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    Procedure For Language Presentation

    Uploaded by

    Jacob awol
    The document outlines procedures for several classroom listening and speaking activities: - In the first activity, students write down associated words for a slide and then work in pairs to compare word lists. They then create sentences using as many words as possible. - The second activity has students look at questions about an image in pairs or groups and discuss their opinions. - For the third activity, students imagine they are in a picture and ask/answer questions about it in pairs. - Later activities involve listening to an audio about studying, counting words in sentences, and writing down sentences to check comprehension. The teacher monitors students and provides feedback.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Procedure For Language Presentation

    Uploaded by

    Jacob awol
    11 views3 pages
    The document outlines procedures for several classroom listening and speaking activities: - In the first activity, students write down associated words for a slide and then work in pairs to compare word lists. They then create sentences using as many words as possible. - The second activity has students look at questions about an image in pairs or groups and discuss their opinions. - For the third activity, students imagine they are in a picture and ask/answer questions about it in pairs. - Later activities involve listening to an audio about studying, counting words in sentences, and writing down sentences to check comprehension. The teacher monitors students and provides feedback.

    Original Title

    Procedure for language presentation

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    The document outlines procedures for several classroom listening and speaking activities: - In the first activity, students write down associated words for a slide and then work in pairs to compare word lists. They then create sentences using as many words as possible. - The second activity has students look at questions about an image in pairs or groups and discuss their opinions. - For the third activity, students imagine they are in a picture and ask/answer questions about it in pairs. - Later activities involve listening to an audio about studying, counting words in sentences, and writing down sentences to check comprehension. The teacher monitors students and provides feedback.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    11 views3 pages

    Procedure For Language Presentation

    Uploaded by

    Jacob awol
    The document outlines procedures for several classroom listening and speaking activities: - In the first activity, students write down associated words for a slide and then work in pairs to compare word lists. They then create sentences using as many words as possible. - The second activity has students look at questions about an image in pairs or groups and discuss their opinions. - For the third activity, students imagine they are in a picture and ask/answer questions about it in pairs. - Later activities involve listening to an audio about studying, counting words in sentences, and writing down sentences to check comprehension. The teacher monitors students and provides feedback.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Procedure:

    • Show the students Slide 1 and ask them to work alone and write down as many
    associated words as they can. Give them a time limit for this 3 - 5 mins and ask
    them to focus on quantity. Note: Tell them if they don’t know the word in English
    to write it in their L1.

    • Tell the students to stop and count their words.

    • Congratulate the student who has the most words overall and the one who has
    the most words in English.

    • Now put the students into pairs and ask them to compare their word lists and
    help each other with any words they don’t know in English. Note: You may also
    let them check words on their phones if they have access to a bilingual dictionary.

    • Next ask the students to use their words to create sentences. Tell them to try to
    use as many of the words as they can in as few sentences as possible.

    • Monitor while they do this and make note of any errors that you may want to
    deal with in feedback as well as some examples of really good work.

    • Get students to share some of their longest sentences with the highest number
    of words in.

    Procedure:

    • Show the students the image and the questions on Slide 2.

    • Give them time to look through the questions and think about them individually
    before putting them into pairs.

    • Next put the students into pairs or small groups and ask them to discuss the
    questions together and share their opinions.

    • Monitor while they work and try to identify any gaps in their language
    knowledge that you can help with in feedback.

    • Once they have finished get some feedback about the picture and feed in any
    language the students needed during the activity.
    Procedure:

    • Show the students the image and the questions on Slide 3.

    • Ask the students to try to imagine they are in the picture.

    • Give them time to read through the questions and think about them.

    • Next put the students into pairs and tell them to ask and answer the questions.

    • Get the students to share the questions they wanted to ask the person in the
    picture and see if their partner can think about how the person would answer the
    questions and what they would say.

    • Monitor while they work and try to identify any gaps in their language
    knowledge that you can help with in feedback.

    • Once they have finished get some feedback about the picture and feed in any
    new language the students needed during the activity.

    Procedure:

    • Show the students Slide 4.

    • Tell the students that they are going to listen to one of the students talking
    about how they study.

    • Ask the students to listen and think about the questions.

    • Play the audio.

    • Put the students in pairs to share and compare their answers.

    • Get some feedback from the students about their answers

    Procedure:

    • Show the students Slide 6.


    • Tell the students you will play the five audios.

    • Ask them to listen to the sentences and count the number of words in each
    sentence.

    • Tell the students to count ‘it’s’, ‘don’t’ or ‘I’ll’ as two words.

    • Play all six sentences once.

    • Ask the students how many words they heard in each sentence.

    • Next ask the students to listen and try to write down each sentence.

    • Play the audio one more time to help them do this.

    • Ask the students to compare their sentences with a partner and see if they are
    the same.

    • Now play the sentences again and get the students to tell you what to type into
    the fields.

    • Once they have dictated all of the sentences back to you click on the ‘Check’
    button and they’ll be able to see the results. 1

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