I'm pretty befuddled when it comes to answering the last question on the assignment for Teaching English to Young Learners.
We're given a lesson plan (http://www.tefl-training.com/file.php/169/moddata/scorm/58/images/lesson_plan.pdf) in which students are taught double letter sounds for the first time. My job is to create the lesson plan for the next day, incorporating four new double letter sounds.
1) The lesson plans says to practice phonics using flash cards, but doesn't give any detail beyond "slowly revealing." What exactly is the lesson plan implying you should do?
2) What is Finger Slam? Is that the same as "Slam?"
Thanks for any help you can give. I really feel like I'm missing something here!
Hey, I'm stuck on the same question, have already made two unsuccessful attempts. This is what I had submitted-
1. I spy - I'd make my students to play this game in pairs.
2. I'd then practice the phonics already taught to the children in the previous lessons with the help of slam, using flash cards with mystery points:
A E G O
B F N U
C X R P
D T I Y
3. Picture Dominoes- I'd give cut outs of some pictures, the students will have to match the pictures of objects that have the same ending sound. I'd give an example to the students and tell them how they have to play.
For example, The pictures could include - box, bat, fox, cat, etc.
After the students have matched the pictures, the result should be:
bat-cat and so on.
4. Throwing a ball- I'd throw a ball to a student in a circle and s/he will have to say a three letter word (e.g. car), then s/he has to throw the ball to anyone else in the circle and that student will have to say a three letter word starting with the alphabet that came last in the word spoken by the previous student (e.g. 'car' ended with 'r', so the next student will have to say a word starting from 'r'- rat), and so on.
5. I'd practice the double letter sounds taught to them in the previous lesson with the help of flash cards. -
(E.g - I'll show them pictures of a seal, sea, toy, car, jar, boy, tree, etc and ask them questions like, "What is it?" or "Who is it?" and they'll have to reply "It's a ......" and then I'd drill.)
6. I'll check home-work and award points for completion.
7. I'd play finger slam. I'd say a word that has the double letter sound of ea, ee, oy, and ar. For example- park, troy, bee, etc. The students would have to touch the flash card with the target sound, the first one to touch the card would get the point. Then, I'd call out the next word, and again the first one to touch the target sound gets the point, and so on.
8. I'd introduce the new double letter sounds-
I'd show some flash cards to my students with the picture of a tray, a girl, a boat and a train. I'd slowly reveal these cards and ask the question, "What is it?" to my students. Then I'd say, "It's a girl/boat/tray/train." I'd drill these words chorally and individually. Then, I'd write these words on the board and underline the target sounds in them. Next to these words, I'd write the target sounds (ai,ay,ir,oa) and then make the students to repeat the target sounds after me.
9. I'd make the students hear the following poems with the target sounds and make them sing along:
ai: Daisy is a brainy snail, she can drive a train, and bring the mail, she can follow a trail, Yes, Daisy is a brainy snail.
ay: A day in May, it was a Sunday, when I went to play with my mate.
oa: A goat fell in love with a toad, by the side of the road.
ir: A gIRl wore a new shIRt, she had a bad day and fell on the dIRt.
10. I'll make the students write the new double letter sounds in their books.
11. I'd dictate some words with the new sounds taught to the children or write them on the board and make the students repeat it.
For example- goat, float, gray, pray, play, tail, jail, bird, dirt, etc.
12. I'd play hide and seek, the students would have to close their eyes and I'd keep cards with double letter sounds written on it around the class and the students will have to look for the double letter sounds when I call out a word (I'd only call out words with the sounds taught to them, i.e., ai, ay, ir, oa, ee, ea, oy and ar).
And this is the feedback-
*stages 2,3 and 4 were already revised/practiced in the last lesson. Students need to be practising ea, ee, oy, and ar (2 stages to do this isn't enought)
* I think stage 9 would be too difficult - there's a lot of new language here for the students. Students are only just learning words and a few basic sentences/questions such as 'how are you?'.
Here's what I'd like you to do:
* For stages 2-7 think of games to practice using the sounds ea, ee, oy, and ar in words only
*Introduce the new sounds at stage 8 - think of games to practice using the sounds ai, ay, ir, oa in words only
*Amend your pre plan information to include the revision of ea, ee, oy, and ar
Please note that the system only allows three attempts, so only submit your work when you are happy that you have amended all the points above.
Now, Am i supposed to change all the activities? or just stage 2-7 and stage 9??
or should I just change stage 2, 3, 4 and 9?? Please, help me! Time's running out.
I Have just sent this module off for marking. Will let you know how I get on.
Thanks a lot!I hope you get your results soon.
Hi Iam also stuck on 4,5,and 6 of this module.
Can any one help me out plz.