Students Play Teacher Lesson Plan

[SmileDays]

나이는요? 25살

경력은요? 2년

가르치는 사람의 요건은 무엇이라 생각하세요? 단순히 지식의 전달자가 아니라 아이들의 눈높이에 서서 함께 바라보고 연구하는 것이라 생각합니다.

학원,유치원,센터,어학원,파견회사,공부방,자녀공부,과외,문화센터,자원봉사중 어느곳에 포함이 되시나요? 학원입니다

근무하신지역 혹은 현재 살고 있는 지역은?대구입니다^^

카페에 어떤 자료가 많았으면 좋겠나요? game자료

(예:파닉스,그림카드,game자료,영어시험자료등등등~)

저는 저와 같이 외국인과 함께 아이들을 가르치는 사람들을 위해서 아래의 자료를 올립니다. 외국인 강사 선생님께서 학원에서 원하는 교육방향이나 수업방향을 잡기 어려워 하시는 경우가 많아서 Lesson Plan을 직접 보여드리고 설명하곤 하는데요. 저와 같이 외국인 선생님에게 보여드리고 함께 co-teaching으로 가르치시는 분들을 위해서, 혹은 수업지도안을 영어로 보시고 싶은 분들을 위해서 수업지도안을 올립니다.  글씨 색깔은 보기 쉽도록 색깔별로 임의로 나눈것입니다.

1.제목:Students Play Teacher

2.주제:Improve four skills by playing games

3.학습목표: EFL환경의 학생들이 놀이를 통해 영어를 자연스럽게 습득하도록 한다

4.수준:중상

5.준비물:Paper, pen, miscellaneous props, Index cards (one per Student), pen, jar/box, miscellaneous small-medium objects (that Students will be assigned to bring), small wastebaskets, 3-5 foam balls, index cards, masking tape ,two to four different simple drawings, each drawing on a different colored piece of paper.  The students will need a pen or pencil and paper

6.인원:10명내외

7.게임방법 및 절차:Lesson plan에 있습니다.

8.관련 활동:Lesson plan 참조

Students Play Teacher


Language classroom:  : EFL, ESL

Why did you choose this activity? 
                 I chose this activity because it reinforces students'
                 grammar skills through the writing portion, and students
                 are also able to activate the experience of the language
                 through real world speaking and listening.  In other words,
                 it builds upon the foundation of their grammar skills,
                 while it also enables them to adapt their communication               
                 practically through the targeted real-life situational
                 and survival skills of listening and speaking.

Level and L1 background: Intermediate, Advanced; For FL and SL
                                        population
Age: 13-Adults

Skills: Writing, listening, speaking

Purpose:  The learning objective of this activity is to be able to give
               instructions by using the imperative form, and to comprehend
               imperatives through listening comprehension.  The overall
               goal would be to translate grammar skills into practical
               real-life communication.

Time: 30 minutes

Materials: Paper, pen, miscellaneous props

Preparation: Students must complete the following homework prior to
                    classroom activity:  Students are to pick a topic in
                     order to prepare a how-to presentation
                    or demonstration.  An example might be a simple craft
                    activity, preparing a simple snack, styling one's hair in the
                    morning.  The teacher may suggest appropriate topics for 
                    further guidance, and topics must be approved by teacher in
                    order to ensure viability and simplicity.  Students' homework
                    will be to write directions/instructions on how
                    to perform this activity.  Students will be given one week
                    to write the assignment before the day of the activity.  On the
                    day of the activity, students will bring any necessary materials
                    or props that will be used for the presentation/demonstration
                    (realia).   

Procedures: 1) At the beginning the activity, Students will work in pairs;
                        Student A will choose a Partner B. 
                      
                    2) Student A will introduce his/her activity to Partner B, and
                       read his/her directions (that was written for homework)
                       to his/her Partner B in order to instruct Partner B on how
                       to perform the activity.  Partner B will have to depend on
                       listening skills in order to be able to perform/demonstrate 
                       the activity.  Partner B will able to ask further questions if
                       he/she needs further clarifications, and Student A will be
                       able to deviate or add oral instructions that may need to
                       supplement the written directions (the homework for the
                       activity). 
                      
                    3) Finally each student will briefly tell the class the activity 
                        he/she learned from his/her partner while quickly
                        demonstrating it for the class.

Guess What?/ Hide and Seek

Language classroom:  EFL, ESL

Why did you choose this activity? 
This activity is a fun and simple way to engage students in speaking (and listening), and may remove some of the apprehension that students often have when having to speak.  It also is a great way to learn and reinforce cumulative knowledge such as numbers, colors, vocabulary, prepositions, imperatives, and asking questions.
  
Level and L1 background:  Advanced Beginner to Intermediate

Age:  10 to Adult

Skills:  Speaking, Listening, and Vocabulary

Purpose: 
To speak communicatively while utilizing and reinforcing comprehensive knowledge of vocabulary and grammar skills. 

Time:  20 minutes

Materials:  Index cards (one per Student), pen, jar/box, miscellaneous
        small-medium objects (that Students will be assigned to bring).
      

Preparation: 
On the day before the activity, each student will be assigned an object to bring on the day of the activity.  To incorporate vocabulary, object will reflect material being learned in current/previous chapters (for example: hair brush, toothpaste).  Teacher will compile a list of objects and write one object on the top line of each index card.  On the lines below the object, the teacher will write 2-3 words that describe the object (this part may be omitted for beginners).  Each card will be folded and placed into the jar/box from which students will draw a card with the written object.  Teacher must instruct students beforehand that they must not show their card to anyone.
                    
