new dynamic english module 3: review 1 lesson plan

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NEW DYNAMIC ENGLISH MODULE 3: Review 1 Lesson Plan

Objectives

1. Students will be able to recognise and use target language from the courseware module.

2. Students will review the past simple tense, describing daily routines and activities.

3. Students will be given the opportunity to practice and develop fluency skills.

4. Pronunciation will be dealt with as the need arises during the lesson.

Activity 1: What’s the question? (Slide 2) Objective

To review previously studied target language To practice asking questions

Activity Type Review – asking questions game

Interaction T-S (Whole class)

Preparation None

Assumption Students will recall courseware content and be able to formulate questions

Anticipated problem Limited recall resulting in uneven participation

Solutions Conduct a quick review of question formation as necessary. Encourage students to review the lesson.

Time 5-7 minutes Target Language

1. What does Kathy do? She’s a writer. 2. Why doesn’t she like to get up early? Because she often works late. 3. What time did she get up this morning? (She got up) at 9:15. 4. What did she have for breakfast? She just had a cup of coffee. 5. How long did she work on her computer? (She worked on her computer) for 45 minutes. 6. How did she get to her office? By bus 7. What is she doing at 2:00? She’s having a late lunch. 8. Why is she going to have a meeting with her boss? Because she wants to go to Paris. 9. Why does she want to go to Paris? Her best friend is getting married. 10. Who is she going to interview? An important person.

Procedure 1. Do not click on the slide at this stage. Divide the class into 2 teams. Tell the students

that they are going to play a game based on Kathy’s schedule. 2. Demonstrate the rules for the game by modeling an answer to a question about Kathy’s

schedule e.g. Yes, her schedule changes every day. Invite the students to give you the corresponding question by asking ‘What’s the question?’ Suggested answer: Does her

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schedule change every day? Correct any inaccuracies and review question formation as necessary.

3. Refer to the slide. Tell the students that you are going to read out 10 answers. (See Target Language box for suggestions). When you ask ‘What’s the question?’ the fastest player to respond correctly wins a point for his / her team.

4. Option: when students ask a question incorrectly, offer the other team the opportunity to correct the question and get an additional point!

Activity 2: Show and Tell (Slide 3) Objective

To review use of the present simple tense To practice asking questions

Activity Type Show and tell game

Interaction S-S (Whole class)

Preparation None

Assumption Students will recall courseware content and be able to formulate questions

Anticipated problem Inaccurate question formulation Solutions Conduct a quick review of question formation as necessary.

Time 5 minutes Target Language

Student-generated language

Procedure 1. Lead in to the activity by modeling the rules. Inform the class that you are thinking about

an object that is important to you. Tell the students that they can ask up to five

questions (or more if you think that is necessary) in order to find out what you are

thinking about. Give a few hints to get the students on track e.g. colour, size, etc.

2. Instruct the students to each think of an object (or a hobby, family member, etc.) and

then to go around the class asking and answering questions.

3. Optional: invite the students to select a photograph on their cell phones which they

should not show to anyone. Conduct the game around the photographs.

Activity 3: What did you do yesterday? (Slide 4) m3u1l1 slide 7 Objectives To personalise use of the past simple tense

To provide listening and speaking practice To extend the use of time clauses

Activity Type Listening, speaking

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Interaction S-S (Pair-work) Preparation None

Assumptions Students will use the past simple and a range of time clauses accurately Students will be engaged in listening and speaking

Anticipated problem Students may be unsure of the use of certain time clauses, word order and saying the time

Solution Check comprehension of time clauses and review saying the time in feedback if necessary

Time 10 minutes

Target Language

See slide

Procedure 1. Click on the slide. Refer to the time clauses. Check comprehension and model examples

of usage as necessary. 2. Tell the students that they are going to talk about what they did yesterday. 3. Organise pair-work. If possible have students of similar ability working together. Instruct

the students to take turns talking about the things they did yesterday using the time expressions on the slide. Check comprehension of time clauses.

