Lesson Plans “A” & “B”

Plan “A” Lessons are given in the A4 Building rooms A4-501 and A4-509.

Plan “B” Lessons are given in the B4 Building rooms B4-508 and B4-509.

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Plan “B” : Lesson # 2

Textbook Unit: 1 – pages 2 ~ 8          Theme: introductions/greetings  

 

1st Period: new words, phonics

time

2nd Period: textbook conversation

time

Warm-up

Questions or comments from the students

3

 

Intro.

Overview pages 2 ~ 8

Note CITS and explain the use of initials

Explain English names; i.e. Thomas – Tom

5

 

In these dialogues, use your own Chinese names instead of the Chinese names given, and your own English nickname in place of English names given.

Take turns within your group to do these, and don’t be shy to comment if a speaker is speaking too fast or is mispronouncing. Listening is also very important to you.

5

Activity

Explore new words:

NOTE: speak words by syllables:

Word: root: pronunciation:

Interpreter: interpret: in.ter.pre.ter

Conference: confer: con.fer.ence

Conversation: converse: con.ver.sa.tion

Communication: commune:

             com.mu.ni.ca.tion

Participating: participate: par.tici.pa.ting

Acquaintance: acquaint: ac.quaint.ance

Appropriate: apropos: ap.pro.pri.ate

NOTE: compound words are spoken as two separate words: something = some thing

10

Conversations: warm-up #1

5

     Opportunity to perform (3 pairs)

5

             Warm-up #2

5

     Opportunity to perform (3 groups)

5

Functional devices: practice these in pairs, but change partners within your group for each part 1,2 & 3.

15

Functional practice: do these taking turns in your group. Part 1: One of you speaks an opening, the other person finds the correct response. Part 2: do the dialogue, substituting the underlined part.

 

10

Putting it all together: using what we learn

An opportunity to perform:

  ~ meeting a the dining hall

  ~ meeting at the park

10

Break

Take a break, move the desks.

Get into your conversation groups.

5

Preview

Next class

Introduction to the phonics rules

Textbook Unit 1: communication activities: pages 8 ~ 10

5

 

Homework

Preview Unit 1 pages 8~10

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Plan “B” : Lesson # 3

Textbook Unit:2: pages 12 ~ 16                    Theme: congratulations & thanks

When: Class 1: 10/17     Class 2: 10/09     Class 3: 10/18     Class 4: 10/08

 

1st Period: new words, phonics

time

2nd Period: textbook conversation

time

Warm-up

Speaking opportunity

3

Take a break

Move the desks

Get into your groups

10

Intro.

Overview pages 12 ~ 16

5

Activity

Examine some words to practice speaking them clearly, smoothly, and rhythmically.Intro.duce    inter.preter   insti.tuteAd.vanced  geo.physics   congratu.lationEx.cellent   sup.pose   scholar.ship 

15

 

Conversations: warm-up practice

5

~~  Opportunity to perform – 3 groups

5

Functional Devices: 1 & 2

Practice these in your group, ask questions and discuss if there is something you do not understand.

10

Pair-work

Reading/

listening

Dialogues

 

Deal with any new words:~~ fiancé   fiancée~~ heartiestany other new words or difficulties? 

7

 

Functional Practice: part 1: practice these in your group, try to have a different partner each time.

10

Part 3: practice these dialogues using the different suggestions.

5

Discussion

&

Groupwork

Putting it all together:

An opportunity for three students to role-play a situation.

 

10

Preview:

Next “B-4” lesson

Unit 3: pages 22 ~ 26

5

 

Homework

Preview Unit 3 pages 22 ~ 26, check new words, try to practice dividing the words to get a smooth and clear pronunciation.

Helpful Internet Sites

 California Distance Learning Project

 

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Plan “B” : Lesson # 4

Textbook Unit:3: pages 22~26                            Theme: apology & regret

When: Class 1: 10/24  Class 2: 10/14  Class 3: 10/25  Class 4: 10/13

 

1st Period: new words, phonics

time

2nd Period: textbook conversation

time

Warm-up

Speaking opportunity

3

Take a break

 

5

Intro.

Overview pages 22 ~ 26 and correct the error in the dialogue.

5

Overview: Functional devices

         Functional practise

         Putting it all together

5

Activity

SPEAKING SMOOTHLY & RHYTHMICALLYWe will look at some of the words from this unit and practice togetherspeaking them smoothly and clearly.~ un’.in.ten.tion.al.ly Note the stress on “un”   ~~ apol.ogy  ~~ cas.sette  ~~ es.sen.tial  ~~ brac.kets  ~~ com.plaint  ~~ cir.cum.stan.ces

7

Functional devices #1: use the phrases given to make a complete sentence, then a partner can respond using the expressions given. Take turns speaking and responding. Change partners.

