NCE Lesson Plan Beginner Level Class
Vocabulary ~10 minutes
1. Class: Teacher says each vocab word, with the class repeating. Teacher then asks a student the translation of the vocab word. If the student is too slow to give the translation, award a point to the opposing team.
* Teacher reads the words slowly, and progressively, Sounding out the word for students to understand how to blend sounds phonetically.
* After completing each vocab word choose a student to translate,...This pushes students to focus on the words on TV.
* This is a game to catch students not paying attention, and then award the opposing team.
2. Class:
A. Teacher says an English vocab word from the list... Students race to say the Chinese translation.
*Chinese Teacher awards points to the fastest translators... (10-20 words)
B. Chinese Teachers says the Chinese vocab word from the list... Students race to say the English Translation.
*English Teacher awards points to the fastest translators... (10-20 words)
****Focus is on listening, reading and translating, in both languages... English to Chinese first... easier to answer, to enhance listening skills... Chinese to English Second... more difficult to answer, to enhance reading and speaking.
********When doing Chinese to English drill: Teacher can learn which words are still difficult for students to pronounce. Pause after difficult words and have students repeat after the teacher in English, and then resume with the drill.
3. Spelling: Put students into pairs, with pens and scrap paper. Describe a word out of order from the vocab list. Students write a word from the vocab list that they believe is the correct word. The pair with the most correct answers is the winner.
*Choose appropriate amount of words for time. Can also use markers and board to save time.
4. Apply Vocabulary:
True / False Drills: The teacher says a sentence using the vocabulary, Students repeat together. After each sentence call on a student to guess whether the statement was true or false. If the student is correct he/she is awarded.
EX.
1. Rare: Lions are very rare in China.... True
2. Ancient: "Students name" is a very ancient student... False
3. Myth: Medusa's story is a myth... True
* Teacher reads the words slowly, and progressively, Sounding out the word for students to understand how to blend sounds phonetically.
* After completing each vocab word choose a student to translate,...This pushes students to focus on the words on TV.
* This is a game to catch students not paying attention, and then award the opposing team.
2. Class:
A. Teacher says an English vocab word from the list... Students race to say the Chinese translation.
*Chinese Teacher awards points to the fastest translators... (10-20 words)
B. Chinese Teachers says the Chinese vocab word from the list... Students race to say the English Translation.
*English Teacher awards points to the fastest translators... (10-20 words)
****Focus is on listening, reading and translating, in both languages... English to Chinese first... easier to answer, to enhance listening skills... Chinese to English Second... more difficult to answer, to enhance reading and speaking.
********When doing Chinese to English drill: Teacher can learn which words are still difficult for students to pronounce. Pause after difficult words and have students repeat after the teacher in English, and then resume with the drill.
3. Spelling: Put students into pairs, with pens and scrap paper. Describe a word out of order from the vocab list. Students write a word from the vocab list that they believe is the correct word. The pair with the most correct answers is the winner.
*Choose appropriate amount of words for time. Can also use markers and board to save time.
4. Apply Vocabulary:
True / False Drills: The teacher says a sentence using the vocabulary, Students repeat together. After each sentence call on a student to guess whether the statement was true or false. If the student is correct he/she is awarded.
EX.
1. Rare: Lions are very rare in China.... True
2. Ancient: "Students name" is a very ancient student... False
3. Myth: Medusa's story is a myth... True
Video ~ 3 minutes
Prior to watching the video, show the picture slide that introduces the video. Talk about the picture or ask some simple questions about the picture.
EX. What animals are on medusa's head? What do you think about Madusa? Is she beautiful? Do you know the myth of Madusa?
After Talking about the picture quickly, ask the introduction question on the slide.
What is Jasper White's problem? Possibly translate the question.
Watch the video once, or twice depending on the students level.
Call upon students to answer the introduction question.
EX. What animals are on medusa's head? What do you think about Madusa? Is she beautiful? Do you know the myth of Madusa?
After Talking about the picture quickly, ask the introduction question on the slide.
