TP1 E.D. - Asking and answering "Personal Questions". Are you a girl/ boy? Are you eight? Inc /æ/ and /eɪ/ sounds
To ask and answer personal questions to check who you are and how old you are in the context of birthday- speaking.
To provide practice of vocabulary also recognition and practice of /æ/ and /eɪ/ sounds in the context of Birthday
Procedure (35-46 minutes)
Before class stick the poster on the board. Prepare board markers. The poster has got 5 stages - shapes. (See feedback file) 1- Greetings and your name. 2- Show "the numbers" of the dot to dot star poster on the board and ask them what they are to elicit the word "number/s". If they do not know it/them. Say "Numbers! They are numbers." 3- Tell them: 'Can you tell me the numbers?' Elicit numbers "in order" using your fingers. Show one finger first and say "one", then show two fingers and say "two", later three etc. until ten. 4- Show them the big numbered star poster. Ask them to elicit: 'What is this?' 'The shape?' 'Is it a balloon... a cake... a book?', 'What is this?' Most probably they will say, "It is a star." Pretend you are not sure. (Gestures, body language etc.) If they do not know it. Say you do not know what it is either. 5- Show them the line on the star and say. 'Line, this is a line!' 'We are going to draw lines... to find it... (show poster) the shape.' Instructions: 'You are going to do the same.' 6- Draw a line between 1 and 2 as a demonstration. Say, 'I draw a line from 1 to 2.' "Now you are going to do the same." ICQ: What are we going to do? 'We are going to draw lines between numbers.' Give examples. Say i.e. 2-4 and draw a line between 2 and 4. Continue by giving one more example. Ask for volunteers, if not any, you nominate students. Each time you draw a shape ask them smiling, 'Is this a star?' Each time ask for volunteers or nominate a student until you finish all the 4 shapes. After a few examples DO NOT FORGET to show the numbers and try to elicit them from the students. (By eliciting you give them the opportunity to practise/use the language they have which leads to encouragement and motivation.) Ask the students who draw the line to tell the numbers you show them and nominate a student. You have to guide for the numbers as you lead for several shapes that they do not know. 7- You, yourself draw the final shape (THE STAR) asking their help, to count with you (starting from number 1) saying what comes after each number. 8- When the star appears. Say, "Yayyy! Here's the star. We did a good job, clap your hands!" 9- Final: Ask them to follow your finger on the star and say the numbers again. 'Now, look at my finger and say the number!' 'What is this? What number is this? Use your body language while you say it. a- Trace the numbers on the star in 'order' (1-10). b- Show the numbers in random. 2- 8 - 6 - 9 - 5 -10 - 4 -1- 3 - 7 etc. (If there is time) Praise and finish the game.
Put the A3 size poster of lyrics of the rap song. Tell ss 'Now we are going to listen to a song.' Draw two faces on the board Draw A (for Alex) and S (for Squeak) *o* <* v*> A S _____ ______ Alex Squeak Then draw each of them to your forefingers. Show them and ask them to do the same and help each other. 'Do the same and help your friends.' Use body language. Wait a bit and help the ones who cannot draw. After drawing their forefingers divide students into two. Name one group A=Alex and the other S = Squeak - Tell them Group Alex asks and Group Squeak answers. - Say 'Listen to the rap and say.' - Alex sings with Alex and S sings with S. - Now stand up and sing with the song. After the song finishes. Change the names of the groups. Now you are Alex and you are Squeak. You ask Alex and you answer Squeak. Play the song again Praise them after the song.
Guessing the characters using the same structure as in the rap song Are you a girl? No, I'm not. Are you a boy? Yes, I am. Are you seven? No, I am not. Are you eight? Yes, I am. Are you "___ name ___"? Stick the dialogue and character posters on the board and on the walls. ( 3 sets) In that way the ss will be able to reach to them from every corner of the room. Instructions. 'We are going to play a game.' 'I will give you these characters.' 'I will put a music on and you will walk in the room when the music stops you stop and you do the dialogue like in the rap song. You look at the dialogue poster and the character poster to remember.' (Use body language) Demonstrate it with a student. Especially when guessing look at the character poster to inform them that they will get help from them. In that way you will save time. Give the character strips and start the activity. Monitor them to see if they are on the track.
Preteach Vocabulary Coloured pictures map rat snake baby Work on sounds one by one but at the same time. Posters should be covered with post it papers (both the word and the phonetic transcription) in order to elicit the word and instead of writing it on the board you uncover it. As for the transcription keep them for the end. Tell them 'We will open them together at the end of the activity to check ...' In this activity the board will be divided into two for two columns. The column for phoneme /æ/ and the other for phoneme /eɪ/. (sheep picture/æ/on the left and A /eı/ on the right.) Start with the sound /eɪ/ show them the poster with letter A and ask 'What is this?' If they cannot find it you say it. /eɪ/ Uncover the phonemic symbol, show it and say it with emphasis. . Then show them the poster with cake. Ask them what it is. Emphasize the sound /eɪ/ while you say cake. Glue it on the board under poster A. Uncover the symbol, show and say it. Show the poster sheep /æ/. Ask them what sound the sheep does. Be prepared they will be very noisy. Patience :) After they calm down give them the correct sound. Help them until they utter the correct sound /æ/ or you give it yourself. If you think they still have problem show the first letter of the symbol. Say, it is their mouth, it is open so to keep their mouth open and freeze. Then show the other half of the symbol and tell them to say /e/ and hold your neck by making gestures to hold their neck in order to feel the sound they produce. Do this practice a few times since it is difficult for Turkish speakers to utter for it does not exist in Turkish. Take the poster "cat". Elicit and emphasize on the sound /æ/. Put it under the sheep poster. Uncover the symbol. Show and say it. Now the students know both of the sounds. You can do the activity by eliciting the sounds of the other posters and placing them under the sound they belong to. Finish the activity using the posters hat, sandwich, bread, rat, candle, plate, eight, snail, train and baby. (vocabulary from the next activity) Open all post it papers to let them check their work. :) Praise them since you lead them to the correct column in any case. ;) Go back to the first sounds for repetition. Ask them to pronounce the words, remodel when necessary and ask for choral repetition after you! Praise them for the good work and move to the next activity of finding the sounds.
Before you deliver the handouts, take the posters from the board. Give them instructions and demonstrate the (listening) activity. Show the handout and say 'This part is what ..?' 'It is the lamb /æ/ and this is the A /eɪ/.' 'When I say a word you circle it.' 'If it has /æ/ you circle here (show left column) if it has /eɪ/ you circle here (show right column). Emphasize the word "circle" using body language. Drawing circle in the air. 'I am going to read them twice, so no panic when you can't do it the first time. You will do it next time.' Make the first two examples together. Then read the following words in a slow pace. "rat, plate, map, hat, eight, snake, train, sandwich, candle, baby." Put the feedback page on the board. Praise them.
If there is time (weak possibility) ask them to draw a poster on their notebooks Ask them to write and draw what they liked more and show it to their classmates next to them. * Depending on the time you have you may ask them to draw or write the1 or 2 things they liked a lot. OR Do it orally!