It might be a good idea to review the students of knowledge (vocabulary, grammar) the day before, and briefly before class activity.  Some teachers might ensure that students are adequately prepared by assigning a quiz and reviewing the answers before class activity in order to enhance the activity's success.  The quiz would be the work, and the activity would be the reward.   

Procedures:
1)  Students will be assigned in pairs by calling off numbers 1 and 2.
     Each partner 1 will have a partner 2.
2)  All of the students that are number 1's leave the room, while
     the number 2's hide their objects somewhere in the classroom.
3)  All of the number 2's leave while the number 1's enter the room
     and hide their objects.
4)  Any number 1 student will pair up with any number 2 student.
5)  All partner 1's will describe their objects to their partners (number 2's), and number 2's will have      to guess what the object is.  Except for beginner students, number 1's will have to describe the         object without using the descriptive words that were written below the object (on their index    
     card).  Number 2's may ask questions to find out what the object is (that reflect the material 
     being learned.  Questions like, "What is it used for?" or "What color is it?").
6)  After number 2's correctly guess, number 1's instruct and direct number 2's on how to find the       object without telling them the exact location.
7)  After number 2's find objects, the roles are switched.

Pulling it all together:
After the activity, Teacher will ask students if they were successful.  What contributed to their success?  What questions were helpful?  Which knowledge or material did they use in accomplishing their goals?  Teachers might help students brainstorm how they might use this type of conversation in every day life.

What's the Scoop?

Language classroom: EFL, ESL

Why did you choose this activity?
This activity encourages students to speak
through a communicative approach while reinforcing their comprehensive vocabulary banks.

Level and L1 background: Intermediate

Age: 12 to Adult

Skills:  Speaking, Listening, Writing

Purpose:  To learn how to gather information by asking questions

Time: 20 minutes

Materials: Paper, pen, index cards

Preparation: 
Teacher should review vocabulary and question format conversation with students.  Teacher might also briefly show examples of magazine articles.  Teacher will distribute index cards with a different occupation on each card along with a proposed scenario.  For example, one index card might contain the occupation of an actor that just landed a role on a popular tv show.  Another example might be a doctor that saved someone's life on a flight to Alaska.

Procedures:
Students will have to assume the roles with the scenarios indicated on his/her index card to a partner.  The partner will have to ask questions as if he/she were doing a story for a magazine article called "The Scoop."  In writing the story, the students must incorporate current or previous vocabulary (4 nouns, 4 verbs, 3 adjectives, 3 adverbs).  Then, the students will switch.  Students should be given 10 minutes each to interview each other, and 10 minutes to write a short article.  Students will share their articles with the class.  To extend more listening skills into the activity, the students can also write down the vocabulary words that they hear while one student is sharing their article with the class.

Superlative Dunk
Borrowed from: http://www.harcourtschool.com/activity/basketball/index.html


Language classroom: ESL
Why did you choose this activity?  Although it is necessary, learning grammar can be a dry experience.  This is a fun and interactive way for students to learn or reinforce grammar skills.
 
Level and L1 background:  High beginner-Low intermediate

Age: 7 to 18

Skills:  Grammar

Purpose:  To learn how to form superlatives as well as proper usage of superlatives.

Time: 20 minutes

Materials: 3 small wastebaskets, 3-5 foam balls, index cards, masking tape.
 
Preparation:  The teacher lines up the wastebaskets in a line (horizontally, facing the classroom), and marks a place on the floor with masking tape (where the students will stand behind when "making the basket.")  Each wastebasket is labeled in the order: -er/-est, more/most, irregular.  Also, the teacher will write one adjective per index card; making sure to include adjectives that have an irregular superlative form (for example, bad-worse-worst).  This pile of index cards should be placed on a desk near the shooting line.

	Presentation Activity
		By Regina Cunningham and Zita Cayanan Language classroom: EFL, ESL Why did you choose this activity?  This activity utilizes the Communicative approach which urges students to use their writing, listening, and speaking skills in order to accomplish the tasks in the activity. Level and L1 background: Beginning, Intermediate, Advanced (level adjustable according to complexity of picture) Age:  13 to Adult Skills:  Listening, writing, and speaking Purpose:  To understand complexity in communication (importance of being specific and clear in communication as well as intent listening), and learn how to properly utilize prepositions. Time:  25-30 min Materials: two to four different simple drawings, each drawing on a different colored piece of paper.  The students will need a pen or pencil and paper. Preparation: One day prior to the activity the teacher should bring in enough drawings for everyone in the class to have one.  The drawings should be appropriate for the level of the class.  Each student will be given one of 2-4 drawings (each on different colored paper) and for homework, they will write directions that describe how to draw the picture.  The homework is required for the following day.  Procedure: In class the next day, the students partner up with someone who has a different colored piece of paper (and therefore a different drawing).  Student A will read his or her written directions (that he/she had done for homework) to Student B without looking at their partners drawing.  Student a must adhere to their written directions without adjustments. Then Students A and B switch roles.  At the end of the activity, the students show how closely their pictures resemble the "original" pictures, and eval‎uate how effective their written directions were initially and what changes they would have made to accomplish their goal more quickly.  If time permits, students can repeat the process without reading their directions in order to help them communicate more spontaneously.

[몽키 502]

유용한 자료 고맙습니다.등업완료입니다.^^

[SmileDays]

오늘 확인해보니 준회원이네요 ㅠ_ㅠ다른 자료도 열심히 올릴께요~^^

[구리스탈]

뭔가 어려울 것 같네요. 감사합니다.

[샤이닝로드]

길어서 자세히 읽어봐야겠지만 재밌을거 같아요~ 잘 쓰겠습니다~

[Be free]

읽는데 시간이 쩜 걸렸지만..저도 외국인과 같이 해야하는지라 열씨미 잀었습니다.^^

[you me]

유용히 담아갑니다.