outline 4.

Hi, I enjoyed your lesson outline.
You did really good job. It looks well-organized. However, in discourse awareness activity section, you wrote that some students come out in front of classmates and make a presentation.. or like that, right?
If you do so, other students can lose concentration, I think.
Teacher has to let students practice English speaking, so don't have to give some moment.
Students don't have to make a presentation in front of their classmates, either. Some students can feel shy or discouraged.
What teacher really have to do is that let them practice English speaking themselves and get more confidence.

Thank you for reading
Have a nice holiday.

Thank you for your response. I accepted your words and I will do what you said when I make next outline. Soon, we are supposed to make fifth our lovely outline, let's see what my online would happen in good ways.

I am also looking forward to seeing that!

Thank you agian!


Best wishes,


Kanghoon

your outline looks very neat~ and I also got her advice at here
as you said, I have to finish my lovely fifth outline as soon as possible.
Good luck !

Wow, I'm just surprised that everyone's thought is similar to each other!
With the advise, I am pretty sure you will get some improvement!
I'm looking forward to seeing your 5th one!
See you at the class!

Kanghoon Jang wrote:Kanghoon Jang(장강훈), 2005034173

General Objective

Help students talk about Independence Day


Specific Objectives

l Learn how to ask what other people did
l Have students express what they did
l Let learners how to respond

(Dialogue)
Joe is phoning his friend Lara. He remembers that yesterday was Independence Day and asks what she did.

Lara: Hello? Joe: Lara? Hey, it’s Joe. Lara: What a pleasant surprise! To what do I owe the honor of your phone call? Joe: Nothing really. I just wanted to say hi. Lara: How sweet of you. I’m actually really tired right now. Joe: Should I phone back a little later? Lara: No, it’s not that. It’s just that I got to bad pretty late last night after partying for most of the day and then all night. Joe: Oh, that’s right! Yesterday was Independence Day, wasn’t it? Lara: Yeah. Joe: What did you do? Lara: Well, like every year my family and I watched a big parade in town. After that, we headed back to our place for a barbeque. I think everyone and his uncle came over to our house. Joe: That was great! Lara: It was. I had so many hot dogs and hamburgers. Then at night some of my friends came over to drink. How about you?

(Noticing)
Before talking to our Objectives, let students read this dialogue as much as they can to understand, then ask students that teachers pick up randomly noticing questions below.

1. How does Joe ask what Lara did in the day?

2. How does Lara answer to what Joe asked?

3. How does Lara express what she did in the day?

4. How do they talk to in phone?

5. How does Lara ask what Joe did in the day?

6. How does Joe respond to Lara’s talking?

Make students into pairs to practice the dialogue and to share their ideas each other

(Drill)
How sweet of you Honest, Lovely, Pretty

That was great fantastic, tremendous, fabulous

Yesterday was Independence Day my birthday, wedding anniversary,

I had so many hot dogs and hamburgers books, pencils, newspapers

We headed back to our place for a barbeque our country, city hall, dormitory


1. Teachers have students say again and again using the sentences above chorally

2. After that, get students in pairs to practice each other

3. Make students change properly words stressed in the sentences

4. Try to have students read those sentences as fast as possible with changing the words stressed.

(Enunciation)

Sound Hello, call, really, actually, pleasant Pretty, parade, place, partying	Words Hey, all, bad O-we, ho-nor, phone, re-ally Plea-sant, surp-ri-se, ham-bur-ger
Sentences What a pleasant surprise! How sweet of you What did you do

1. Have learners listen and repeat the sounds following the teacher chorally

2. Sounds give false models and get students correct

3. Ask Yes/No questions to check students’ understanding

4. Have students clap out the number of syllables for each word

5. For the 2 and 3 syllable partner stands up and yells

Move around the room to help student apply the instructions, repeating in English.



(Discourse)

Maxime: what are you going to () during Independence Day? Linda: Well, I () know yet. Maxime: Why ( ) we go to see a great parade downtown? Linda: That ( ) great. Maxime: ( ) shall we meet? Linda: How about meeting at 5? Maxime: Good. ( ) can we meet? Linda: Let’s meet in front of the central library if you don’t mind.

1. Teachers read the dialogue to let students understand a situation

2. Get students in pairs to fill in the blankets in pairs

3. Pick one group to make the presentation up randomly in front of classmates.

Hi Kanghoon,

You're certainly showing a lot of good development with your ability to make speaking lesson outlines, and this one in particular does show a good awareness of the basics.

Where you are falling down is a lack of detail and originality in the actual classroom application notes. If you look around at the other lesson outlines being submitted here, you'll see how brief and vague your application notes are. There is a risk your actual class could end up boring or vague if you haven't thought through the approach in more detail. Basically, your focus on the actual materials and design is great. How you are actually going to apply it needs more thought, detail and originality.

Good luck with it,

~ Jason


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