Lesson 3 Personal Information

Objective: To be able to give information about your job and your family.

Dialog:

A. What kind of work do you do?

B. I'm an auto mechanic.

A. Are you married?

B. Yes, I am.

A. Do you have any children?

B. Yes, I have a boy and a girl.

A. How old are they?

B. My boy's seven and my girl's five.

Practice 1

I'm an	auto mechanic.	I'm a	plumber.
	electrician.		welder.
	engineer.		carpenter.
			cook.
			secretary.
			clerk.

Practice 2

What kind of work	does he do?	He's a plumber.
	does she	She's
	do you	I'm
	do I	You're

Practice 3

Are you	married?	Yes, I am.
	single?	No, I'm not.
	divorced?

Practice 4

I have one	boy . I have two	boys.
	girl.	girls.
	brother.	brothers.
	sister.	sisters.
	child.	children.

Practice 5

Do you have any __________?

Yes, I have __________.

Practice 6

11	12	13	14	15
ELEVEN	TWELVE	THIRTEEN	FOURTEEN	FIFTEEN
16	17	18	19	20
SIXTEEN	SEVENTEEN	EIGHTEEN	NINETEEN	TWENTY

Practice 7

My	boy's seven. How old is	your boy?
	girl's	your girl?
	child's	your child?
	son's	your son?
	daughter's	your daughter?

Practice 8: Dictation

A. What kind of work __________ you __________?

B. __________ an auto mechanic.

A. Are you __________?

B. Yes, I __________.

A. __________ you have any children?

B. Yes, I __________ a boy and a girl.

A. How __________ are they?

B. My __________ seven and my __________ five.

Practice 9: Role Play

A. What kind of work do your do?

B. I'm ____________________.

A. Are you married?

B. ____________________.

A. Do you have any children?

B. ___________________.

Lesson 3

Teacher Training Module I (Continued)

Teaching the Dialog

Purpose: This part of the module has 3 purposes

1.     To give the new teacher the opportunity to apply what has been learned about teaching dialogs to a new situation.

2.     To suggest a way to integrate the teaching of the dialog and the dialog expansion exercises.

3.     To provide some additional suggestions or directions for various parts of the dialog teaching process.

Preparation:

Steps 1 thru 3: Follow examples in previous lessons.

Step 4: Prepare ways of communicating meaning of additional vocabulary.

You will be integrating the teaching of the dialog with dialog expansion activities. Consequently you must prepare visuals and realia (instructional objects). There are pictures in the Appendix that must be prepared for use in this lesson.

Teaching:

Step 1: Explain the context and purpose of the dialog.

Step 2: Model the first line of the dialog.

Again, teach the answer first.

I'm a teacher. (You may use the picture of the teacher from the Appendix if necessary.)

Step 3: Repeat in chorus.

Here the teacher can integrate a dialog expansion exercise (Practice 1) into the teaching of the dialog. This will prepare the students for the personalizing of the dialog:

Teacher: I'm a teacher. (Shows picture of teacher)

Class: I'm a teacher.

Teacher: I'm a plumber. (Shows picture of plumber)

Class: I'm a plumber.

Step 4: Expand the first part of the dialog.

Teacher: (Shows picture of welder to see if anyone knows it. If not, the teacher says) A welder.

Class: A welder.

Teacher: (Shows pictures of professions and elicits and repeats the name of each.)

Step 5: Elicit vocabulary items of special interest to the students.

In each vocabulary expansion exercise the teacher should get the students to identify vocabulary items that they need to know. In this case the teacher should get each student to tell what his profession is.

Teacher: What other professions would you like to know? Juan, what are you?

Juan: (He says it in English if he knows it. If not, he can say it in his native language or communicate it with gestures.)

Teacher: Oh. A barber. Repeat class.

Class: A barber.

Teacher: You cut hair. (Teacher pantomimes cutting hair.)

Step 6: Repeat dialog line individually and personalize it.

Teacher: I'm a teacher. Juan.

Juan: I'm a barber.

Teacher: Li.

Li: I'm a computer technician.

Step 7: Teacher asks question, students respond.

Teacher: What kind of word do you do?

Student: I'm a __________.

Step 8: Students pair off and enact two lines.

Student 1: What kind of work do you do?

Student 2: I'm a __________.

(First one student should ask the question and then the other.)

Step 9: Repeat steps 2 thru 8 with the next cycle.

Yes, I am (married).

Are you married?

Step 10: Students pair off and enact the first two cycles.

Student 1: What kind of work do you do?

Student 2: I'm a __________.

Student 1: Are you married?

Student 2: _______________.

Step 11: Repeat 1 thru 10 until the dialog is completed.

I have a boy and a girl.

Do you have any children?

(Integrate Practices 4 and 5.)

My boy's seven and my girl's five.

How old are they?

(Integrate Practice 7)

Lesson 3

Teacher Training Module II (Continued)

Dialog Expansion

Practice 2

Purpose: Most of the dialog expansion has been done as the dialog was taught. This is the ideal way of teaching the dialog because it makes it relevant, real and communicative. This part of the dialog expansion module will present additional expansion exercises and will discuss how to teach grammar.

Preparation: Already done as a part of dialog teaching.

Teaching:

Step 1: Introduce new vocabulary.

(This has already been done in teaching the dialog.)

Step 2: Model the first sentence.

Teacher: He's a (student's profession). (Pointing to a student.)

Step 3: Students repeat sentence.

Teacher: He's a __________.

Student: He's a __________.

Step 4: Students substitute new items

Teacher: She (pointing to another student).

Student: She's a (student's profession).

Teacher: I (pointing to herself).

Student: You're a teacher.

Teacher: You (pointing to student).

Student: I'm a __________.

Note: Generally it is best not to spend a lot of time explaining grammar. Adult students, however, are often very interested in learning about grammar. Some cultures, especially educated Southeast Asians, consider learning grammar an essential part of learning a language. Persons from these cultures will often think the teacher is not doing her fob if they are not learning grammar rules. To ignore the interest adults have in learning grammar or to relegate it to unimportance will often have negative effects on their readiness to participate in other learning activities. To spend large amounts of time explaining the grammar of the language, on the other hand, will not likely help the students to learn to speak. The ideal solution is to make explanations brief, to use well-chosen examples, and to avoid sophisticated grammatical terminology. Students preparing for admission to a university should have special grammar classes to prepare them for the entrance examination.

Grammar:

In Lesson 3 the teacher might point out that:

I'm is short for I am.

He's is short for he is.

She's is short for she is.

You're is short for you are.

When we speak we usually use the short form and when we write we usually use the long form.

Questions are made by putting the verb is, are at the front of the sentence.

You are married.

                        Are you married?

                        For other verbs you have to add do.

You have children.

                        Do you have children?

The do does not have any translation. It just makes the sentence a question. It should not be confused with the do of I do my work. For the remaining activities in Lesson 3 you should simply follow the procedures outlined in previous modules.

Practice 6: Follow procedures in Module V.

Practice 8: Follow procedures in Module III.