Tongue Twisters 2
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The document provides a lesson plan for teaching students about tongue twisters. It includes objectives to generate words with the same beginning, compose a tongue twister, and apply text formatting. The lesson plan outlines defining tongue twisters, reading examples, having students practice examples, and creating their own 5-line tongue twister with a specified format. The lesson correlates to developing analytical thinking skills and practicing communication in English class.
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This document provides a detailed lesson plan for teaching advanced English language learners how to make predictions and assumptions using the future tense "will". The plan includes activities to clarify the different uses of "will" through matching exercises and controlled practice forming sentences. Students then make assumptions and predictions about each other to improve their speaking skills and receive feedback on their use of future tense structures. The lesson aims to develop students' understanding and use of "will" through explicit instruction, controlled practice and communicative activities.
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1) Using 5 sentence passages to discuss literal and inferential questions.
2) Implementing reciprocal reading strategies like predicting, questioning, clarifying, and summarizing.
3) Having students predict what a text will be about from images, titles, or headings.
4) Generating questions about a text that can be answered from what was read.
5) Summarizing texts in various word counts or formats like reviews.
6) Using frameworks like "Tell Me" to discuss books.
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Part – 2
Individual Speech Presentation: Draft
From last week: Email your instructor early in the week to obtain speech topic approval if you have not already done so. Continue researching your topic and create a good thesis statement. Write at least three sentences for the main ideas concerning your topic.
This week, update your thesis statement and your main idea sentences, create at least two subtopics for each of the three main points, and add to your research notes. Use these items to write a first draft for your outline. Do the outline tutorial exercises provided in the lecture. Spend time learning about outlining and solving your topic organization, sequence, and outline problems. Your outline is not due this week. You will complete working on this outline next week. Nothing is due in the Dropbox yet for your speech.
PowerPoint presentations with recorded narration are due in Week 6. Begin practicing the use of your microphone with your computer and the PowerPoint narration feature. See the iConnect tab and the Presentation tab under Course Home for the tutorials on how to use these features.
Note: Notify your instructor now if you do not understand how to create an outline. If you are having great difficulty creating a draft of your outline, e-mail specific questions to your instructor. You may wish to ask for a personal phone call.
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With your assigned team, unscramble the following statements to create a logical outline for an upcoming business presentation. Use standard outline format as described in your textbook.
1. Ensure that the language is used correctly.
2. Speaker credibility influences how listeners feel about the speaker.
3. Character is the quality of being honest, trustworthy, and showing goodwill.
4. Deliver the speech with confidence.
5. Credibility is an extremely important factor in determining speaker effectiveness.
6. Connect the audience to the topic.
7. Practice your delivery.
8. Verbally cite personal subject knowledge.
9. Present error free written materials.
10. Credibility has three primary characteristics: the three Cs.
11. Ensure that typographical errors are eliminated.
12. Charisma is the quality of being assertive, confident, and enthusiastic.
13. Speaker credibility influences the listener's ability to learn or to believe.
14. Demonstrate expertise.
15. Verbally cite expert sources.
16. Connect yourself to the topic.
17. Plan your delivery.
18. Ensure that facts are correct.
19. Competence is the quality of being an expert and intelligent.
20. Connect with the audience on a personal level.
21. Establish common ground.
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Tongue Twisters 2
- 1. Dates:_________________ Objective Given PowerPoint presentation using LCD Projector at least 95% of the students should be able to: a. Generate words that has the same beginning word b. Compose a tongue twister c. Apply the text format Subject Matter Tongue Twister Reference TechnoPoet pp 67-69 Technokids Course Materials SY 2007-2008 Methodology Discussion/Demonstration Materials Computer, LCD Projector Preparation Prayer Greetings Attendance Review about Descriptive Poetry Motivation Ask them to read the tongue twisters on the board. SAS Education Objectives: 8. Develop analytical and logical thinking with acquired skills towards the achievement of academic excellence; they must think of words that can help them to create a tongue twister. Lesson Development 1. Define what is Tongue Twister? 2. Read them some examples of Tongue Twister? Correlation with other discipline English. In this subject, they can practice their communication skills while practicing their tongue twisters. Internalization of SAS VMGO/ Values Integration SAS Education Objective 6. Realize and appreciate God-given talents and potentials, taking full responsibility for its maximum development; by reading their poems they can express their selves Activity: Ask the students to try to say the sample tongue twister three times quickly, without making a mistake. Example: Betty Botter bought some butter. But, she said, "This butter's bitter. If I bake this bitter butter, It would make my batter bitter. But a bit of better butter That would make my batter bitter Evaluation
- 2. Create a 5 line tongue twister. By answering this questions Who (Your name) Did What (locations that start with the first letter of your name) Where (Place start with the first letter of your name) When (Time start with the first letter of your name) Why (Reasons that start with the first letter of your name)