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Comparison of Teacher Preparation Programs

Look at Lesson 1 again. For this lesson you might imagine a student introducing a friend during a break. At the end of the lesson you may want the students to pretend they are introducing a fellow classmate to another friend. Step 2 Break the dialog into pairs of lines or exchanges these we will call cycles and personalize it. If you want the students to be able to enact the dialog or parts of it, it is best to break it down and personalize it, i. For Lesson 1 the dialog could be broken down as follows: a.

Roberto I'm pleased to meet you. Roberto Where are you from?


Lily I'm from Thailand. Step 3 Write the dialog on a 3" x 5" card. It is necessary for the teacher to be able to walk around and listen to and interact with each student. Having to carry a textbook around can reduce your mobility. After you have taught a few lessons you may be able to leave the book on the desk and refer to it periodically and not have to make cards. Teaching Step 1 Explain to the students using pictures, gestures, their native language, or whatever means necessary the context and purpose of the dialog. In the case of Lesson 1 the purpose is to enable them to introduce themselves and others, and to tell where they are from.

Step 2 Enact the first line of the dialog as you say it and have students listen. Repeat several times. Step 3 Have students repeat in chorus after teacher until their pronunciation is fairly accurate. Step 4 Have students repeat individually personalizing the line. Step 5 Repeat Steps 2 and 3 with the next line of the dialog. Step 2 T. Students should be encouraged to pronounce it this way.

Step 6 Teacher says line one and students respond with line two, first in chorus and then alone. Student I'm glad to meet you. Student 2 Glad to meet you. Step 8 Repeat Steps 2 thru 7 with the next two lines of the dialog. Step 9 Have students enact the first four lines of the dialog. Break students into groups of three for the three persons and have them enact the dialog. Student 2 I'm glad to meet you. Student 3 Pleased to meet you. Step 10 Repeat Steps 2 thru 7 with the next two lines of the dialog.

Step 11 Repeat Step 9 with all of the lines of the dialog. Additional Activities 1. Have students follow along in their TEXT as the teacher reads the dialog. Have students pair off and read alternate parts of the dialog while the teacher circulates and listens. Have students pair off and show pictures of their family and tell who they are.

To be able to give students meaningful practice with sentence patterns used in the dialog. Preparation Step 1 Look at each of the practice exercises and think of ways of communicating the meaning of new vocabulary items.

Practice 1 Just tell the students that "glad, "pleased" and "happy" all mean essentially the same thing in this context. Practice 2 These relationships may be communicated with pictures or even stick figures drawn on the chalkboard.

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Practice 4 Use a map of a country of the world. If you do not have access to a map, draw one or have a student draw one on the chalkboard. Often times a rough map adds an element of interest. As a matter of fact students might each be asked to draw a picture of his country and let the others guess what country it is. Or if they are too embarrassed, they could come up and tell the teacher and he could draw it. Step 2 Write the sentence patterns and additional vocabulary on cards so you do not have to carry the book.

Teaching Practice 1 These steps should be carried out for each Practice Exercise in the Lesson Step 1 Introduce the new vocabulary using your objects, visual aids, gestures, etc. Write glad on the chalkboard and ask someone to draw a stick figure of a face that is "glad. Explain that they mean about the same thing. Step 2 Say the sentence with the first vocabulary item in it and act out the sentence. The students can just listen and watch. Teacher I'm glad to meet you.

Step 3 Have the students repeat the sentence. Students I'm glad to meet you. Teacher Points to the word pleased on the chalkboard. Individual student I'm pleased to meet you. Class I'm pleased to meet you. Teacher Points to word happy.

Individual Student I'm happy to meet you. Class I'm happy to meet you.

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Pronounce the word for each stick figure several times. Then have the students add any other persons they are interested in learning, for example husband, wife, son, daughter, etc. Step 4 Choose three students, point to a figure on the chalkboard and have one student introduce another using that term, for example, "This is my brother, NAME.

Repeat this procedure with other groups of three students and other terms. Step 5 Divide class into groups of three and have them introductions. Meet you. Write my name on the chalkboard.

Adult Education ESL Teachers Guide

Have students repeat orally. Point to a male class member and say "his name". Repeat the above with a female and "her name". Step 5 Role play instructions. Glad to meet you.

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Practice 4 Step 1 Skip this step. Purpose A dictation exercise can have many purposes. It is an excellent listening exercise and can by used to sharpen the skills of listening and comprehending. It also helps to develop reading and writing skills by exposing the student to the written form of the language as he listens to the spoken form. Students begin to recognize sight words and to make associations of sounds with letters.

The dictations can also be used to develop spelling skills by leaving a blank in place of the words you want the student to practice. Finally, it can help the student to learn the structure of the language by focusing his attention of structures that he does not yet control. Preparation Step 1 Get a copy of the dictation exercise for each student. You can have the students write directly in the blanks or if the materials are not consumable, you can have the students number the blanks and write the answer on a separate sheet. Step 2 Optional Tape-record the dictation exercise at normal speed with a brief pause after each sentence.

The advantage of tape recording the exercise is that students will not ask to slow it down or to repeat a word as readily. Step 3 Optional Make an overhead transparency of the dictation exercise with the blanks filled in. Tell the students that you are going to play or read a passage and that you want them to listen, read along on their sheets, and writhe in the missing words. Step 2 Play the tape or read the passage at normal speed with a pause after each sentence allowing the students to write in the missing words.