4. Model some follow-up questions by asking a strong ability student about their last

weekend e.g. what did you do last weekend? What did you do after that? Who did you

go with? Why did you do that?

5. Assign student ‘A’ and ‘B’ in each pair. Set a time for task completion. Instruct student ‘B’

to start.

6. Monitor output. Encourage the students to make a conversation with their partner by

asking follow-up questions. Help individual students to form correct sentences.

7. Invite some of the students to report back to the class about what their partner did yesterday.

8. Conduct a short feedback slot highlighting the use of follow-up questions for conversation skills. Review any inaccuracies common to most of the class.

Activity 4: Diane’s Activities (Slide 5) M3U1L1 SLIDE 9

Objectives To develop fluency skills To practice using a range of tenses


Interaction S-S (Pair-work) Preparation None

Assumption Students will remember courseware content

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Anticipated problems Inaccurate use of tenses Solution Have students refer to the pictures to generate language

Time 5-10 minutes

Target Language

1. What does your husband do? 2. How many children / kids do you have? 3. How far is your children’s / kids school

from your home? 4. Did you get up early this morning? /

What time did you get up this morning? 5. What time did you start eating

breakfast? / What time did you eat breakfast?

6. Did you drive the kids / children to school? /Who drove the kids to school, you or your husband?

7. Where did you and your friend go after taking the kids to school?

8. How long were you at the health club?

9. It’s 2:00. What are you going to do in about an hour?

10. What are you going to do after dinner?

1. He’s / My husband’s a taxi driver 2. I have two children / kids 3. It’s about 20 minutes away by car

4. Yes, I did / I got up at 6:30 5. We started eating / We ate breakfast at

7:15

6. Yes, I did / I drove the kids to school

7. My friend and I / We went shopping together

8. We were at the health club / there for about an hour. 9. I’m going to pick up my kids / children from school. 10. I’m going to a class / my art class.

Procedure 1. Refer to the slide. Ask the students for the names of the people in the pictures.

2. Tell students that they are going to talk about Diane’s activities.

3. Set up pair work. Assign student ‘A’ and student ‘B’ in each pair. Explain that students

should take turns in the role of Diane to ask and answer questions about her activities.

Model an example with a confident student e.g. what time did you cook breakfast this

morning? I cooked breakfast at 7:00.

4. Tell students they have 2 minutes to ask and answer as many questions as possible.

Instruct student A to begin.

5. Circulate and help individual students to stay on task by asking leading questions e.g.

what did you do next? When is she going to do…? Monitor output.

6. Quickly check the answers by asking students to describe what’s happening in some of

the pictures. Highlight the use of follow-up questions and give examples of accurate

sentence production. Write 2 or 3 examples of inaccurate production and have the class

correct.

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7. Now place a chair with the back to the board and facing the class. Sit in the chair and

instruct the students to ask you some questions about your activities today.

8. Invite a confident student to sit in the ‘hot seat’. Tell the class to imagine that the

student is Diane. Ask the rest of the class to think of questions they can ask ‘Diane’

about her activities today. Remind the student in the hot seat to answer the questions

as Diane i.e. in the 1st person.

9. Have students take turns in the hot seat each answering 1-4 questions (depending on

the size of the class) in as much detail as possible.

10. Encourage accurate questions and full sentence answers. Ask leading questions as

necessary to keep the student in the hot seat on-task e.g. what did you do next?

Students may volunteer to be in the hot seat as they gain confidence during the activity.

Activity 5: Headlines (Slide 5) Headline – Missed the bus again! Unsuccessful Shopping Trip! Teacher angry with students Plans for big wedding

Objectives To personalise use of the past simple tense To provide listening and speaking practice To extend the use of time clauses

Activity Type Mix and mingle

Interaction S-S (Whole-class)

Preparation None Assumptions Students will use the past simple

Students will be engaged in listening and speaking Anticipated problem Writing

Solution Monitor output

Time 10 minutes

Target Language


Procedure 1. Click on the slide. Refer to the heading. Elicit the meaning of ‘a headline’.

