Lesson 10 - Grade 1

Again, as many of you have already noted, the book doesn't give us much to work with.  So I basically used the future ppt provided by Rilakkuma and reworked it, as well as added some things.  Haven't taught it yet, so not sure how it will go.

Lesson plan:

Go through the first part relatively quick if you want to have time to finish.  Also, I recommend using the Jeopardy ppt (Rilakkuma) if you need to kill more time.

What's going on next.

Show the clips and pause at different times and ask students what they think will happen next.  Simple.

The rest is pretty self explanatory.  Make sure you put an emphasis on the communication aspect as it's not prevalent in the lesson plan.  Use the handout to help students fill out there paper fortune teller

Cheers
J

Another lesson for Grade 1, Chapter 10.

I have to do the text book part first before I can continue with other activities, so there is just a short explanation for the text book part at the beginning and then there are 2 activities for the "Must/ Must not" practice part. They are explained in the PPT. The first activity is a word grab activity, which is always a hit of note (the words for the word grab are in the MS word file and then you should note that there is 1 extra word "make", so that it is not obvious at the end what the word is). You need to print them out before-hand and then stick them all up randomly on the board with scotch tape or an equivalent.
Then for the pass the paper activity, we usually only have 10-5 minutes left, depending on the level, so I have a whole load of slides remaining, but obviously you can time it to when you stop the pass the paper activity. I do it right up until the bell rings.
Peace.

Made my first prezi today. It is a little rough around the edges, and rather short. But it reviews must/must not and has a short video for phone conversations. This is for Grade One, Lesson 10: No Easy Answer.

http://prezi.com/tgzgve3vx3lo/lesson-10b/

Grade 1 - Lesson 10

Here is a code breaker I made for Grade 1 Lesson 10. In some classes we played by having them work as teams. I have also had them on teams but working individually and then the first person to finish it raises their hand and gets the point for the team.

Grade 1 - Ch. 10

I took the charades game up here and made it a pass the paper with a fill in. In this case the student would say the sentence but must say must/must not.

*Again I just changed the original idea, a quick thanks to the original creator*

A word of warning:

Most of the posts I have seen here do not match the grammar forms of the current textbook. I think that the mods have started transporting the material from the old thread to the new one without considering that the old thread used an entirely different book.

Make sure you refer to the book because the lesson materials on this thread are not relevant to the lesson.

Here are my lessons for Listen and Speak 1 and 2. Main focus - "because".

I'd say part b went really well - students enjoy the sentence soccer activity. 

Here is my lesson.

For the should/should not game: Divide class into two teams. 1 person from each team comes up and has to say some dialogue for the pictures on the ppt.  "You should (picture)" is the first team, and "because..." is for the second team. Have them switch roles after, as well as having the teams switch which pictures they read. Students pick their replacements afterwards.

Original content.

Hello everyone.

My material for this lesson.
Feel free to ask any questions, pm me and I'll answer here.

Have fun.

For the running dictation, cut out the dialogs and group them so that all the same numbers are together. (All the 1's, 2's, 3's etc.) Place them in number groups sequentially 1 to 6 along the back of the class or any convenient space. E.g. 111111.   2222222.  3333333.

Give each student an empty box worksheet (delete the words on 1 page, print out and cut in half so each student has a copy).

Group the students into teams of 3 or 4. Zoom in on one of the dialogs and model it with the class on the monitor.

Students drill the dialog, the teacher elicits from them what links every line in the dialog. 'What is the special word?' E.g. dialog H has something about gorillas every line.

Ask the students to organize 'Who is student 1? Hand up, please.' Tell the students, student 1 comes to the teacher. Teacher hands them dialog line 1. The student memorizes it, leaving the paper in its place, running back to his/her team, dictating it from memory to the group, who write down what student 1 is saying. If student 1 forgets and needs to go back, that's fine.

The teacher can tell student 1 the special linking subject/word, depending on your assessment of the student's English level. (I remember this dictation is pretty easy).

Only when student 1 has finished dictating, can student 2 stand up and go to the dialog line 2 pile, find the correct dialog line, using the special word/subject link, and repeat the process. In groups of 4, student 1 and 2 will go again because there are 6 dialog lines.

No concurrent dictating, no shouting across the room, I suggest 'Walking dictation' if your classes are overly energetic at times.

You can model this as a teacher, being student 1 to your co teacher or class acting as student 2. Once you explain the first time, the students will get it and subsequent dictations in the future require little to no instructions.

Praise groups who finish, check their work, up to you how strict you want to be on correct spelling, punctuation. Float around the room and dialog piles to assist any students having trouble picking the right dialog.

Hope that explains it.