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  • Planning A Class

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    The document outlines a 90 minute English class divided into four sections. Each section focuses on a different element: [F] form, [M] meaning, and [P] pronunciation. Vocabulary is introduced at the start for children and end for adults. An example is given on adverbs of preference. The next class will focus on: [1] core skills like before/after and possessives, [2] making questions from word cards and asking peers, [3] introducing countable and uncountable nouns, and [4] questions about quantities.

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    Planning a Class

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    The document outlines a 90 minute English class divided into four sections. Each section focuses on a different element: [F] form, [M] meaning, and [P] pronunciation. Vocabulary is introduced at the start for children and end for adults. An example is given on adverbs of preference. The next class will focus on: [1] core skills like before/after and possessives, [2] making questions from word cards and asking peers, [3] introducing countable and uncountable nouns, and [4] questions about quantities.

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    Download as PDF, TXT or read online from Scribd
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    12 views1 page

    Planning A Class

    Uploaded by

    richtowns
    The document outlines a 90 minute English class divided into four sections. Each section focuses on a different element: [F] form, [M] meaning, and [P] pronunciation. Vocabulary is introduced at the start for children and end for adults. An example is given on adverbs of preference. The next class will focus on: [1] core skills like before/after and possessives, [2] making questions from word cards and asking peers, [3] introducing countable and uncountable nouns, and [4] questions about quantities.

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    Download as PDF, TXT or read online from Scribd
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    Planning a one and a halve hour class

    for example, divide the time into 4 x 20 sections with 10 minutes spare! Each section should have: F form M meaning P pronunciation (Friendly Mountain People) In this order with vocabulary at the start for children and at the end for adults For example: adverbs of preference Here vocabulary could come before. Think of some things people do and dont like and translate them with the help of the class The form is the different conjugations of Do you like chocolate? I really like chocolate The meaning can be explained by plotting the adverbs on a line from hate to love The pronunciation can be practiced by repeating what the teacher says. Teacher chooses some of the worse pronounced words. (In Vaugh technique badly pronounced words and corrected when they are said although some techniques prefer to encourage students talking more) I suggest for the next class the four sections will be Part one: Core skills: before/after this/that these/those possesives adjectives and pronouns my mine your yours his/herhis/hers Part two: Making question from cards Print questions on cards and cut the sentences up into words. The students much choose the correct order of the words. Then thet answer the question themselves and then ask the group the question. Tips on pronunciation during question round Part three: Introduce countable and uncountable nouns Part four: Asking questions about quantity of countable and uncountable nouns How much ? How many ?

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