2. Read through the headlines for the class and ask the students what they think the news

items refer to. Explain that the headlines are about your last week. Invite the class to ask

you questions about each event. Encourage the use of the past simple tense and ensure

that the past simple is used in teacher-talk to describe the ‘stories’.

3. Optional: it is not necessary to use the headlines on the slide. 3-4 alternative ‘headlines’

can be written on the board for students to ask questions about.

4. Invite each student to write a headline that describes their last weekend. Set a time for

task completion. Monitor output and assist where necessary.

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5. Have the students walk around the class to ask and answer questions about their

headlines.

6. Monitor and encourage use of the past simple tense.

7. Conduct a brief feedback session in which students report back the stories that they

have heard.

Activity 6: Running dictation (Slides 6-7) M3U1L2 SLIDES 5-6

Objectives To read and dictate information accurately To practice listening for detail To review use of past simple tense

Activity type Dictation

Interaction S-S (Group-work)

Preparation 1 copy of the dictation text per group placed on the teacher’s desk or pinned on the wall

Assumptions Students will be able to exchange information using the past simple Students will use check and clarify understanding Students pronunciation will be comprehensible

Anticipated problems Students will fail to check and clarify information Individual students may have pronunciation difficulties

Solution Review checking and clarifying phrases as follow-up to raise awareness of the value of this type of language as a communication skill

Time 10 minutes

Dictation This morning I woke up at 7:00 but fell asleep again. I didn’t get up until 8:30 so I didn’t have time for breakfast. I took a taxi to work. Luckily I wasn’t late! I had a busy day. Yesterday I got a call from a friend. She invited me to go to a dinner party tomorrow evening at her new apartment. I went shopping yesterday afternoon with my wife. We bought a present for a friend who has just got married.

Procedure

1. Click on the slide. Refer to the instructions.

2. Divide the class into groups of 4. Invite each group to choose a writer.

3. Write the phrase ‘to give a dictation’ on the board and ask for the meaning. Suggested

answer: to say or read aloud for somebody to write down.

4. Tell students that they are going to dictate 8 sentences for the writer in their group.

Explain that the sentences are on a piece of paper on the teacher’s desk.

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5. In their groups, have the students stand one-behind-the-other facing the teacher’s desk.

Ensure the writer in each group is at the end of their line.

6. Instruct the students at the front of the line that they must run to the desk, read the text

and remember as much information from it as they can. Then they must turn to the

student who is next in line and whisper the information to them. This student in turn

whispers the information to the next student in line who then whispers the information

to the writer. The writer should note the information they are given. Check the meaning

of ‘to whisper’ and check comprehension of the instructions.

7. Tell students to finish the task as quickly as they can.

8. Keep students moving and on-task. Note any phrases students use to check and clarify

understanding.

9. Click on the next slide. Allow teams to check their answers with their writers. (They may

be surprised by the results!). Ask the class what type of verbs are highlighted. Answer:

past simple.

10. Ask students what they found difficult about the task. Possible answers: understanding

information, remembering information, writing skills. Introduce the importance of

checking and clarifying for good communication. Brainstorm some phrases that can be

used to check information. Write target language examples on the whiteboard as

follows:

I’m sorry, can you repeat that please?

Excuse me? / Pardon?

How do you spell that?

Activity 7: Story Telling (Slide 8) Objective

To review previously studied target language To practice asking questions

Activity Type Review – asking questions game


Preparation None

Assumption Students will formulate questions

Anticipated problem Limited recall resulting in uneven participation

Solutions Conduct a quick review of question formation as necessary. Encourage students to review the lesson.

Time 10 minutes Target Language

See slide

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Procedure 1. Click on the slide. Read through the phrases for the class. Check vocabulary.

2. Divide the class into small groups. Instruct one student to begin a story with one of the

phrases on the slide. The next student must create the second sentence then the third

student invents the third sentence and so on. Remind students to only use the past

tense.

3. Tell the class that the story is about the first student in each group so the sentences

should follow his or her plot line.

4. Monitor output. When each story reaches its natural end or gets boring, invite another

next student in the group to start a new story with another of the phrases on the slide.