What is Jasper White's problem? Possibly translate the question.
Watch the video once, or twice depending on the students level.
Call upon students to answer the introduction question.
Reading ~ 10 minutes
1. Have students take out their books or read straight from the PPT. The Teacher will read the story, with students repeating after the teacher. If the teacher makes a mistake students can clap their hands and correct the teacher to win points for their team.
*The teacher should read with enthusiasm, fluent pace, and encourage students to replicate proper speaking. (discourage mumbling robots!)
2. The Teacher can then read the story again more quickly, stopping after difficult sentences/words, to ask students to translate. This is a good way to gauge how well they understand the story. If students are eager to translate the difficult sentences/words, then move on quickly. If this proves difficult, then realize, maybe the TA should get involved and help translate the story with the teacher quickly, before moving on.
*Award points to students that translate
3. Have each student stand up. Each student must read one sentence, then the student may sit. Continue until all students have read 1 sentence. After each student has read a sentence, choose the most difficult word from the sentence, Say the word loud and clear, and have all students repeat that one word. Then move to next student.
*This gives students more practice and confidence with the more difficult vocabulary.
*Students who read perfectly may be awarded a point.
*The teacher should read with enthusiasm, fluent pace, and encourage students to replicate proper speaking. (discourage mumbling robots!)
2. The Teacher can then read the story again more quickly, stopping after difficult sentences/words, to ask students to translate. This is a good way to gauge how well they understand the story. If students are eager to translate the difficult sentences/words, then move on quickly. If this proves difficult, then realize, maybe the TA should get involved and help translate the story with the teacher quickly, before moving on.
*Award points to students that translate
3. Have each student stand up. Each student must read one sentence, then the student may sit. Continue until all students have read 1 sentence. After each student has read a sentence, choose the most difficult word from the sentence, Say the word loud and clear, and have all students repeat that one word. Then move to next student.
*This gives students more practice and confidence with the more difficult vocabulary.
*Students who read perfectly may be awarded a point.
Questions and Answers ~ 7 minutes
A. If students are having difficult reading... Read the the questions as a class to get more practice and confidence. Can award students points for translating or just move quickly if it is easy.
B. If students are confident, Call on individual students to read each question and award them for their participation
***Following each question: The Teacher repeats the question after the student loud and clear for all to hear.
*Teacher says an incorrect answer, using the correct grammar and tenses.
Example.
1. Question: What does Jasper White believe in?
S... What does Jasper White believe in?
T... What does Jasper White believe in?.... Jasper White BELIEVES in.... flying baby tigers.
5. Question: Have they paid attention to them or not?
S... Have they paid attention to them or not?
T... Have they paid attention to them or not? Yes they HAVE. No they HAVEN'T. They HAVE paid attention to them. They HAVEN'T paid attention to them.
*Yes no Q... give both answers using correct grammar.
*Give full positive or negative formed answer to challenge stronger students.
When all questions are completed, See if any students want any questions translated.
Continue to watch video again.
2. Have students stand up. Students raise hands to answer the questions. The Teacher reads each question and chooses a student to answer each question. The Team that answers the most questions wins.
***If classes find this difficult to give complete, full sentence answers, with correct grammar... allow more simple answers, BUT have the class repeat the appropriate answer after the Teacher. Over time students will pick up on how to create complete answers with proper grammar.
B. If students are confident, Call on individual students to read each question and award them for their participation
***Following each question: The Teacher repeats the question after the student loud and clear for all to hear.
*Teacher says an incorrect answer, using the correct grammar and tenses.
Example.
1. Question: What does Jasper White believe in?
S... What does Jasper White believe in?
T... What does Jasper White believe in?.... Jasper White BELIEVES in.... flying baby tigers.
5. Question: Have they paid attention to them or not?
S... Have they paid attention to them or not?
T... Have they paid attention to them or not? Yes they HAVE. No they HAVEN'T. They HAVE paid attention to them. They HAVEN'T paid attention to them.
