Sie sind auf Seite 1von 6

Stage

To get students more familiarise d with what will be taught

Tim e

Int

Aim/Purpose

Procedure
I intend to use the P.E.D. technique that first a parameter will be set, then an example will be given and at last, leave the students decentralise so as to have a chance to try on their own.

Tutors comments

4 (total P.E.D .)

T>S

P.E.D. 1. For students to be able to talk about their personal information. T>S 1

To set a paramete r and give examples in order to have students follow right after To decentrali se the focus on the teacher and let students try the

Start by putting some pieces of information on the w/b. NAME; PROFESSION; NATIONALITY; ADDRESS; (Using body language and gestures) T: My name is Fabio; I am a teacher; Im from Brazil My address is Amoroso Costra Street, Tijuca.

S> S 3 END OF P.E. D.

Use gestures in order to show students they are supposed to work in pairs, trios or even with the teacher (depending on the number of students). Let them try the structures.

structures themselves

Int Stage Tim e


1. T > S To promote an initial practice on the 25 exercises in the book. 2. S 3. S > S 4. T > S

Aim/Purpose

Procedure

Tutors comments

To promote an initial practice and use of adjective pronouns.

1. Handout the sheets of paper and ask them to check exercise 4b. 2. Tell them they are going to TRY to complete alone. Read the possessive adjectives that are on top of the exercise. 3. Ask them to check answers in pairs. 4. Correct with them, showing possible differences between the adjectives and each sentence. Put on the board the answers, only the pronouns.

Int Stage
To introduce the grammar point

Aim/Purpose
For students to be able to talk about personal information. To promote practice and use of adjective pronouns.

Procedure
Using the parameters on the w/b, try to have students bring the questions related to NAME and NATIONALITY (they might come up with whats your nationality, in order to correct that, say that you want a question using FROM) After having the sentences on the board: 1. Where are you from? 2. Whats your name?

Tim e
5

T>S and S>T

Tutors comments

Start asking them which is an adjective and which is a pronoun. Show them that you substitutes the name of the person (eg.: Wheres Jane from?) With gestures show that your is related to the name. Point and ask whats your name? Write on the corner: Adjective Characteristic Pronoun Substitution (the name of the person, or the thing etc)

Int Stage
To introduce the grammar point (cont.)

Aim/Purpose
For students to be able to talk about personal information. To promote practice and use of adjective pronouns

Procedure
Show them the 1st flashcard (man) and have them say: His name is______. (Pointing to the parameter that is still on the board and write the sentence. Put the picture on the board with Blu Tack) Do the same with the womans picture and have: Her name is______. (Pointing to the parameter that is still on the board and write the sentence. Put the picture on the board with Blu Tack) Make a sentence in the plural drawing arrows from the man and the woman to have: Their names are_____ and _____. Now show them the pictures with the dogs and ask S1 to come up with its name. Write on the board: Its name is _______. S2 also brings a name to the second dog and this is also written on the w/b Draw arrows again and finish with: Their names are _____ and _____.

Tim e
5

Tutors comments

Int Stage
To promote practice on the exercises in the book

Aim/Purpose
To promote the use of adjective pronouns.

Procedure
Handout the exercises sheets and tell them to complete alone and then check in pairs. Correct with them and put the answers on the w/b

Tim e
3

Tutors comments

S S>S T>S

To let the next teacher continue

To let them aware of whom will be teaching them. O,5

T: Please say hi to teacher CLAUDIA