5. Have random students report back to the class with one of their group’s stories. Invite

the class to vote on the funniest, saddest, scariest, etc. story

Activity 8: Exchanging Ideas (Slide 9) Objective

To extend use of the past simple tense To develop fluency skills

Activity Type Exchanging Information


Preparation None

Assumption Students will exchange information with each other

Anticipated problem Hesitant fluency Solutions Peer input



Procedure 1. Click on the slide. 2. Read through the sentences for the class and check vocabulary. 3. Invite the students to work in groups to answer and discuss the questions. 4. Monitor output. 5. Conduct a brief class discussion about some of the questions.

NDEM3 Review 1 Dictation

This morning I woke up at 7:00 but fell asleep again. I didn’t

get up until 8:30 so I didn’t have time for breakfast. I took a

taxi to work. Luckily I wasn’t late! I had a busy day. Yesterday

I got a call from a friend. She invited me to go to a dinner

party tomorrow evening at her new apartment. I went

shopping yesterday afternoon with my wife. We bought a

present for a friend who has just got married.

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NEW DYNAMIC ENGLISH MODULE 3: Review 2 Lesson Plan

Objectives

1. Students will be able to recognise and use target language from the courseware module.

2. Students will review language for describing spatial relationships, asking for and giving

directions and talking about the past.

3. Students will be given the opportunity to practice and develop fluency skills.

4. Pronunciation will be dealt with as the need arises during the lesson.

Activity 1: Where is it? (Slide 2)NDEM3U3L1 S2

Objectives To review courseware content To describe relative location


Interaction T-S (Whole-class)

Preparation None

Assumption Students will recall previously studied language

Anticipated problem Inaccurate use of prepositions and positions language

Solution Extend practice

Time 2 minutes

Target Language

Where is the park? It’s on the north-west corner of High Street and First Avenue.

Who goes to the park? Children love to play there in the summer. There is also a public toilet

Where is First Avenue? First Avenue runs north-south, across High Street, west of Second Avenue.

Is it a busy street? Yes, there are a lot of services along this street. Where can I find café? There’s a café across from the university on the corner of High

Street and First Avenue, next to the art museum.

Where is the university? The university is located behind the art museum. It’s between First and Second Avenue.

Who attends the university? There are a lot of international students.

Procedure

1. Click on the slide. Ask the class for the names of some of the places and street names to review target vocabulary. (See Target Language box for suggestions). Write key words on the board for students to refer to during the lesson e.g. northwest corner, across from, behind, runs north-south.

2. Invite some confident students to ask about some of the places on the map.

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3. Personalise the language by asking for some locations and directions in your school or in the local area e.g. where are the toilets? the student café?, a bank? etc. Refer to the language on the board as students work through the task.

4. Conduct a brief feedback slot on the use of the target language e.g. prepositions and vocabulary.

5. Language tip: In British English cardinal directions are rarely used to describe places in the vicinity.

Activity 2: Name the place (Slides 3-4)

Objectives To extend vocabulary for describing location To describe facilities and amenities

Activity Type Listening, Speaking

Interaction T-S (Whole-class) & S-S (Pair-work)

Preparation None

Assumption Students will recall courseware content

Anticipated Problem Hesitant use of vocabulary

Solution Further practice

Time 5 minutes

Target Language

What’s this? It’s the (city) hospital.

What do people do there? It’s a place where sick people get treatment, doctors and nurses’ work, etc.

What’s this? It’s the art museum (gallery).

What can you do there? You can see art exhibitions / It’s a place where…

What kinds of museums are there in your city? There’s a history / military / national museum.

How often do you go to a museum?

What’s this? It’s a drug store.

Why do people go there? You can…/ People can…

What time does it open / close? It’s open from…to…

Procedure

1. Click on the slide. Point to the highlighted places on the map and ask the class some questions about the function of each place. (See Target Language box for suggestions).

