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Sentence Sense
Objectives:
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The
learner will correctly match "a" and "an" with the correct noun. |
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The learner will identify
nouns, proper nouns, possessive pronouns, personal pronouns, verbs,
adjectives and articles in simple sentences. |
Duration:
2 hours
Materials:
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"Practical Conversations," Workplace
Plus 3, Joan Saslow, Pearson Education;2003, p. 2-3 |
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White
board and markers |
Activities:
High-Beginning and Low-Intermediate
Learners:
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Teacher
arranges the following terms vertically on the left-hand or right-hand
side of the board: "noun," "proper noun," "possessive pronoun,"
"personal pronoun," "verbs," "adjective," and "article," then writes a
simple sentence containing a proper noun, noun, verb, adjective and
article ( for example: "Charles drives a new car.")
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In a
think-pair-share activity,
teacher asks learners to identify the noun, proper noun, verb, adjective
and article.
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Teacher elicits answers from the class,
correcting and defining each term. Teacher uses additional examples as
necessary.
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Teacher writes four more similar, simple
sentences on the board (using "umbrella" and "apple" as objects in two
of the sentences), again using a
think-pair-share strategy
when asking learners to replace the proper nouns with personal pronouns.
Learners share answers with the class and teacher corrects as needed.
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Teacher points to the articles "an" in
front of "umbrella" and "apple," then to the article "a" in front of the
other objects, and asks learners to explain the difference. Teacher
names the vowels as part of the "a/an" rule.
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Teacher reviews parts of speech by
conducting a
substitution drill with three additional sentences
written on the board (i.e.:"This is a __________."). Learners repeat
several times each.
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Teacher follows
same procedure for nouns, proper nouns, possessive pronouns, personal
pronouns, verbs and adjectives.
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Teacher
distributes "Practical Conversations," Workplace Plus 3, p.2.
Teacher reads dialogue twice. Learners identify nouns, proper nouns,
adjectives, articles, pronouns and verbs.
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Teacher assigns A and B roles to learners
and learners take turns conversing. Teacher assigns learner pairs, who
practice the conversation again, switching roles.
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Teacher leads learners in pronunciation of
good weather and bad weather adjectives, asking for additional
adjectives from learners. Teacher writes complete list on the board,
adding more as needed.
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Learners complete Part C of p.2.
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Teacher repeats same method for p. 3,
parts A, B and C.
High-Intermediate Learners:
See "Using
Computers to Find Information" (initial 2 hours)
Assessment:
High-Beginning and Low-Intermediate
Learners: Teacher monitors verbal and written responses of individual learners;
making notes of individual abilities.
High-Intermediate Learners:
Refer to assessment in "Using
Computers to Find Information."
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