A, The, „s, s‟ and of
WHO COULD ASK FOR ANYTHING MORE?
Bloom’s Taxonomy Matrix
 EVALUATION of what we know about articles and







possessives
SYNTHESIS of what we know ...
Prereading 1: “a” and “the”
 A dog is running.
 The dog is running.
 What‟s the difference?
 A ____
 The ____
 What ...
Prereading 2: A, The, „s, s‟ and of
K-what I know

W-what I want to know

L-what I learned and still
need to learn
Guided Reading 1: QAR
 Read about “a” and “the”
 “She plays the piano beautifully.”
 Why is it “the piano”?
 What coul...
Guided Reading 2: Extended Questioning
 Read about boys, boy‟s, boys‟, and of the boy
 “The _______ were old and dirty (...
Postreading 1: Write a Sentence
 Same sentence different article
 “a TV”, “the TV”
 “a president”, “the President”, “p”...
Postreading 2a and 2b: Discussion and Fun
 Discuss (anonymously) the sentences from

Postreading 1
 Quick “of the boat”
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A, the, ‘s, s

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Teaching the use of "A", "the", " 's " and "s" to an English as a Foreign Language class

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  • I will ask the class to read the first sentence and take the opportunity to point out that pronouncing “a” uh is for casual speech and pronouncing the long a adds emphasis.We will discuss the difference between the two sentences.We will try different words to fill in the blanks that show the best contrast between the articles
  • This chart will go on the board and the information students provide will be used for assessment and to direct future lesson plans.
  • Students will read the text book’s section on the use of “a” and “the” I will point out that “the” can be pronounced thee for emphasisStudents will be called upon to read examplesStudents will ask questions about “a” vs “the”
  • Again the students read the grammatical ruleThe students will read the sample and give the first answer they think ofWe will try to make all the forms fit
  • Students will write sentences using the words I give them
  • I will collect the sentences and pick a selection of sentences both correct and incorrect to discussI will call 2 or 3 students to the board and give them words to use in a sentence. The first one to write a correct sentence wins.
  • A, the, ‘s, s

    1. 1. A, The, „s, s‟ and of WHO COULD ASK FOR ANYTHING MORE?
    2. 2. Bloom’s Taxonomy Matrix  EVALUATION of what we know about articles and      possessives SYNTHESIS of what we know with what the rules are ANALYSIS the difference between the grammatical rules with what we think or have heard APPLICATION student will use information to solve problems or create. COMPREHENSION (a) translation, (b) interpretation, (c) extrapolation of materials and (c) extrapolation of materials KNOWLEDGE of specifics, such as general use and exceptions
    3. 3. Prereading 1: “a” and “the”  A dog is running.  The dog is running.  What‟s the difference?  A ____  The ____  What words make the difference clear?
    4. 4. Prereading 2: A, The, „s, s‟ and of K-what I know W-what I want to know L-what I learned and still need to learn
    5. 5. Guided Reading 1: QAR  Read about “a” and “the”  “She plays the piano beautifully.”  Why is it “the piano”?  What could “She plays a piano beautifully.” mean?
    6. 6. Guided Reading 2: Extended Questioning  Read about boys, boy‟s, boys‟, and of the boy  “The _______ were old and dirty (clothes/men)”  Quick tell me what you think.  How many answers could there be?
    7. 7. Postreading 1: Write a Sentence  Same sentence different article  “a TV”, “the TV”  “a president”, “the President”, “p” or “P”  “of the boy”  “the boy‟s”, “the boys”, “the boys‟”
    8. 8. Postreading 2a and 2b: Discussion and Fun  Discuss (anonymously) the sentences from Postreading 1  Quick “of the boat”
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