*Yes no Q... give both answers using correct grammar.
*Give full positive or negative formed answer to challenge stronger students.
When all questions are completed, See if any students want any questions translated.
Continue to watch video again.
2. Have students stand up. Students raise hands to answer the questions. The Teacher reads each question and chooses a student to answer each question. The Team that answers the most questions wins.
***If classes find this difficult to give complete, full sentence answers, with correct grammar... allow more simple answers, BUT have the class repeat the appropriate answer after the Teacher. Over time students will pick up on how to create complete answers with proper grammar.
Ask Me If ~ 7 minutes
"1. Students new to this exercise can find it very confusing and difficult at first, but after a few lessons with good visual aids, students quickly pick up how to do this. But regardless, if any students are finding it difficult, break the statement/question down on the board so all can see.
First prepare the statements/Questions on the board or smart TV. Emphasize special words with colors or circling words.
Next Show students how to create a yes / no question by moving "helping verbs" from the picture below.
Once students can create the yes / no questions from the statement... Add the who / what / where/ when / why ...
Finally circle the answer of who / what/ where/ when / why from the statements, so students understand to remove the answers from the questions.
Examples:
He's (He has) just bought a new house. (What)
First Show the moving of "has" to the front of the sentence, to create the yes/no question.
Has he just bought a new house?
Next find the answer to "What".... circle (a new house) so students know to remove the answer from the final question.
Finally create the question... What has he just bought?
It's (It is) in the city. (Where)
First show the moving of "is" to the front of the sentence to create the yes/ no question.
Is it in the city?
Next find the answer to "where"... Circle (in the city) so the students know to remove the answer from the final question.
Finally create the question... Where is it?
2. As students progress can have students circle and move words on the board mimicking the teacher to win points
3. Further progression, can ask students to say the yes/no questions from the statements.
4. Finally can have students create the full questions from the given statements and question words.
First prepare the statements/Questions on the board or smart TV. Emphasize special words with colors or circling words.
Next Show students how to create a yes / no question by moving "helping verbs" from the picture below.
Once students can create the yes / no questions from the statement... Add the who / what / where/ when / why ...
Finally circle the answer of who / what/ where/ when / why from the statements, so students understand to remove the answers from the questions.
Examples:
He's (He has) just bought a new house. (What)
First Show the moving of "has" to the front of the sentence, to create the yes/no question.
Has he just bought a new house?
Next find the answer to "What".... circle (a new house) so students know to remove the answer from the final question.
Finally create the question... What has he just bought?
It's (It is) in the city. (Where)
First show the moving of "is" to the front of the sentence to create the yes/ no question.
Is it in the city?
Next find the answer to "where"... Circle (in the city) so the students know to remove the answer from the final question.
Finally create the question... Where is it?
2. As students progress can have students circle and move words on the board mimicking the teacher to win points
3. Further progression, can ask students to say the yes/no questions from the statements.
4. Finally can have students create the full questions from the given statements and question words.
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Expansion ~ Extra Time
Use the story, or Grammar concept to push students to use English in a way that interests them... Specific to each class, age, level...
For This class we have a PPT slide of signs that students can guess the meaning of the traffic signs.
Next, can give a funny topic for a sign, and have 2 students compete to draw the best sign.
Ex. Danger, I have a tiger in my house
Ex. Don't drink the lake water
Finally Have students come up with their own signs and draw on a piece of paper.
Show the class the best signs, and see if students can guess the meaning of them. Award students for great signs, and guessing the meaning.
For This class we have a PPT slide of signs that students can guess the meaning of the traffic signs.
Next, can give a funny topic for a sign, and have 2 students compete to draw the best sign.
Ex. Danger, I have a tiger in my house
Ex. Don't drink the lake water
Finally Have students come up with their own signs and draw on a piece of paper.
Show the class the best signs, and see if students can guess the meaning of them. Award students for great signs, and guessing the meaning.