10

Quickly read over Part 2 so that you understand it. If you have not already done so, check your dictionary page 401 for synonyms of “complain”.

2

check your dictionary on page 678 for a synonym box for “essential”, also page 401 for a synonym box for “complain”.

3

Functional practise #1: one of you speaks a line (1~10) then the other makes the correct response (a ~ j). Then reverse.

 

5

Any other new words or difficulties?

2

MOVE THE DESKS & GET INTO GROUPS

2

#2: make dialogues with these situation. First practise the model, then make changes.

 

5

Pair-work

Reading/

listening

Dialogues

 

Practice the dialogue on page 22. This needs 4 students, so take turns practising with different groups of 4.

10

#3: Practise the model dialogue, then make changes.         (IF THERE IS TIME)

 

5

Opportunity to perform, 3 groups

10

 

Discussion

&

Groupwork

PUTTING IT ALL TOGETHER

3 or 4 students can present their own situation using what we have learned so far.

 

6

Preview:

Next “B-5” lesson

Unit 4: pages 32 ~37

5

 

Homework

Preview Unit 4 pages 32 ~ 37 and come to class prepared. Check new words, mark difficulties or questions in your book.

Helpful Internet Sites

 California Distance Learning Project

 

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Plan “B” : Lesson # 5

Textbook Unit:4: pages 32 ~ 37                   Theme: permission & leave

When: Class 1: 10/31  Class 2: 10/21  Class 3: 11/01  Class 4: 10/20

 

1st Period: new words, phonics

time

2nd Period: textbook conversation

time

Warm-up

Speaking opportunity

 

3

TAKE A BREAK

 

5

Intro.

Overview pages 32 ~ 37. Correct the Chinglish in the dialogue and elsewhere.

 

7

 

DISCUSSION: in your group, discuss the topic of smoking. Is this a good or bad habit? Should it be ok to smoke anywhere or only in some places? If you know that your friend does not smoke, is it still ok to ask permission to smoke in his/her home?

15

An opportunity to stand up a express your opinion about this.

5

Activity

SPEAKING SMOOTHLY & RHYTHMICALLY

We will look at some words from this unit and practice together to get a smooth flow of speaking. ~~ per.mission ~~ de.licious ~~ ash-tray ~~ compli.cated

 

Vocabulary Point: can or may

Look in the dictionary on page 279 at the “which word” and “grammar point” boxes.

5

Functional devices: parts 1,2.

Look over pages 33 ~ 34 with a partner and practice some of these phrases.

5

Functional practice: part 1: Taking turns, one student begins with ( 1 ~ 9) another responds with ( a ~ i ). Do this with different partners.

5

Functional practice: part 2: Using the model dialogue, practice some of these situations.

5

Functional practice: part 3: Practice saying goodbye using this model.

 

5

Any other new words or difficulties?

2

MOVE YOUR DESKS

3

Pair-work

Reading/

listening

Dialogues

 

Practice the dialogue on page 32. Do this several times with different partners, and try to find other words to express “delicious”.

(~~ very good ~~ delightful ~~ wonderful ~~ excellent).

10

 

An opportunity to perform – 3 pairs

10

Preview:

Next “B-6” lesson

Unit 5: pages 40 ~ 46. This is a long warm-up dialogue. I will give an opportunity to 2 students who have prepared this dialogue as homework to perform (no books!) for the class.

 

5

 

 

Homework

Preview Unit 5: pages 40 ~ 46. If you want the chance to perform this warm-up dialogue for the class you must 1) send me a telephone text message with your class number (1,2,3,4), your student number (14, 21, 35 etc) and your name. I will reserve a time at beginning of class for you to perform. 2) practice this as homework so that you can perform without the book. 3) you can re-write the dialogue a bit to make it more personal and suitable for your classmates. ONLY ONE PAIR OF STUDENTS WILL GET A CHANCE.  

Helpful Internet Sites

 California Distance Learning Project

 

 

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Plan “A” : Lesson # 2

Textbook Unit: 1 – pages 8~10 & basic phonics rules   Theme: self introductions 

 

1st Period: dictionary, phonics

time

2nd Period: textbook pair-work

time

Warm-up

An opportunity to say something

3

Intro.

English words are pronounced according to the syllables,not according to the whole word.

5

Overview p.8-#1 & 10 writing

 

10

Activity

The vowels and diphthongs

5

The consonants and digraphs

5

Basic phonics rules

5

Basic syllable rules

5

Accents and stress

2

Pair-work

Reading/

listening

Dialogues

 

Together we will look up some words in the dictionary and see how they are divided according to the rules, and how that gives us the correct pronunciation.

