Академический Документы
Профессиональный Документы
Культура Документы
Topics:
Day 1
Language functions: “What’s your name?” “My name is ___” “Who is that?”
“That is my uncle...etc” “I like to __” “My father likes to___”
Materials: circus music, self introduction sheet for Ss, family flashcards, PowerPoint
family presentation, additional family cards for Ss, English/Korean family
member sheet, double set of big family member cards for the board,
English/Korean family member quiz.
Period 1:
Introduction:
Development:
-Greetings-T greets class standard fashion asks for the Day date and how are you?
review these topics as needed (short time)
-Ss complete self introduction sheet and write sentence about themselves if they are able.
-T introduces various family members to the class who repeat after teacher when
prompted by flashcard
-Game ladders race to your place game (Listening and understanding) Ss ask “who is
that?” T responds “That’s my uncle...etc”
Period 2
-Ss write family members name in Korean next to the English family members names (Ss
help each other) check answers on board
- Matching family member games on the board 2 teams Q and A format speaking.
- Family worksheet/quiz at end of class or take home if needed
Day 2
Language functions: “What are you doing?” “I’m running, jumping, singing,
dancing...etc”
“Can you run?” “Yes, I can run, jump, sing, dance...etc” “No, I can’t
run...etc”
Materials: Verb vocabulary flashcards, additional verb cards for Ss, Animal cutouts for
puppet
skit, jungle cutouts for skit, magic wand for Harry Potter game.
Period 1:
Introduction:
-Standard greeting
-Jumping Yongu puppet play skit (short)
Development:
Period 2:
Yongu’s jungle adventure puppet play with animals Ss ask and A Q when prompted by T
and puppet play.
Game guessing the card. Ss ask T “can you __? T responds “ Yes I can” or “No I can’t” S
who guesses correctly gets next turn with card.
Game “Harry Potter” outside. When Harry freezes someone the S asks “What are you
doing?” Harry responds “I’m jumping...etc” S must perform action for 30 S to gain
freedom. alternatively S can ask Harry “Can you run...etc” Harry has choice to respond
“Yes I can run” or “No I can’t run” and proceed to give a command “I can jump...etc” S
must obey command.
Day 3
Language functions: “head, shoulders, arms, ankles...etc” “Touch your arm, foot...etc”
Materials: Human body part flashcards, human body diagram worksheet for Ss, body
bingo board, human body crossword puzzle for Ss, Hokie pokie song, head
shoulders song.
Period 1:
Introduction:
Development:
Period 2
-Hokie poky song with all body parts Ss will sing along after listening and practicing.
-Body crossword puzzle T writes A on board as needed
-Head shoulders song to finish class.
Day 4
Language functions: “What does it/she/he look like?” “It’s/he’s/she’s big, small...etc”
“She has big feet...etc” “He has long legs...etc” “It has big ears...etc”
Materials: Simple adjective flashcards, additional adjective flashcards for Ss, Drawing
sheet for
TPR activity, Monster draw sheet with guiding adjectives,
Period 1:
Introduction:
Development:
-Swamp monster crossing game T is monster and Ss must cross Ss ask “what does
he/she/it look like?” T answers “It’s big” those students must cross
-Draw on the board game Ss must guess adjective of what T draws then S who guesses
correctly gets the next turn to draw.
-TPR drawing activity Ss must draw what T describes. Ss ask Q and T A then Ss draw i.e.
Ss “What does it look like?” T “It has a big nose...etc” can you guess what it is?
Period 2:
-Craft Ss draw their own monster using adjectives on their sheet as a guide.
-Game: whisper race to the board game 2 teams T whispers sentence in last S ear they
must whisper next S. Last S draws it on the board to make a monster.
-Swamp monster crossing game S is monster.
Day 5
Objectives: Ss will be able to ask about the weather
Ss will be able to describe the weather using an extensive number of weather
conditions
Ss will be able to describe multiple weather conditions simultaneously
Ss will complete word search activities and sing a song about the weather
Language functions: “How’s the weather?” “It’s sunny, rainy, snowy, foggy, cloudy...etc”
“It’s snowy and windy...etc”
Period 1:
Introduction:
Development:
Period 2:
-Introduce the word “precipitation” and Ss write correct word under the matching picture.
T writes A on board.
-The weather song for kids
http://video.google.com/videoplay?docid=-
8191901408151422603&q=weather+song+kids&total=1239&start=0&num=10&so=0&t
ype=search&plindex=0
-Introduce 2 weather conditions simultaneously - practice with ladders race to the board
variant game.
- Throw the ball at weather card (2 weather conditions) in 2 team Q and A format.
Day 6
Objectives: Ss will be exposed a vocabulary of various activities
Ss will be able to express which activities they would like to participate in
Ss will be able to express the day they wish to participate in the activity.
Materials: activities vocabulary cards, additional activities cards for Ss, activities word
search
worksheet, Activities and days of week bingo board.
Period 1:
Introduction:
Development:
Period 2:
Day 7
Language functions: “1, 2, 3, 4...20” “5, 10, 15...60” “What time is it?” “It’s 6:00 , 605,
6:10 ...etc”
Materials: numbers cards 1-20, numbers cards 5,10,15...60, Flashcard clock featuring
minuets in
5min increments, Clock worksheet for circle the correct time activity. Wolf
card.
Period 1:
Introduction:
Development:
Period 2:
-Game What time is it, Mr. wolf? S is wolf and Ss ask question “What time is it?”
S responds appropriately
-Goodbye pizza party for students farewells etc!!!