Objectives: To be able to greet people,
introduce yourself, introduce others, ask for information, and give information.
Dialog:*
Robert: Hello, my name's Roberto.
Lily :
(I'm) glad to meet you. My name's Lily. This is my neighbor, Sara.
Robert: (I'm) glad to meet you,
Sara. Where are you from?
Sara: (I'm) from Mexico.
* (The parentheses enclose words
that can be omitted.)
Practice 1
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Hello, my name is __________.
(I'm)
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glad to meet you.
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happy
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pleased
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Practice 2
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This is my
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neighbor, __________. (I'm)
pleased to meet you.
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classmate
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friend
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brother
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sister
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mother
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father
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Practice 3
His name is __________.
Her
Your
Practice 4
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(I'm) from
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San Antonio.
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He's from Texas.
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Los Angeles
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She's
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Mexico
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You're
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Practice 5
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Where
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are you from?
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is he
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is she
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am I
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Practice 6: Dictation
A. Hello my __________ Robert.
B. Glad to meet __________ .
__________ name's Sara.
C. This is my __________ , Lily.
D. Pleased to __________ you, Lily.
Where are you __________?
E. (I'm) from Thailand.
Practice 7: Role Play
A. __________ , this is __________ .
B. Glad to meet you. Where are you
from?
A. (I'm) from __________ .
Cultural Note:
In the United States people do not
always shake hands when introduced. Men usually do when introduced to other
men. When introduced to a woman, a man usually waits for the woman to offer her
hand. Women frequently do not shake hands when introduced to either men or
women.
Generally
when men shake hands with each other they offer a firm grip.
Lesson 1
Teacher
Training Module I
Teaching the Dialog
Competency: To be able to teach a dialog in
such a way that the student can enact the dialog in a role play with
classmates.
Purpose: There are two main purposes for
teaching the dialog. First, it will provide the student with a bit of language
that will help him perform in a particular setting (writing a check, buying a
stamp, etc.). The more specific you can be in adapting the dialog to the
students' immediate circumstances, the more meaningful the dialog will be and
the more likely it will be that the students will learn and use it.
The second
purpose of the dialog is to introduce certain high-frequency patterns of the
language that will be practiced further in the dialog expansion activities.
NOTE: If the students do not have text materials
where they can see the written dialog, the teacher can write it on the
chalkboard. It is usually helpful to adults to be able to see the written form.
If the teacher notices certain sounds being pronounced incorrectly because of
the students' native language pronunciation, he may want to focus their
attention on the letters and their correct pronunciation.
Preparation:
Step 1: Think about the kind of situation
you want the students to enact after they have finished the dialog. Be as
specific as possible.
Look at Lesson 1 again. For this
lesson you might imagine a student introducing a friend during a break. At the
end of the lesson you may want the students to pretend they are introducing a
fellow classmate to another friend.
Step 2: Break the dialog into pairs of
lines or exchanges (these we will call cycles) and personalize it.
If you want the students to be able
to enact the dialog or parts of it, it is best to break it down and personalize
it, i.e. change its characters to members of the class.
.
For Lesson 1 the dialog could be
broken down as follows:
.
a. Roberto: Hello, my name's
(TEACHER'S NAME).
Sara : (I'm) glad to meet you.
b. Sara: This is my friend,
(STUDENT'S NAME).
Roberto: (I'm) pleased to meet you.
c. Roberto: Where are you from?
Lily: (I'm from) Thailand.
Step 3: Write the dialog on a 3" x
5" card.
It is necessary for the teacher to
be able to walk around and listen to and interact with each student. Having to
carry a textbook around can reduce your mobility. After you have taught a few
lessons you may be able to leave the book on the desk and refer to it
periodically and not have to make cards.
Teaching:
Step 1: Explain to the students using
pictures, gestures, their native language, or whatever means necessary the context
and purpose of the dialog.
