Professional Documents
Culture Documents
1. Students become familiar with what is special about a Bright Ideas classroom. 2. Students will learn: the names of other students and the teacher; to greet each other; to ask and answer simple questions; to introduce themselves to others outside of class.
ctivit! 1 " #otebook for each student ctivit! 2 " #ame tags for teacher and each student ctivit! $ " %lashcards &blank ' ( ) inch inde( cards* for each student. ctivit! ) + Ball, balloon, or stuffed to!. ctivit! - " .op! of /ictation sheet for each student. ctivit! 11 " .andles, birthda! card, overhead and paper copies of birthda! song.
Acti%it 1 & Ta'e a "icture of each student and create a "oster that sa s (M na#e is )))))* or ha%e students #a'e indi%idual "icture ID cards +ith their "icture, first and last na#e$ Acti%it -, ., / & Ta'e a "icture of t+o students de#onstrating these dialogues$ Ma'e a docu#ent on the co#"uter +ith the "icture at the to" of the "age and the +ritten dialogue underneath it$ Distri0ute co"ies to students$ The can "ractice in "airs in class or refresh their #e#or at ho#e$ Acti%it 11 & Ta'e a "icture of each student on their 0irthda as a #e#ento that can 0e added to their 0irthda card$
2ell students the! will use 1nglish during class, but can use their native language at the beginning or end of the class, during the break and to ask questions or get more information. If the! are not read! to talk or sa! something in 1nglish, the! can :ust listen for a while and participate silentl! b! nodding their heads or pointing.
'. 2he class will use a lot of pictures. 2he students will bring pictures, the teacher will bring pictures, and we will take pictures with the digital camera. $. 2he class will take at least one field trip a month to practice 1nglish outside the classroom. 2he field trip can be as simple as a walk around the neighborhood. ). 2he class will meet students from other Bright Ideas 1nglish classes.
Be fle(ible with the dialogue. Bespond to the student6s ideas. /o not dictate what to sa!. 2his is a conversation, not a script. Bepeat the dialogue with the student a couple of times. 2. 3ave two other students stand and demonstrate the same dialogue for the class. '. 0rite the dialogue on the board for ever!one to see. 7se 4 5 for the first speaker and 4B5 for the second. " 3i &student6s name*, how are !ou@ B " I am fine. 3ow about !ou@ $. 3ave the class repeat the conversation together with !ou. 2he teacher sa!s , the class sa!s B. ). /ivide class in half: have the left side be the speaker and the right side be the B speaker. 2hen switch. Bepeat until !ou hear ever!one participating with some level of confidence. -. 3ave the class practice in pairs. 2hen have them find another partner and repeat. C. llow students to cop! the dialogue into their notebooks.
$. 3ave the class practice in pairs. Ane student should sa! the word in the native language &or show the picture* and the other student should sa! the 1nglish word. llow at least 1) minutes for this part of the activit!. <ake sure the pairs switch roles. ). 1ver! class, students will write new words on flashcards. -. 3ave each student write his name on a flash card. 3ave them put the name card on the top of their pile of flashcards. 9ass out rubber bands to keep each student6s pile of flash cards together. t the end of the class, collect the flash cards. .ontinue collecting them until the students are comfortable using them. 2hen !ou ma! allow the students to take them home " if the! promise to bring them back to the ne(t class.
4Introducing the circle re%ie+5 1. 3ave the students stand in a circle. 2. 3old the ball or stuffed to! and sa! 4<! name is =================.4 2oss the ball to another student who will sa!, 4<! name is .5 '. 3ave that student toss the ball to another student. 1ncourage them to surprise other students, not toss to the person standing ne(t to them. $. Bepeat circle reviews as an activit! in future lessons, using vocabular! from the curriculum unit.
.ircle the correct name in each line. Sa! each letter out loud as !ou write the name. 1ncourage the students to spell with !ou. 4 B " 1 " 2 " 3.5 C. /o dictation another da! with their last names and follow the same procedure.
2. /ivide the class into two groups. sk the first group to sa! ;<! name is &use a student6s name*. 0hat is !our name@5 2hen ask the second group to repeat, ;<! name is &use another student6s name*;. 2he first group sa!s ;#ice to meet !ou.; 2he second group repeats, 4#ice to meet !ou.5 '. #e(t, invite two students to stand in front of the class. 2urn to the first student and sa!, 43ello, &name of student*. I would like !ou to meet &name of second student*.5 2hen have them shake hands and sa!, 4#ice to meet !ou.5 $. 3ave two other students come up. sk if one of them would like to be the introducer. Bepeat with another set of two students. ). /ivide the class into groups of three. 3ave them practice introductions. Ance students can do this, encourage them to use other 1nglish words the! ma! know.
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Sa!, 4It is important to know letters so we can spell our names.5 8ive an e(ample using !our name: 4<! name is Eell!. It is spelled k+e+l+l+!.5 Sa! !our name, then spell each letter as !ou write it on the board. sk a student, 40hat is !our name@ 3ow do !ou spell it@5 sk several more students the same questions. If students are having too difficult a time with this step, do not go on to step ). /ivide the class into pairs. 2he students should ask each other 40hat is !our name@ 3ow do !ou spell it@5 and then write down what the! hear.
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0rite all the letters of the alphabet on the board if an alphabet displa! is not available in the classroom. sk students to choose letters. %or ever! letter the! get wrong, !ou erase a part of the house such as the door or the window. 0rite the wrong letters on the board ne(t to the picture so ever!one can remember what letters the! have alread! chosen. 2he students have to guess the spelling of the name before the house is completel! erased. 2o give the students more chances to guess letters, !ou can start erasing the scener! first, such as the sun and the trees. 0hen the students choose a correct letter, put it on the line where it belongs. In the e(ample below, five wrong letters have been chosen, so five items
7nit 1 Introduction and 8reetings 9age C
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/ivide the class into two teams. 2he first team to guess the name wins the game. Bepeat the game another da! using another student6s name.
2. Begin a tradition in !our class of celebrating birthda!s. '. <ake a birthda! greeting card on the computer that the whole class can sign. It is a good idea to paste it to a piece of construction paper to make it stronger.
7nit 1 Introduction and 8reetings 9age F
$. %or the first celebration, the teacher can bring in a small cake or something that can have a candle on it &make sure there is enough to share with ever!one*. sk if students would like to bring in the birthda! cake when it is their birthda!. ). 2each the 3app! Birthda! song. 3and out copies of the 3app! Birthda! song. 9ut a cop! on the overhead pro:ector. Sing it for the students first. /on6t assume that all !our students are familiar with the song. Sing the song ever! time !ou have a birthda!. Ha"" Birthda Song 3app! Birthda! to !ou 3app! Birthda! to !ou 3app! Birthda! &#ame of Student* 3app! Birthda! to !ou
Teacher Re#inder: Bemember to write down three to five new words from each
class on an overhead transparenc!. 0rite the date of the class at the top. Beview the list of words from the class at the beginning of the ne(t class. 1(ample: GH2HI2 3ello #ame Introduce
Assign#ent: As' students to 0ring a "icture of their fa#il or friends for the ne>t class$ E>a#"le of Student Na#e Dictation$ Directions: ?isten$ 1ircle the na#e I sa $
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