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 __________."