NCE Lesson Plan Higher Level Class
Vocabulary ~ 10 min
1. Students read and repeat the words from the PPT with the Teacher. The Teacher focuses on pronouncing the most difficult words multiple times.
*Break down difficult words into syllables / similar phonetical words / or just explain crazy English word that spelling needs to be memorized...
2. Each student reads 1 word until all students have read. The Teacher focuses on the words students cannot say properly. Have the whole class repeat together any words that are not said correctly by individual students.
3. Finish the Sentence (Who, What, Where, When, Why) (Level: Difficult)
The teacher says a statement using one of the vocabulary words, then all students repeat the sentence together. The teacher then poses a simple question...(Who, What, Where, When or Why) The teacher can then choose one student to answer, if the answer is correct, that student "wins".
Continue the exercise until all students have answered at least once.
Ex: Rare... It is rare to see tigers... T...Where... S... in my school.
Ex: Ancient... 3 days ago I saw an Ancient piece of art... T... Why... S... Because I went to a museum.
Ex: Myth... My mother told me a myth about a chicken with 8 feet... T... When... S... Last year.
*Practice different tenses while using the words in the correct context.
*Students practice saying the vocab, saying sentences, using different tenses, and showing comprehension by finishing the sentence.
*If too many vocabulary words or students, focus on most difficult words, or finish at 5-10 minutes.
*Break down difficult words into syllables / similar phonetical words / or just explain crazy English word that spelling needs to be memorized...
2. Each student reads 1 word until all students have read. The Teacher focuses on the words students cannot say properly. Have the whole class repeat together any words that are not said correctly by individual students.
3. Finish the Sentence (Who, What, Where, When, Why) (Level: Difficult)
The teacher says a statement using one of the vocabulary words, then all students repeat the sentence together. The teacher then poses a simple question...(Who, What, Where, When or Why) The teacher can then choose one student to answer, if the answer is correct, that student "wins".
Continue the exercise until all students have answered at least once.
Ex: Rare... It is rare to see tigers... T...Where... S... in my school.
Ex: Ancient... 3 days ago I saw an Ancient piece of art... T... Why... S... Because I went to a museum.
Ex: Myth... My mother told me a myth about a chicken with 8 feet... T... When... S... Last year.
*Practice different tenses while using the words in the correct context.
*Students practice saying the vocab, saying sentences, using different tenses, and showing comprehension by finishing the sentence.
*If too many vocabulary words or students, focus on most difficult words, or finish at 5-10 minutes.
Video ~ 7 minutes
Before the video, the Teacher tells students they must all tell the Teacher one thing they learned from the video, or ask a question about the video. Watch the video once. The Teacher then asks the class if they need to watch again. If any students say "Yes"... Play the video a second time.
Following the video, all students stand up, each student must tell the teacher something about the video, or ask a question about the video. When a student completes the task , he/she may sit down. The drill ends when all students are seated. The team that finishes first is the "Winner".
If students obviously understand the video well move onto QnA... If there is obvious confusion, Continue to Reading.
*Again ... If students are very strong readers, push the listening comprehension by moving to QnA... If it is difficult, continue to Reading.
Following the video, all students stand up, each student must tell the teacher something about the video, or ask a question about the video. When a student completes the task , he/she may sit down. The drill ends when all students are seated. The team that finishes first is the "Winner".
If students obviously understand the video well move onto QnA... If there is obvious confusion, Continue to Reading.
*Again ... If students are very strong readers, push the listening comprehension by moving to QnA... If it is difficult, continue to Reading.
Questions and Answers ~ 7 minutes
1. Have all students stand up. Students raise hands to read the questions from the board. If the student reads correctly, he/she may sit down. The team with the most students sitting down after all questions have been read is the winner.
*Teacher repeats the question after the student loud and clear for all to hear.
*Teacher says an incorrect answer, using the correct grammar and tenses.
Example.
1. Question: What does Jasper White believe in?
S... What does Jasper White believe in?
T... What does Jasper White believe in?.... Jasper White BELIEVES in.... flying baby tigers.