15

 

In pairs, do Part 1 and write notes of your partner’s answers, but try to spend more time speaking than writing. Ask each other these questions.

 

15

Discussion

 

There will be an opportunity for up to 4 students to come up to the front of the class and tell us about (introduce) your desk-mate based on the notes you have written.

 

15

Preview

Next class

Lesson A-3: speaking by syllables & Unit 2 p. 17 ~ 20

5

 

Homework

Preview textbook Unit 2 pages 17 ~ 20 so that you have some idea of what you will do in next class.

The vowels are “a, e, i, o, and u“; also sometimes “y” & “w“. This also includes the diphthongs “oi, oy, ou, ow, au, aw, oo“. Diphthongs are two vowels together that make one sound.
The consonants are all the other letters which stop or limit the flow of air from the throat in speech. They are: “b, c, ch, d, f, g, gh, h, j, k, l, m, n, ng, p, ph, qu, r, s, sh, t, th, v, w, wh, x, y, z “.

Final “e” is always silent, and the final consonant sound is usually spoken very softly, e.g. orange.

1. Sometimes the rules don’t work.
2. Every syllable in every word must have a vowel.
3. “C” followed by “e, i or y” usually has the soft sound of “s”.

Examples: “cyst”, “central”, and “city”.
4. “G” followed by “e, i or y” usually has the soft sound of “j”.

Example: “gem”, “gym”, and “gist”.
5. When 2 consonants are joined together and form one new sound, they are a consonant digraph.

They count as one sound and one letter and are never separated. Examples: “ch, gh, ph, sh, th, and wh”.
6. When a syllable ends in a consonant and has only one vowel, that vowel is short.

Examples: “fat, bed, fish, spot, luck”.
7. When a syllable ends in a silent “e”, the silent “e” is a signal that the vowel in front of it is long.

Examples: “make, gene, kite, rope, and use”.

Note: Compare:  bat ~ bate

               cap ~ cape

               fat ~ fate

               hat ~ hate   & etc
8. When a syllable has 2 vowels together, the first vowel is usually long and the second is silent. However, “ia” is always pronounced as “i” and “a” separately.

Examples: “pain, eat, boat, rescue, say, grow“. But note: diameter = di.am-eter

NOTE: Diphthongs don’t follow this rule. In a diphthong, the vowels blend together to create a single new sound. The diphthongs are: “oi, oy, ou, ow, au, aw, oo“.

9. When a syllable ends in any vowel and is the only vowel in the syllable, that vowel is usually long. Examples: “pa/per, me, I, o/pen, u/nit, and my“.
*****************

1. To find the number of syllables:
—count the vowels in the word,
—subtract any silent vowels,
(like the silent “e” at the end of a word or the second vowel when two vowels are together in a syllable)
—subtract one vowel from every diphthong, (diphthongs only count as one vowel sound.)
—the number of vowels sounds left is the same as the number of syllables.
The number of syllables that you hear when you pronounce a word is the same as the number of vowels sounds heard. For example:
The word “came” has 2 vowels, but the “e” is silent, leaving one vowel sound and one syllable.
The word “outside” has 4 vowels, but the “e” is silent and the “ou” is a diphthong which counts as only one sound, so this word has only two vowels sounds and therefore, two syllables.
2. Divide between two middle consonants.
Split up words that have two middle consonants. For example:
hap/pen, bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the consonant digraphs. Never split up consonant digraphs as they really represent only one sound.
3. Usually divide before a single middle consonant.

When there is only one syllable, you usually divide in front of it, as in:
“o/pen”, “i/tem”, “e/vil”, and “re/port”. The only exceptions are those times when the first syllable has an obvious short sound, as in “cab/in”.
4. Divide before the consonant before an “-le” syllable.
When you have a word that has the old-style spelling in which the “-le” sounds like “-el“, divide before the consonant before the “-le“. For example: “a/ble”, “fum/ble”, “rub/ble” “mum/ble” and “this/tle”. The only exception to this are “ckle” words like “tick/le”.
5. Divide off any compound words, prefixes, suffixes and roots which have vowel sounds.
Split off the parts of compound words like “sports/car” and “house/boat”. Divide off prefixes such at “un/happy”, “pre/paid”, or “re/write”. Also divide off suffixes as in the words “farm/er“, “teach/er“, “hope/less” and “care/ful“. In the word “stop/ping”, the suffix is actually “-ping” because this word follows the rule that when you add “-ing” to a word with one syllable, you double the last consonant and add the “-ing”.

********************

1. If you have divided the word correctly, then speak it slowly and smoothly, the accent will happen naturally. Don’t try to force it, just let it happen.