2. Note key language on the board as you work through the task e.g. It’s a place where…, you can buy / see / do…There’s a …People can…It’s open from…to…

3. Click on the follow-up slide. 4. Instruct the students to work in pairs taking turns to describe each place in as much

detail as possible. The partner guesses the name of the place being described. 5. Model an example e.g. it’s big. It can hold a lot of people. It’s a place where you can see

sports and musical events. Answer: stadium. 6. Set a time for task completion.

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7. Monitor and feed-in target language where necessary. 8. Check the answers by going through the pictures and asking for descriptions. Write

some examples of inaccuracies on the board and invite peer correction.

9. Language note: drug store/AmE, chemist / BrE, ATM / AmE, Cashpoint /BrE, store /

AmE, shop / BrE. Activity 3: Buses and drivers (Slide 5)

Objectives To review the use of prepositions and giving directions To consolidate direction-related vocabulary

Activity Type Giving and following instructions


Preparation Two blindfolds e.g. scarves Four small balls

Assumption Students will be able to give and follow instructions

Anticipated problem Inaccurate use of directions language

Solution Peer input

Time 10 minutes

Target Language


Procedure

1. Lead-in by pre-teaching basic prepositions and giving directions e.g. ask the class for directions to a particular place in the school from the classroom. Note useful language on the board e.g. go straight, turn right, etc.

2. Divide the class into groups of four. Invite one group at a time to play the game. Divide each group into two pairs.

3. Explain that one student in each pair is a bus and the other is the driver of the bus. 4. Blindfold the student in each pair who is the bus. Explain that the drivers have to guide

their buses to small balls which are placed around the room by giving directions. (Invite a student from another group to place the balls in different areas around the room).

5. When a bus is guided to a ball the driver then guides the bus to throw the ball at the other bus using prepositions.

6. Points are awarded each time a bus is hit. Activity 4: Giving directions (Slide 6)

Objectives To consolidate giving and understanding directions

Activity Type Giving and following directions

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Preparation None

Assumption Students will be able to give and follow instructions

Anticipated problem Inaccurate use of directions language

Solution Peer input

Time 10 minutes

Target Language


Procedure

1. Have students work in the same groups as in the last activity.

2. Instruct them to each have a piece of paper and a pen ready.

3. Each student should explain to the classmates in their team how to get to their house

from the school. The rest of the group should draw the directions given, asking

questions along the way to clarify the instructions.

4. Tell the students not to show each other their plans and at the end of each set of

instructions, they can compare what they have drawn.

Activity 5: Simon says (Slide 7)

Objective To review prepositions of place

Activity Type Simon-Says instruction game


Preparation None

Assumptions Students will recognise prepositions of place

Anticipated problem Comprehension

Solution Clear, concise instructions Time 3-5 minutes

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Procedure

1. Put the students into two teams and then ask them to form two lines.

2. Explain that they should listen carefully and follow the instructions you are going to give

them.

3. See Target Language box for suggested instructions.

4. Extend practice by inviting random students to give the class instructions.

Activity 6: Picture Dictation (Slide 8)

Objective To develop the use of prepositions of place

Activity Type Dictation


Preparation A sheet of paper and a pencil for each student Assumptions Students will be able to draw to illustrate spatial relationships

Anticipated problem Comprehension and lack of vocabulary Solution Provide additional explanations as required

Time 6-8 minutes

Target Language

In the middle of the picture there is a big house

The house has a door which is between two windows

On the roof of the house there is a chimney

In the top right hand corner of the picture there is a very big sun

Next to the house and under the sun there is a little hill

On top of the hill there is a big apple tree

In front of the hill there is a little girl and little boy

Target Language

Put your foot under a table.

Say the word “over” 3 times.

Put something on top of your bag.

Put your hands behind your back.

Put a pencil inside your shoe.

Sing a song in English.

Look under a book.

Dance between two classmates.

Hold a pencil between your knees.

Put your right hand above the desk.

Stand on the left of the board.

Sit on a chair.

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In front of the house there is a little path

In the left hand side of picture there is a big pond

There is a small fish in the middle of the pond

There is long grass around the pond

In the top left hand corner of the picture there are two clouds

Below the clouds there are two big birds flying

Procedure

1. Tell the students they will need a sheet of paper and a pencil because they are going to

draw a picture.

