Homework: So and Such Video (15 minutes) • Ss discuss video in small groups. What did they learn? • Ask for a volunteer to talk about the video. When do we use so and such? • Put formulae on the board and ask for examples. • If time allows, have Ss do so and such worksheet. • Check answers with partner. • WCFB: volunteers give answers.
What's the Main Idea? (15 minutes) • Ask Ss what their favorite movie is. What is it about? Or their favorite TV show? They're talking about the main idea. • Ask Ss to think about this and write down what the movie or TV show is about. • Have them tell their partner. • Tell them to use only one sentence. "This film is about...." • WCFB: Ss volunteer to tell us their favorite film or TV show and what it's about. • When you're reading a passage, the main idea is important because it tells what the passage is about. • The rest of the paragraphs explain the main idea in more detail. • Many readers believe that the main idea is always in the first sentence. But this is not true. It can be anywhere in the passage, the first sentence, the last sentence, or in the middle. • The best way to find the main idea is to ask yourself: What is this passage about? What is the most important point the author is trying to make? • Model #5 (bamboo) paragraph. I read it out loud. What's the main idea? Why do you say that? • Ask Ss to read the passages and choose the main idea. • Ask them to check their answers with their partner. Explain Peer Teaching.
Answers A A B C D Finding the Main Idea and Reading Comprehension (30 minutes) • Ask Ss if they have ever donated blood. • Have you or a family member ever needed to have a blood transfusion after an accident or illness • Distribute handout and ask Ss what the passage is about. • Tell Ss how a passage is structured (diagram for writing structure). • potential: capable of becoming real.
• Ask Ss to find the main idea and find some supporting details in the passage.
• Ask Ss what body system the blood is part of. (circulatory system). • Tell Ss that there are 9 body systems and that it is important to know these systems and what they do. • Write these on the board and ask Ss to guess what each system does.
• Tell Ss we're going to talk about the brain for a moment. • Ask Ss what helps their brain function (food, rest, exercise, etc.) • What kinds of things are bad for the brain? • Do you think non-physical things are good (or bad) for the brain? • Tell Ss T is going to read a passage. They should try to find the main idea of the passage. • Tell Ss that scientific studies have been done that show the brain actually functions better with gratitude. • Draw brain on board and label areas of brain. • Read article and ask Ss what helps the brain function. What parts of the brain work poorly if one is thinking negative thoughts and has no gratitude?
Writing an Essay with Main Idea and Supporting Details (30 minutes)
• Ask Ss to think about who they want to thank in their life. Write the person's name down. • Ask Ss to write down why they want to thank them. • Pre-writing. Get ideas of what to write about them. Write any sentences or phrases that come into your mind. You don't have to worry about spelling or grammar or even writing in complete sentences. Keep writing without stopping for 7 minutes or until you run out of ideas. • Ask Ss to write : What would you do for them if you could? • Ask them to tell their partner what they wrote. (Can do a mingle standing up, Ss tell three other students.
• Tell Ss they are going to write an essay. • The topic is gratitude. • The main idea is who they want to thank. • The details are why they want to thank that person. • They can make up a conclusion. It could be what they would like to do for the person. Editing first draft (20 minutes) • Tell Ss that they have written a first draft. • Now they should edit their first draft. • Is the meaning clear? • Check for organization, grammar, punctuation, spelling, etc. • Ss can cross things out, move sentences around, change the ending to match the beginning, make corrections. Writing the Final Copy (20 minutes) • Ask Ss to write a final clean copy to hand in. Homework Simple English video http://bit.ly/16EYFyI
Next class: Countable and Uncountable nouns (then assign travel and trip video–countable and uncountable nouns) Functional language Discussion and speaking practice Supporting details Start math
• Ss discuss video in small groups. What did they learn?
• Ask for a volunteer to talk about the video. When do we use so and such?
• Put formulae on the board and ask for examples.
• If time allows, have Ss do so and such worksheet.
• Check answers with partner.
• WCFB: volunteers give answers.
What's the Main Idea? (15 minutes)
• Ask Ss what their favorite movie is. What is it about? Or their favorite TV show? They're talking about the main idea.
• Ask Ss to think about this and write down what the movie or TV show is about.
• Have them tell their partner.
• Tell them to use only one sentence. "This film is about...."
• WCFB: Ss volunteer to tell us their favorite film or TV show and what it's about.
• When you're reading a passage, the main idea is important because it tells what the passage is about.
• The rest of the paragraphs explain the main idea in more detail.
• Many readers believe that the main idea is always in the first sentence. But this is not true. It can be anywhere in the passage, the first sentence, the last sentence, or in the middle.
• The best way to find the main idea is to ask yourself: What is this passage about? What is the most important point the author is trying to make?
• Model #5 (bamboo) paragraph. I read it out loud. What's the main idea? Why do you say that?
• Ask Ss to read the passages and choose the main idea.
• Ask them to check their answers with their partner. Explain Peer Teaching.
Answers A A B C D
Finding the Main Idea and Reading Comprehension (30 minutes)
• Ask Ss if they have ever donated blood.
• Have you or a family member ever needed to have a blood transfusion after an accident or illness
• Distribute handout and ask Ss what the passage is about.
• Tell Ss how a passage is structured (diagram for writing structure).
• potential: capable of becoming real.
• Ask Ss to find the main idea and find some supporting details in the passage.
Break (15 minutes)
Body Systems (30 minutes)
• Ask Ss what body system the blood is part of. (circulatory system).
• Tell Ss that there are 9 body systems and that it is important to know these systems and what they do.
• Write these on the board and ask Ss to guess what each system does.
Gratitude and the Brain (20 minutes)
• Tell Ss we're going to talk about the brain for a moment.
• Ask Ss what helps their brain function (food, rest, exercise, etc.)
• What kinds of things are bad for the brain?
• Do you think non-physical things are good (or bad) for the brain?
• Tell Ss T is going to read a passage. They should try to find the main idea of the passage.
• Tell Ss that scientific studies have been done that show the brain actually functions better with gratitude.
• Draw brain on board and label areas of brain.
• Read article and ask Ss what helps the brain function. What parts of the brain work poorly if one is thinking negative thoughts and has no gratitude?
Writing an Essay with Main Idea and Supporting Details (30 minutes)
• Ask Ss to think about who they want to thank in their life. Write the person's name down.
• Ask Ss to write down why they want to thank them.
• Pre-writing. Get ideas of what to write about them. Write any sentences or phrases that come into your mind. You don't have to worry about spelling or grammar or even writing in complete sentences. Keep writing without stopping for 7 minutes or until you run out of ideas.
• Ask Ss to write : What would you do for them if you could?
• Ask them to tell their partner what they wrote. (Can do a mingle standing up, Ss tell three other students.
• Tell Ss they are going to write an essay.
• The topic is gratitude.
• The main idea is who they want to thank.
• The details are why they want to thank that person.
• They can make up a conclusion. It could be what they would like to do for the person.
Editing first draft (20 minutes)
• Tell Ss that they have written a first draft.
• Now they should edit their first draft.
• Is the meaning clear?
• Check for organization, grammar, punctuation, spelling, etc.
• Ss can cross things out, move sentences around, change the ending to match the beginning,
make corrections.
Writing the Final Copy (20 minutes)
• Ask Ss to write a final clean copy to hand in.
Homework
Simple English video
http://bit.ly/16EYFyI
Next class:
Countable and Uncountable nouns (then assign travel and trip video–countable and uncountable nouns)
Functional language
Discussion and speaking practice
Supporting details
Start math