2. A speaker may change the accented or stressed syllable for emphasis in speaking or making a point. Example: ab’/sol/ute/ly may be pronounced ab/sol/ute’/ly to draw attention to or emphasize the word.

Ap.pro.pri.ate   p.83   note that “ia” together is always split.

Chal.len.ging    p.313  note split between ng.

Pro.por.tion.al   p.1591

Sep.ar.ate.ly      p.1817

Trans.por.ta.tion   p.2151    note split between rt.

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Plan “A” : Lesson # 3

Textbook Unit: 2: pages 17 ~ 20             Theme: speaking by syllables/ thanks

 

When: Class 1: 10/19     Class 2: 10/17     Class 3: 10/19     Class 4: 10/09

 

 

1st Period: dictionary, phonics

time

2nd Period: textbook pair-work

time

Warm-up

Speaking opportunity

3

Take a break

5

Intro.

Why speaking by syllables is best:~~~ easier for you to speak~~~ easier for others to listen~~~ less misunderstanding

5

In pairs, each student draws a numbered card then plays the part of that person as shown on pages 17 ~ 18. i.e.: 1 = Fanny Smith; 2 = Li Hai & etc.

 

5

Activity

Preview the passage on page 17. Practice speaking these words by syllables: Re.union ~~    gradu.ation   ~~  some.thing ~~Class.mates   ~~ hap.pened   ~~recent.ly ~~ Infor.mation

15

1) pick a card ~~ 2) take a moment to read who you are ~~ 3) introduce yourself to your partner, but only your name ~~ 4) ask questions with your partner to learn about each other

10

THEN: you can either: a) choose another cards, or b) choose another partner to continue. You can change seats with other students if you want.

 

10

Pair-work

Reading/

listening

Dialogues

 

Preview the cards on pages 17 ~ 18 and examine any new words:~~ maternity leave (p.1243)~~ academic – academy (Note: Plato)~~ graphic design ~~petroleum 

15

An opportunity for two or three students to come up front and present a dialogue on this.

 

10

Preparation

 

In pairs, make 8 small pieces of paper and number them 1 – 8. You will need one set for two students to share and use in the next period.

2

Preview:

Next “A-4” lesson

We will examine the dictionary section on maps and the solar systemand learn some new vocabulary about the planets, geography, and the environment.Textbook Unit 3: pages 27 ~ 29

5

Homework

Overview the textbook Unit 3: pages 27-29, check new words in the dictionary, use your pen to divide any longer words so that you can practice good pronunciation and rhythm.

Helpful Internet Sites

California Distance Learning Project

 

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Plan “A” : Lesson # 4

Textbook Unit:3; pages 27 ~ 29             Dictionary Theme: maps, solar system, geography

When: Class 1: 10/26  Class 2: 10/24  Class 3: 10/26  Class 4: 10/14

 

1st Period: dictionary, phonics

time

2nd Period: textbook pair-work

time

Warm-up

Speaking opportunity

3

TAKE A BREAK

5

Intro.

First we will look at the Solar system, then the physical map of the world, and finally the political maps of the U.K., Canada, U.S.A., and Australia.

7

 

Overview Communication Activity: p. 27 ~ 29

Note the Chinglish in Pair 1,4 & 6

 

5

Activity

The Solar System:Vocabulary: Sol = solar; Luna = lunar; Terra = terrestrial; astro = star.Overview of Map 1

Discuss there two pages with a partner. Note that words in bold typeface are important.

15

PRACTICE SPEAKING SMOOTHLY

We do not always need to follow the syllables exactly to get a smooth & rhythmic flow.

In.habi.tant ~~ environ.ment ~~ un.inten.tion.ally ~~ head-ache ~~ dis.appoin.ted ~~ ex.plana.tion ~~ appoint.ment ~~ yester-day ~~ over-time ~~ depart.ment ~~ poison.ous ~~ dis.gust.ing ~~ re.presen.tative

 

10

The Physical World:Vocabulary: physical map; continents; polar; equator; tropics.Overview Map 2

Discuss these two pages with a partner. Notice things like deserts and mountain ranges.

15

The Political World:Vocabulary; political mapsOverview Maps 3,4, & 5

Discuss these 5 pages with a partner

15

Pair-work

Reading/

listening

Dialogues

 

Communication Activity #1: practice some of these with a partner.

 

10

Preview:

Next “A-5” lesson

Dictionary Theme: Transportation: pages R1 ~ 4, 11 ~ 12Textbook Unit 4: pages 37 ~ 38 

5

 

Homework

Preview the pages for next week

Helpful Internet Sites

 California Distance Learning Project

 

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