In the case of Lesson 1 the purpose
is to enable them to introduce themselves and others, and to tell where they
are from.
Step 2: Enact the first line of the dialog
as you say it and have students listen. (Repeat several times).
Lesson 1: Hello my name's (TEACHER'S
NAME).
Step 3: Have students repeat in chorus
after teacher until their pronunciation is fairly accurate.
Ex: T. Hello, my name's __________ .
S. Hello, my name's __________ .
Step 4: Have students repeat individually
personalizing the line. Student: Hello, my name is (STUDENT'S NAME).
Step 5: Repeat Steps 2 and 3 with the next line of the dialog.
Step 5: Repeat Steps 2 and 3 with the next line of the dialog.
Step 2: T. (I'm) glad to meet you.
(students listen)
Step 3: T. (I'm) glad to meet you.
S. I'm glad to meet you. (student
repeats)
NOTE: In normal conversation Americans
say "meechuh" for "meet you" so that the t plus y
becomes ch. Students should be encouraged to pronounce it this way.
Step 6: Teacher says line one and students
respond with line two, first in chorus and then alone.
Teacher: Hello, my name's (TEACHER'S
NAME).
Student: (I'm) glad to meet you. My
name's (STUDENT'S NAME)
Step 7: Have students pair off and take
turns introducing themselves while the teacher circulates, listens and helps.
Student 1: Hello, my name's
__________ .
Student 2: Glad to meet you. My
name's __________ .
Step 8: Repeat Steps 2 thru 7 with the next
two lines of the dialog.
Step 9: Have students enact the first four
lines of the dialog.
Break students into groups of three
(for the three persons) and have them enact the dialog.
Student 1: Hello, my name's
__________ .
Student 2: (I'm) glad to meet you.
My name is __________ .
Student 1: This is my friend
__________ .
Student 3: Pleased to meet you.
Step 10: Repeat Steps 2 thru 7 with the next
two lines of the dialog.
Step 11: Repeat Step 9 with all of the lines
of the dialog.
Additional Activities:
1.
Have
students follow along in their TEXT as the teacher reads the dialog.
2.
Have
students pair off and read alternate parts of the dialog while the teacher
circulates and listens.
3.
Have
students pair off and show pictures of their family and tell who they are. For
example: Student: This is my ________ .
4.
Lesson 1
Teacher
Training Module II
Dialog Expansion, Structure Drills
Competencies: To be able to introduce new
vocabulary associated with the dialog topic.
To
be able to give student meaningful practice with sentence patterns used in the
dialog.
Preparation:
Step 1: Look at each of the practice
exercises and think of ways of communicating the meaning of new vocabulary
items.
Practice 1
Just tell the students that
"glad, "pleased" and "happy" all mean essentially the
same thing in this context.
Practice 2
These relationships may be
communicated with pictures or even stick figures drawn on the chalkboard. For
example:
Practice 3
You can use people in the class to
communicate the meaning of these pronouns.
Practice 4
Use a map of a country of the world.
If you do not have access to a map, draw one or have a student draw one on the
chalkboard. Often times a rough map adds an element of interest. As a matter of
fact students might each be asked to draw a picture of his country and let the
others guess what country it is. Or if they are too embarrassed, they could
come up and tell the teacher and he could draw it.
Step 2: Write the sentence patterns and
additional vocabulary on cards so you do not have to carry the book.
Teaching:
(These steps should be carried out
for each Practice Exercise in the Lesson)
Step 1:
Introduce the new vocabulary using your objects, visual aids, gestures, etc.
and saying the word.
*All of these first examples are for
preparing Practice 1.
Write glad on the chalkboard
and ask someone to draw a stick figure of a face that is "glad."
Repeat with happy and pleased. Explain that they mean about the
same thing.
Step 2: Say the sentence with the first
vocabulary item in it and act out the sentence.
(The students can just listen and
watch.)
Teacher: (I'm) glad to meet you.
