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Hi, Today you’re going to teach the first story in this new module. So be careful when using language the students might not be able to understand still. We are going to give you some guidelines of what this class should look like today. We’ll do that through some simple steps that you want to take a look at in order to succeed when teaching this class. So le’ts move along.

1 – Take a look at the Teacher’s key for this story. In it you’ll be able to see the language points in the story (pronunciation, vocabulary, grammar structure ,etc) as they are highlited in the text. Just so you have an idea of what you’re dealing with here. You don’t have to let the students know about that right now.

2 – Teach the vocabulary words that are mentioned in the book, as well as other words that you believe your students might struggle with when listening to the story. For instance in the sentences  “Chet liked to eat vegetables.O night he wen to a vegeterian restaurant for a bite to eat.” What are the words that I assume my students might not fully understand? Teach them through TPR, or pictures, props, etc.

2.1 – Slides to present vocabulary: Use these slides to present vocabulary with pictures.

2.2 – Tic-Tac-Toe: You can practice the new vocabulary with this tic-tac-toe game. It also works perfectly for true and false, as well as answer the question. Intructions in the slides.

3 – Tell them the story. The first contact should be only oral. The teacher doesn’t need to use any body language here. It’d be interesting to tell the story in a faster speed so that the students are challenged to listen for the words they have studied.

3.1 – Tell the story in a slower pace. And here you could use body expression.

3.1 – As shown in 2.2 you may use the tic-tac-toe on the board to ask questions about the story and have the students scoring for their teams. If in this case you want to use groups. But if you want to use pair work then what you could do is read story. Students decide who is X & O in their pairs.  Every kid makes a board, so each pair is playing two games.  Teacher asks questions about the story, one by one.  If student answers correctly, they put their X or O.  They then switch papers and respond to the next question.  For extra “fun” for the kids, use whiteboards.  This is a great game to use for the actual purpose of retelling the story. Here is a sample of the tic-tac-toe boards already made up. Note: When printing it select only the first page rather than all other wise it’ll print the boards and an extra blank page.

5 – Q&A – If you have done this with the exercise above, it ok. but you still can now ask the students some other questions about the story. You could do that by using this exercise. In it you’ve got the answers taken from the Q&A mini-story. Then What you’re going to do is ask the students a question and then have them findind the correct answer for you. Remember, the focus in this exercise is to have students practicing the story in an implicit way. They are not even going to realize that they are actually starting to make use of their communicative skiils. Here is the teacher’s key for it.

6 – Have the students working in groups on this exercise to put the story in the correct order. This is a great warm-up exercise for the following class. There are many ways of working on this exercise: (Here  is the teacher’s key for it.)

• Students work on it alone, they open their books and then put it in the correct order. The fastest to organize it wins.
• You may use audio exercise 1 to have them putting in the the correct order as they listen to it.

7 – Do this dialogue exercise. Have the students filling in with the words they hear. Here  is the teacher’s key for it. Here is the dialogue  to be used.

8  – Blood Sport (for small classes): Everyone stands.  Teacher reads sentence from story & asks question (use the Q&A mini-story or create your own questions – link in step 5) Students call out answers, first correct answer sits.  Once several are seated, if a seated person answers correctly before standing students, they get to pick a seated student to stand back up.  Use low-level questions for the slower students.  Can be used to be creative about retelling the story.

• You might use this game or any other game in this file.

Pre-lesson

Hi, today you’re going to teach the last story in this new module. So be careful when using language the students might not be able to understand still. We are going to give you some guidelines of what this class should look like today. We’ll do that through some simple steps that you want to take a look at in order to succeed when teaching this class. So le’ts move along.

Lesson

1 – Teach the vocabulary words that are mentioned in the story, as well as other words that you believe your students might struggle with when listening to the story. For instance in the sentences ” Bobby goes to school. He walks into the class.” What are the words that I assume my students might not fully understand? Teach them through TPR, or pictures, props, etc.

2 -  Use the slides to reinforce the words in the story.

3 – Tell them the story. The first contact should be only oral. The teacher doesn’t need to use any body language here. It’d be interesting to tell the story in a faster speed so that the students are challenged to listen for the words they have studied.

4 – Tell the story in a slower pace. And here you could use body expression.

5 – Now ask the students some questions about the story. You could do that by using this exercise. In it you’ve got the answers taken from the Q&A mini-story. Then What you’re going to do is ask the students a question and then have them findind the correct answer for you. Remember, the focus in this exercise is to have students practicing the story in an implicit way. They are not even going to realize that they are actually starting to make use of their communicative skiils.

6 – Have the students working in groups on this exercise to put the story in the correct order. Here  is the teacher’s key for it.

7- Do this dialogue exercise. Have the students filling in with the words they hear. Here  is the teacher’s key for it.

8 – Play Teacher Invaders to practice the conjugation of verbs in the third person singular.

9 – Play the Match Up game for practicing the negative form.

Homework

Make a new story – In this exercise the students are encouraged to slightly change the story in order to personalize it.

Encourage the students to review the story and get ready for the test. Here is the test for next class. Here  is the teacher’s key for it.