5. Question: Have they paid attention to them or not?
S... Have they paid attention to them or not?
T... Have they paid attention to them or not? Yes they HAVE. No they HAVEN'T. They HAVE paid attention to them. They HAVEN'T paid attention to them.
*Yes no Q... give both answers using correct grammar.
*Give full positive or negative formed answer to challenge stronger students.
When all questions are completed, See if any students want any questions translated.
Continue to watch video again.
2. Have students stand up. Students raise hands to answer the questions. The Teacher reads each question and chooses a student to answer each question. The Team that answers the most questions wins.
***Circle any questions that students could not answer. After reading the story, allow students to use their books to try to answer the difficult questions again... Should be very easy with books...
***If students are unable to answer 60% of questions without the book, Then the Reading activity should proceed the Questions and Answers.
*Teacher repeats the question after the student loud and clear for all to hear.
*Teacher says an incorrect answer, using the correct grammar and tenses.
Example.
1. Question: What does Jasper White believe in?
S... What does Jasper White believe in?
T... What does Jasper White believe in?.... Jasper White BELIEVES in.... flying baby tigers.
5. Question: Have they paid attention to them or not?
S... Have they paid attention to them or not?
T... Have they paid attention to them or not? Yes they HAVE. No they HAVEN'T. They HAVE paid attention to them. They HAVEN'T paid attention to them.
*Yes no Q... give both answers using correct grammar.
*Give full positive or negative formed answer to challenge stronger students.
When all questions are completed, See if any students want any questions translated.
Continue to watch video again.
2. Have students stand up. Students raise hands to answer the questions. The Teacher reads each question and chooses a student to answer each question. The Team that answers the most questions wins.
***Circle any questions that students could not answer. After reading the story, allow students to use their books to try to answer the difficult questions again... Should be very easy with books...
***If students are unable to answer 60% of questions without the book, Then the Reading activity should proceed the Questions and Answers.
Reading ~ 7 minutes
1. Group: Teacher reads the story sentence by sentence with students repeating. If the Teacher makes a mistake, the students must be quiet and raise their hands. Choose a student to say the correct word. Award the student, and continue reading the story until complete.
2. Single: Popcorn reading: The teacher starts reading the story and then stops in the middle of a sentence to call on a new student. The student then continues from the exact word the teacher stopped on. The student reads a bit, and then stops to call on a new student. This continues until the story is finished. The aim of the game is to catch someone sleeping that doesn't know where we are in the story. If a student is lost, then the opposing team wins a point.
*can read the story a few times to make sure each student reads at least once. Students can all start by standing, and after they have read a bit, they call on a new student and sit down, to be out of the game.
2. Single: Popcorn reading: The teacher starts reading the story and then stops in the middle of a sentence to call on a new student. The student then continues from the exact word the teacher stopped on. The student reads a bit, and then stops to call on a new student. This continues until the story is finished. The aim of the game is to catch someone sleeping that doesn't know where we are in the story. If a student is lost, then the opposing team wins a point.
*can read the story a few times to make sure each student reads at least once. Students can all start by standing, and after they have read a bit, they call on a new student and sit down, to be out of the game.
Ask Me If ~ 7 minutes
The Teacher reads the sentence and then chooses a student to create the implied question... who what where when why how..... Award the student.
If there is a difficult example, Write it on the board, and break it down for all to see.
*Even if this seems easy to most students, probably wise to break down 1 example each class to be sure no shy students are being left behind.
If there is a difficult example, Write it on the board, and break it down for all to see.
*Even if this seems easy to most students, probably wise to break down 1 example each class to be sure no shy students are being left behind.
Expansion ~ Time Permitting
Use the story, or Grammar concept to push students to use English in a way that interests them... Specific to each class, age, level...
For this Lesson I like the idea of Myths, and Superstitions. Can talk about some American superstitions... Black cat, walking under a ladder, breaking a mirror etc. Ask students if they are superstitious. What superstitions exist in China... See where it goes as a group.
