worksheet to help make your point.
3-- Have students complete crossword puzzle and move about the class to help those confused.
4-- Review material before the end of the class.
Monday June 7 2010 Body parts lesson
M4-6
Objective
Students will know and remember the English name of body parts and use these names in simple sentences.
Method
1. Bring Body parts picture board to class.
2. Practice names aloud with the class.
3. Sentences on the board about the various body parts.
4. Copy board or worksheet about body parts.
Objective
Students will know and remember the English name of body parts and use these names in simple sentences.
Method
1. Bring Body parts picture board to class.
2. Practice names aloud with the class.
3. Sentences on the board about the various body parts.
4. Copy board or worksheet about body parts.
Tuesday, June 1, 2010
Dear Gorge
Dear Gorge
For my M-6 students, I have covered the following material.
Basic greetings- No explanation or review needed.
Personal pronouns : (He, she, it, his, hers,)
Status vocab: I am (happy, sleepy, sick, in pain,)ect.
Times of day: (Morning, noon, night, breakfast, lunch, dinner) Note you could review this part as their mastery of this area is in doubt.
-----------------------------------------------
If you could work on past present and future tense, that would be rather useful. (though you might want to try something easier as a substitute)
For my M-6 students, I have covered the following material.
Basic greetings- No explanation or review needed.
Personal pronouns : (He, she, it, his, hers,)
Status vocab: I am (happy, sleepy, sick, in pain,)ect.
Times of day: (Morning, noon, night, breakfast, lunch, dinner) Note you could review this part as their mastery of this area is in doubt.
-----------------------------------------------
If you could work on past present and future tense, that would be rather useful. (though you might want to try something easier as a substitute)
2-7-2010
6/1-2 & 4
Objectives
Teach the students to tell time 3 separate ways. (the English way, the American way and the military way)
1) Draw 2 clocks on the board one marked AM the other marked PM without the hands present.
2) Ask students questions about what time they do certain things through the day. (Work on this until understanding is achieved as this is the hardest step)
3) Have them draw the clock hands in when they answer your questions. Then write a full sentence answer to your question on the board as most Thai students will attempt to answer with as few words as possible. Make sure anything that goes up on the board also appears in their notebooks.
Objectives
Teach the students to tell time 3 separate ways. (the English way, the American way and the military way)
1) Draw 2 clocks on the board one marked AM the other marked PM without the hands present.
2) Ask students questions about what time they do certain things through the day. (Work on this until understanding is achieved as this is the hardest step)
3) Have them draw the clock hands in when they answer your questions. Then write a full sentence answer to your question on the board as most Thai students will attempt to answer with as few words as possible. Make sure anything that goes up on the board also appears in their notebooks.
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