Step 3: Have the students repeat the
sentence.
Teacher: (I'm) glad to meet you.
Students: (I'm) glad to meet you.
Step 4: Substitute the other items into the
sentence by using non verbal cues.
Teacher: (Points to the word pleased
on the chalkboard).
Individual student: (I'm) pleased to
meet you.
Class: (I'm) pleased to meet you.
Teacher: (Points to word happy).
Individual Student: (I'm) happy to
meet you.
Class: (I'm) happy to meet you.
Practice 2
Step 1: Draw the stick figure genealogy
discussed in Step 1 under lesson preparation, one figure at a time in the
following order: YOU, FATHER, MOTHER, SISTER, BROTHER.
Pronounce the word for each stick
figure several times. Then have the students add any other persons they are
interested in learning, for example husband, wife, son, daughter, etc.
Step 2: This is my friend, (STUDENT'S
NAME).
Step 3:
This is my friend, (STUDENT'S NAME).
Step 4:
Choose three students, point to a figure on the chalkboard and have one student
introduce another using that term, for example, "This is my brother,
(NAME).
(Repeat this procedure with other groups
of three students and other terms).
Step 5: Divide class into groups of three
and have them introductions.
Example:
Student 1: Hello, my name's
__________.
Student 2: Glad to meet you. Meet
you. My name's __________.
Student 3: This is my classmate,
__________.
Student 2: Pleased to meet you,
__________.
Practice 3
Step 1: Point to yourself and say "My
name" (repeat several times).
Write my name on the
chalkboard.
Have students repeat orally. Point
to a male class member and say "his name". Repeat the above with a
female and "her name".
Steps 2, 3, and 4: His name is (NAME OF STUDENT).
Step 5:
Role play instructions.
Hello, my name's __________.
Glad to meet you. My name's
__________.
This is my father, __________.
Pleased to meet you, __________.
Practice 4
Step 1: Skip this step.
Step 2:
Point to a map and say, gesturing to yourself, "I'm from __________."
Step 3:
Have students repeat in chorus until they can pronounce the sentence
satisfactorily, then have one point to the map and say, "I'm from
__________."
Step 4:
Teacher points to a student and says:
"She's from __________."
Students repeat.
Teacher points to other members of
the class or to self and has students respond "He's from __________,"
"I'm from __________."
Lesson 1
Teacher
Training Module III
Cloze Type Dictation Exercise
Competency: To be able to conduct a cloze type
dictation exercise.
Purpose:
A dictation exercise can have many purposes. It is an excellent listening
exercise and can by used to sharpen the skills of listening and
comprehending. It also helps to develop reading and writing skills by
exposing the student to the written form of the language as he listens to the
spoken form. Students begin to recognize sight words and to make
associations of sounds with letters. The dictations can also be used to develop
spelling skills by leaving a blank in place of the words you want the
student to practice. Finally, it can help the student to learn the structure of
the language by focusing his attention of structures that he does not yet
control.
Preparation:
Step 1: Get a copy of the dictation
exercise for each student.
You can have the students write
directly in the blanks or if the materials are not consumable, you can have the
students number the blanks and write the answer on a separate sheet.
Step 2: (Optional) Tape-record the
dictation exercise at normal speed with a brief pause after each sentence.
(The advantage of tape recording the
exercise is that students will not ask to slow it down or to repeat a word as
readily.)
Step 3: (Optional) Make an overhead
transparency of the dictation exercise with the blanks filled in.
Teaching:
Step 1:
Hand out the dictation sheet.
Tell the students that you are going
to play (or read) a passage and that you want them to listen, read along on
their sheets, and write in the missing words.
Step 2: Play the tape or read the passage
at normal speed with a pause after each sentence allowing the students to write
in the missing words.
Do not repeat the sentence.
Step 3: Present the overhead transparency
or write the correct answers for each blank on the chalkboard.
Let the students check their work.
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