What is the problem? – 04

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[ Vocabulary ]

cut – headache – toothache – earache – fever – sprained ankle – sore throat – stomachache – broken leg – nosebleed – cold – backache – heart attack – cough.

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[ Aim ]

– Recognize the different health problems around us.

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[ Objective ]

– Students match pictures with their respective descriptions.

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[ General Description ]

– Health problems dominoes: It is a cut and paste/glue activity were students have to cut the domino stone and glue them in the correct order to finish thier boards. There are two boards with similar vocabulary and descriptions but in a different order. Divide your students into pairs of student-A and student-B. Explain how domino is usually played. Then give out the dominoes each with his respective letter for them cut the stones. Finally hand in the boards and ask them to put the stones in order before using any glue. They can glue, once you give your approval.

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– Dedicated Teacher –

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Helpers – 06

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[ Vocabulary ]

doctor – dentist – policeman – firefighter – nurse – secretary – coach – teacher – barber – waiter – pilot.

fix – teach – type – help – bring – catch – make – serve – fly – work – fight.

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[ Aim ]

– Recognize what people do in their jobs.

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[ Objective ]

– Students put the domino stones together on the board matching pictures with their respective descriptions.

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[ Instructions ]

01. Prepare some large domino samples that have similar pictures and descriptions for the activity demonstration.

02. Encourage students to tell what each stone has (a picture and a sentence.)

03. Ask students what those resemble. Try eliciting the word dominoes.

04. Elicit from students how domino is played. Then invite students to place the demostrative stones, you prepared, on board. ( The point is not winning but putting them in the right order.)

05. Hand in the sheet with the stones in it. [ It would be better if you pre-cut them in twos.] and ask them to cut around the stones.

06. Hand in the board sheet, and tell students to put the stones in the correct order without using any glue first. Once you approve their answers they can glue the stones then.

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– Dedicated Teacher –

Helpers – 04

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[ Vocabulary ]

doctor – dentist – policeman – firefighter – nurse – secretary – coach – teacher – barber – waiter – pilot.

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[ Aim ]

– Recognize the different jobs and what they do in each one of them.

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[ Objective ]

– Students read the sentences and match them with their respective pictures.

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– Dedicated Teacher –

Our House – 02

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[ Vocabulary ]

tub – toilet – sink –  blanket  – radio – TV –  dresser – sofa

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[ Aim ]

– Recognize words syllabi.

– Recognize pictures of different furniture objects from around the house.

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[ Objective ]

– Students read the syllabi and match them together to make words.

– Students cut and paste pictures next to their respective words.

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– Dedicated Teacher –

In My Lunch Box

[ Vocabulary ]

Containers / Quantity

slice | piece | glass | can | bunch

Food

tomatoes | grapes | banana | cheese | bread | toast | jam

Drinks

water | milk | watermelon juice | strawberry juice | grape juice | banana juice | Lemonade

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[ Aim ]

Recognize food items and drinks with their respective containers and quantifiers.

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[ Objective ]

01. Reading a  list of food items and finding the respective picture from a set of other pictures that have some similar items.

02. Writing about the picture they found in a form of a paragraph without reference to the written list.

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[ Resources ]

A. Six pages with pictures. | B. Two pages of three lists.

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[ Teacher Instructions ]

-:{ Preparations before class }:-

01. Photocopy the six picture pages to cover your students ( 1 page /1 student).

02. Make corresponding copies of the lists.

03. Spread the pictures all over the class; on walls, cabinet, chairs, teacher’s desk.. etc.

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-:{ During the lesson – Reading Stage }:-

01. You may have a short revision of the necessary vocabulary; either by referring to a word-wall or asking students of what they had for breakfast reinforcing the use of quantity words.

02. Introduce the lists of food you prepared; telling them that those are their lunch and they have to find them.

03. Direct their attention to the pictures; they have to find their own picture.

04. Give them a few minutes to read their lists.

05. Let them move afterwords in the class and monitor them making sure they don’t grab any picture based on the first option they have in their list.

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-:{During the lesson –  Writing Stage }:-

01. Collect the lists and praise students’ performance.

02. Have a model picture similar to their picture on the board and some writing lines.

03. Elicit how you can start your paragraph describing what is in your lunch box. (You may give the first line if necessary “In my lunch box, there is…“).

04. Have some deliberate punctuation mistakes to demonstrate the editing step. Make the correction with another colour.

05. Give out the writing sheets

06. When the writing is done, students may cut the pictures and glue them on the writing sheet.

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[ Note ]

– The lesson was delivered in two  classes of 45 minutes with average EFL learners.

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[ Dedicated-Teacher ]

The Foods I Eat: Quantity – 01

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~:| Focus Skill |:~

Reading and Writing

~:| Target Language |:~

– A (quantifier/container) of (Food item).
ex. A cup of milk

~:|  Resources |:~

– 2 different versions of the worksheet.
– 1 page for writing and gluing pictures + 1 page with pictures to be cut.
– scissors
– glues

~:| Teacher Instruction |:~

– You may explain to students that they have to finish the writing part first then start cutting and pasting pictures.
– When students finish, they can color the pictures.

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[ Dedicated-Teacher ]

The Foods I Eat: Quantity [Phrase Building]

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~:| Target Language |:~

– A (container/quantifier) of (food item).
ex. A bunch of bananas.

~:| Resources |:~

01- Two sheets: One for writing and pasting + One for cutting pictures.
02- Scissors + glues

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[ Dedicated-Teacher ]