If there is great confidence, and interest, try to break students into groups of 2,3 to discuss by themselves for a few minutes.
For this Lesson I like the idea of Myths, and Superstitions. Can talk about some American superstitions... Black cat, walking under a ladder, breaking a mirror etc. Ask students if they are superstitious. What superstitions exist in China... See where it goes as a group.
If there is great confidence, and interest, try to break students into groups of 2,3 to discuss by themselves for a few minutes.
Final Thoughts
This class has 40 minutes to push a lot of learning content. Creating competitive English games to Teach, or an interesting point system will help students to behave and work hard. Each class has a different dynamic, so creating a lesson plan that fits your class is necessary. With only 40 minutes, be strict on time, and move to the next point of learning even if you have not finished all steps of your lesson plan. The "Expansion" parts of teaching is only if time permits.
A Basic Idea of Time:
1. Vocab: 10 minutes
2. Video: 5 minutes Watch 1,2 times
3. Reading: 10 minutes
4. Q n A: 5 minutes
5. Ask me if: 5 minutes
6. Expansion: 5 minutes
Games: There are lots of vocab, reading, QnA... games. Choose fast and efficient games that inspire your class.
*With only 40 minutes explaining new games takes time. Choose games that will continue to be fun for many classes.
Alternative Point System ideas: Create a fast and fun point system that students strive to earn points for their team by engaging in class activities.
1. Black or Red: Students guess the color of a poker card to earn points.
2. Horse Race: Each Team has a "horse" on a "track"... horse that wins the race earns points throughout class.
*Magnets on board... Cup on floor...
3. Climb the ladder: Draw a 2 ladders on the board, students move up the ladder with a magnet rung by rung.
4. Spin the bottle: To choose students to participate or to award points.
5. Stacking cups / blocks: Students stack items after participating to create the highest tower.
6. Quick Sporty Game: Shoot a basketball for points. Bowling. Darts. Ping Pong ball in cup. Paper scissor stone. Roll the Dice...
7. Win a card: Award poker cards for participation. Each "Face card is worth 1 point".
8. Win a letter: Award a "letter card" for participation. At the end of class award points for words created with letters, and longest word created.
*Requires a few minutes at the end of class for students to gather all of their letters and create words. (1 letter per scrap paper)
9. Dominoes Snake: Award a block for participation. Teams make a "snake" of blocks. The team with the longest snake (that can be full knocked down at the end of the drill) is the winner.
A Basic Idea of Time:
1. Vocab: 10 minutes
2. Video: 5 minutes Watch 1,2 times
3. Reading: 10 minutes
4. Q n A: 5 minutes
5. Ask me if: 5 minutes
6. Expansion: 5 minutes
Games: There are lots of vocab, reading, QnA... games. Choose fast and efficient games that inspire your class.
*With only 40 minutes explaining new games takes time. Choose games that will continue to be fun for many classes.
Alternative Point System ideas: Create a fast and fun point system that students strive to earn points for their team by engaging in class activities.
1. Black or Red: Students guess the color of a poker card to earn points.
2. Horse Race: Each Team has a "horse" on a "track"... horse that wins the race earns points throughout class.
*Magnets on board... Cup on floor...
3. Climb the ladder: Draw a 2 ladders on the board, students move up the ladder with a magnet rung by rung.
4. Spin the bottle: To choose students to participate or to award points.
5. Stacking cups / blocks: Students stack items after participating to create the highest tower.
6. Quick Sporty Game: Shoot a basketball for points. Bowling. Darts. Ping Pong ball in cup. Paper scissor stone. Roll the Dice...
7. Win a card: Award poker cards for participation. Each "Face card is worth 1 point".
8. Win a letter: Award a "letter card" for participation. At the end of class award points for words created with letters, and longest word created.
*Requires a few minutes at the end of class for students to gather all of their letters and create words. (1 letter per scrap paper)
9. Dominoes Snake: Award a block for participation. Teams make a "snake" of blocks. The team with the longest snake (that can be full knocked down at the end of the drill) is the winner.