lesson plan "vocabulary" level:6° grade topic: the city and others places

lesson plan "grammar"

LEVEL: 5° GRADE ------ TOPIC: FAMILY AND HOME



 the song: http://www.youtube.com/watch?v=hx8i-Wq_jtc

QUESTIONS FOR DISCUSSION: VOCABULARY PRESENTATION TECHNIQUES

1.    SOME TECHNIQUES ARE MORE POPULAR THAN OTHERS. WHAT ARE THEY, AND CAN YOU ACCOUNT FOR THEIR POPULARITY?

For me are examples, illustration and definition. Because they are specific and précises in their function.

2.    ARE THERE TECHNIQUES THAT ARE PARTICULARLY APPROPRIATE FOR THE PRESENTATION OF CERTAIN TYPES OF WORDS?

Yes, they are. For example whit “illustration” we help to a visual child and when we pronounce we help to other type of child, whit “example” the student can to assimilate whit other things and learn more than one word. And “definition” is a very direct technique because is the more quickly form to know new words, but it can be so boring or monotone. 

3.    ARE THERE TECHNIQUES WHICHH ARE LIKELY TO BE MORE, OR LESS, APPROPIATE FOR PARTICULAR LEARNER POPULATIONS (YOUNG/ADULT, BEGINNER/ADVANCED, DEFFERENT BACKGROUND CULTURES)?

Yes, for example for a:

4.    DO YOU, AS AN INDIVIDUAL, FIND THAT YOU PREFER SOME KINDS OF TECHNIQUES AND TEND TO AVOID OTHERS? WHICH? AND WHY?

I prefer “examples”, “descriptions” and “synonyms”. Because when we know more about something is easier to remember it, and avoid “opposite”, because when we have more word and these word are completely different to the real meaning (which we are looking for), may be these word mixes with the mean word and confuse the students.



WHAT IS VOCABULARY?

Can be defined, as words we teach in the foreign language. However, a new item of vocabulary may be more than a single word: for example, post office and mother-in-law, which are made up of two or three words but express a single idea.

What needs to be taught?

1.    Form: pronunciation and spelling: to know what a word sounds like and what it looks like.

2.    Grammar: the grammar of a new item will need to be taught if this is not obviously covered by general grammatical rules.

3.    Collocation: the collocations typical of particular items are another factor that makes a particular combination sound “right” or “wrong” in a given context.

4.    Aspect of meaning: denotation, connotation, appropriateness, the meaning of a word is primarily what it refers to in the real world, its denotation; this is often the sort of definition that is given in a dictionary. A less obvious component of the meaning of an item is its connotation, the associations, or positive or negative or negative feelings it evokes, which may or may not be indicated in a dictionary definition. A more subtle aspect of meaning that often needs to be taught is whether a particular item is the appropriate one to use in a certain context or not.

5.    Aspect of meaning: synonyms, antonyms, co-hyponyms or co-ordinates, superordinate.

6.    Word formation: vocabulary items, whether one-word or multi-word, can often be broken down into their component “bits”. Exactly how these bits are put together is another piece of useful information – perhaps mainly for more advanced learners. (Prefixes and suffixes).

Presenting new vocabulary

Vocabulary testing:

Multiple choices, matching definition, prefixes, odd one out, writing a sentence, filling the gaps, finish the sentence.

lesson plan "pronunciation"

classroom interaction

Observation has shown that the most common type of classroom interaction is that known as 'IRF'-'Initiation-Response-Feedback': the teacher initiates an exchange, usually in the form of a question, one of the students answers, the teacher gives feedback( assessmen, ctorrection, comment), initiates the next question - and so on.

classifying  forms of interaction:

IT = Teacher very active, students only receptive

T = Teacher active, students mainly receptive

TS = Teacher and students fairly egtrally active

S = Students active, teacher mainly receptive

SS = Students very active, teacher only receptive

REASONS FOR QUESTIONING

- To provide a model for language or thinking.

- To find out something from the learners( facts, ideas, opinions).

- To check or test understanding knowledge or skill.

- To get learners to be active their learning.

- To direct attention to the topic being learned.

- To inform the class via the answers of the stronger learners rather than through the teacher's input.

- To provide weaker learners with an opportunity to participate.

- To stimulate thinking ( logical reflective or imaginative) to probe more deeply into issues;

- To get learners to review and practice previously learnt material.

- To encourage self-expression.

- To communicate to learners that the teacher is genuinely interested in what they think.



activities of "landlady"

        The Landlady' is an uncommonly good read and should definitely be included in an anthology of short stories aimed at teenage readership. Everyone knows that teenagers love horror and that is exactly what 'The Landlady' is.

Here the summary of the history, "landlady":

 Our story begins with young Billy Weaver. He traveled from London to Bath, and it had gotten late. When searching for somewhere to stay the night, the porter recommended the Bell and Dragon for lodging, a quarter-mile from his current position.

While walking to the Bell and Dragon, Billy was distracted by a nice looking bed and breakfast. The inside was furbished nicely, but Billy decided that he would go to the Bell and Dragon anyhow. Suddenly, the letters in the window – Bed and Breakfast – caught his eye. He couldn’t look away and finally went to ring the bell. However, literally as soon as he rang the bell, the door opened and inside stood an old, gentle-looking woman.

The woman promptly invited him inside, offering a fee of five and sixpence, much cheaper than the Bell and Dragon. Billy’s first impression of the old woman was that she was terribly nice, but slightly dotty. He also finds it odd that the boardinghouse is not filled with applicants, but just shrugs off any bad premonitions he has.

The old woman takes Billy up to his room, then offers him dinner, which Billy refuses. The landlady then adds that he must go downstairs and sign the guestbook, because it is the law. He agrees, then gets settled in the room before finally heading down to sitting room to sign the guestbook.

The first thing he notices is the fire in the hearth and the dachshund sleeping in front of it. He found the guestbook and signed it, noticing that there were only two entries before his – Christopher Mulholland and Gregory Temple. As he is studying the book, the landlady walks into the room carrying a large silver tea tray. She sits down on the sofa and offers some tea to Billy as he continues thinking aloud about where he had heard the two names in the guestbook before.

The first odd clue he notices is the fact that Gregory Temple’s entry was dated two years previously, and Chris Mulholland’s was dated a year before that one! Suspicion abounds, as Billy gets closer to finding out the truth. Then, Billy remembers a story about a young man disappearing while on a cross-country trip – the young man being Christopher Mulholland. Billy inquires about Mulholland’s whereabouts as of late, and the landlady tells him that neither Mulholland nor Temple had ever left the establishment. We then find out that the dachshund and a parrot in the den are both stuffed and that the woman did it herself. The story ends with Billy double-checking about any other guests, with the woman simply replying “No, my dear… only you.”

And then of these history I have to create or design a activity to studen of around thirteen to seventeen:

1-   Adapt the story "landlady" with a happy ending, and then you have to act it.

objectives: To reinforce the attitude and personality opposite to any communicative moment, and the aptitude to adapt the history to a sense completely inverse or opposite to the original one.