2. Instruct the class to listen carefully and to draw what you say. See Target Language box

for instructions.

3. At the end of the activity invite the students to compare their own drawing with those of

their classmates. (The results could be amusing!)

4. Invite the class to now give you the instructions so that you can draw the picture

correctly on the board. Correct inaccurate use of target language as you draw.

5. Optional: to review shapes, repeat the instructions using a range of shapes and locations

e.g. there is a square in the top right hand corner, under the square is a big circle with a

triangle inside it, etc.

Activity 7: What’s the mistake? (Slide 9)

Objective To review and correct grammatical errors To practice clear pronunciation

Activity Type Error correction

Interaction S-S (Pair-work) Preparation Copy and cut the mistake cards – one set per pair

Assumptions Students will be able to correct mistakes and understand their partner

Anticipated problem Comprehension

Solution Provide additional explanations as required Time 15 minutes

Target Language

See worksheet

Procedure

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1. Lead in to the activity by writing the following sentences on the board: My sister is living

in Istanbul since 1990, Please to tell me the way to the station, I’m interesting in football.

2. Tell the class that there is a mistake in each of the sentences. Have students work in

pairs for one minute to try to correct the sentences. Elicit corrections.

3. Hand out a set of cards to each pair. Instruct the students to shuffle the cards and to

place them face down.

4. Model the activity with a pair of students. Explain that each card has a sentence on it

which contains a grammar mistake and that the correct answer is also on the card.

5. Have a read the incorrect sentence out to his/her partner. Their partner has one minute

in which to try to correct it. If s/he does, s/he keeps the card. If not, the correct answer

is read out and the card is placed at the bottom of the pack.

6. Students take turns in their pairs to pick up cards and read out the incorrect sentences.

7. Conduct a short feedback slot by going around the class reading out the sentences and

asking for the corrected versions.

Activity 8: Exchanging Ideas (Slide 9) Objective

To extend use of the past simple tense To develop fluency skills

Activity Type Exchanging Information


Preparation None

Assumption Students will exchange information with each other

Anticipated problem Hesitant fluency

Solutions Peer input



Procedure 1. Click on the slide. 2. Read through the sentences for the class and check vocabulary. 3. Invite the students to work in groups to answer and discuss the questions. 4. Monitor output. 5. Conduct a brief class discussion about the answers to some of the questions.

NDEM3 Review 2 Mistake cards

Can you tell me where is the museum please? Answer: Can you tell me where the museum is please?

They’ve been married since ten years. Answer: They’ve been married for ten years.

Can you learn me to play the guitar? Answer: Can you teach me to play the guitar?

I am going to bed at 11 o’clock every night. Answer: I go to bed at 11 o’clock every night.

I do a lot of mistakes in English. Answer: I make a lot of mistakes in English.

I like very much classical music, but my wife doesn’t. Answer: I like classical music very much, but my wife doesn’t.

You look beautifully in that dress Answer: You look beautiful in that dress.

Do you like something to drink? Answer: Would you like / Do you want something to drink?

The both girls had black hair and brown eyes. Answer: Both girls had black hair and brown eyes.

I look forward to see you on Friday. Answer: I look forward to seeing you on Friday.

I’m not very good in tennis. Answer: I’m not very good at tennis.

You can’t go in there. They have a meeting. Answer: You can’t go in there. They are having a meeting.

Of the three sisters, Helen is the better violinist. Answer: Of the three sisters, Helen is the best violinist.

We are much better than they at basketball. Answer: We are much better than them / than they are at basketball.

Excuse me, what means this word? Answer: Excuse me, what does this word mean?

I stopped to play football two years ago and haven’t played since. Answer: I stopped playing football two years ago and haven’t played since.

She is living in Seoul for five years. Answer: She’s been living in Seoul for five years.

He have his car since 2006. Answer: He has had this car since 2006.

new dynamic english module 3: review 1 lesson plan

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