Students will learn to take long turns (extended turns) to have a two
way, rather than one way conversation.
WARMER ACTIVITY
a) We will provide students with a small sheet of writing paper. Then let
them know that the activity you are about to do will prove how well they
listen and follow directions. We let them know that they will perform
each instruction, then pause, then repeat the instruction.
b) The following instruction is added with much pressure.,
“But I will not repeat any instruction a third time, so you must listen
very carefully”
c) Then we proceed to give students the instructions below.
1. Write your second name in the middle of the paper at the left-hand
margin.
2. On the first line on the paper write the numbers 20 through 29
horizontally
3. Start at the left and small letters a to z. Leave a space between each
letter.
4. Circle the number 6.
5. Draw a star in the upper left-hand corner of the page.
6. Fold your paper in half the long way.
7. Open up your paper, then fold it the opposite way.
8. Use the tip of your pencil to poke a hole in the center of the paper (the
place where the two folds meet).
9. Draw a heart around the hole you made in your paper.
10. Write the first initial of your last name in the upper right-hand corner
of the page.
11. On the last line on the page, write the word done near the right margin.
Activity one
Pre-listening(5 min)
Post-listening(20 min)
o Focus on content
Discuss what they liked / didn't like about the song
Decide whether they would buy it / who they would buy it for
Write a review of the song for a newspaper or website
Write another verse for the song
o Focus on form
Students look at the lyrics from the song and identify the verb forms
Students find new words in the song and find out what they mean
Students make notes of common collocations within the song
Activity Two
Pre-listening(5 min)
Post-listening(20 min)
o Focus on content
Discuss what activity they did.
Decide whether they want to play again same activity with other set of words.
Write a review of the activity.
Discuss some other activity for listening
Design the lesson plan by referring to the guideline. You need to
address all of the parameters mentioned in the question.
The name of the Topic: Here you need to mention the topic
based
on the skill ( listening/reading
/comprehension)
Time Duration: Specify the time taken to execute
the lesson.
Objective: Objective is what the students
would achieve and how (this is the
long term objective). The short
term objective will be the micro
steps involved the lesson
implementation.
Age: The age of the students that you
would cater to.
Level: The level would be beginner/
intermediate/ advanced.
Warmer: Quick activity to set the tone of
Time :(5-7 minutes) the class. Ideally games make good
warmers – especially those using
known language.
Context setting or Pre listening or Activating the Prior knowledge by
Pre reading/ Time :(5-7 minutes) using the visual audio any aids to
make the students guess the topic
thereby eliciting responses.
Actual content or While listening or Activities based on the topic using
While the listening/ reading strategies
Reading that will reflect the ability to
Time : (18-20 minutes) comprehend the topic. The
activities would be specific age and
level appropriate.
Recapitulation or Post listening or Activities based on the topic that
Post would help the students to
Reading reinforce what they have listened/
Time: ( 10 minutes) read. It can be fun induced activity
and can use games.
B. Consider any 3 of the following situations and discuss how you
might handle them.
A group of students come into the classroom after the lesson has
begun
Latecomers disrupt the learning of the rest of the class, give negative attention to the
latecomer, disrupt the teacher's train of thought, often become disruptive talkers after
they sit down, and then ask questions about what you just explained. How can we curtail
those problems?
1. I will leave one or two empty chairs by the front or back door for latecomers. Students
who are late are not to walk in front of the room or to go to their regular seats. They must
take one of the "late seats" by the door. This will prevent latecomers from disturbing the
class already in progress.
2. I won’t accept a late pass or an explanation during class.
3. I will present "latecomer policy" from the first day of school: If you come in late -- after
I've taken attendance -- you have been marked absent. If you want me to change your
"absent" record to a "late," you must see me after class.
4. I will give a "do-now!" activity on the board or a sheet of chart paper; this is a quick
activity that students do each day at the start of the class period. The assignment is
always collected 5 minutes after attendance is taken. If a student comes in late and can't
complete the "do-now!" activity, he or she doesn't get credit for it.
5. I may give few tests at the beginning of the period.
6. Students Set Clear Expectations. Make it clear right up front that prompt attendance is
expected of them during their education. From admissions to orientation to the first day in
your classroom, be clear on what is expected of them. Always set high expectations for
your students, they will usually rise to the occasion.
7. I always begin my class on time. We can’t start late and ask the students to show up on
time. When we start class late you encourage students to do the same in return.
8. We may begin with a fun activity or game to engage the students. As the late students
come walking in, they will have to wait until it is over and miss out on the fun. This may help
motivate them to arrive on time the next day.
9. I say a simple “thank you” to the students who arrived on time? Positive reinforcement and
praising the students who do things right is a powerful tactic. Remember, what gets
praised and rewarded will get repeated.
10. I reward those who arrive early and are prepared for class by having a short assignment on
the board before class begins and receive 5 extra credit points on their test.
I will play a song in the class so that the two children are distracted and forget
what for they are fighting.
The children who are fighting must be separated first giving the order
As soon as possible we should start the class
Let them sit in two opposite sides of the class
I will give two different topics related to class to them and tell them to say few
words.
I will tell them to read the chapter and write it on the board
I will tell them to apologize with each other
I won’t scold them but try to teach them a lesson by story telling activity.
All behavior happens for a reason . Although children may not be able to clearly express
what is happening in their lives, there is usually some sort of payoff for a negative
behavior.
Avoid becoming defensive about a child’s behavior. Rarely does a student plot to make a
teacher’s life miserable. He or she usually doesn’t enter the classroom with a plan to cause
chaos or disrupt the lesson.
Change the mindset. If children came to us as they should be, there would be no reason to
have teachers in the first place. We can learn a great deal from our most challenging
students, and finding solutions may take a different way of thinking about difficult
students.
Maintain student dignity. For some students, it is more honorable to act bad than appear
stupid. Maintaining student dignity involves valuing the child and addressing his or her
behavior without making judgments about character, background or personality.