Expected Proceedings of the Class: When the class begins, the students will probably be stiff and very wary of the teacher. They will be reluctant to open up and communicate. There will be some students who will try and open up and enhance communication. The teacher will initially react to the exuberant students and then gradually ask leading questions to gradually do away with the inhibitions of the class. It is the teacher's responsibility to ask leading questions to the non responsive students so that all round class participation is assured. The warmer should comprise general interaction with the students.
Once the attention of the class is ensured the teacher can then proceed with the next part of the lesson where it is introduced and the students are asked to mention the one major hazards in the Universities of the USA. This will hopefully elicit the word crime or shooting or terrorist activity. This dialogue should increase confidence of students. Of course there will further comments like tutorials or rampant sex or night life or many other words which have no link with the topic. The Teacher has to steer the response of the students to relevant discussion.
The Teacher hones down on the word crime and pronounces it deliberately and writes it on the board.
T then asks SS to give words which sound like Crime
If above activity doesn't elicit any target class T asks class 'Why don't you take each alphabet and try and form a word that sounds like Crime
To expose SS to
This will hopefully elicit the word crime or shooting or terrorist activity. This dialogue should increase confidence of SS.
To allow the word CRIME to play on the minds of the class
To elicit words like dime, mime, rhyme, lime, grime etc. from other members of the class.
Hopefully this will give the above words
T shows appendix A - Flash Cards
Tells them that all words may not spell similar but they sound similar
To ensure that SS is introduced to every word used
T writes sentences on board, using each of the words (See Appendix B)
Brief chorus of material from board, T corrects if necessary.
Individual drilling of similar examples, varying subject of sentences
To provide the meaning of each of the words
To check pronunciation and to provide the opportunity for group members to practice the phrases together to gain confidence.
Gauges SS level of appreciation of the usage of the different words
T divides SS into pairs and instructs them to complete matching activity in appendix C
SS feedback to T with answers, T corrects any serious problems and answers any queries
Consolidates knowledge of form and function within a less demanding exercise.
To check understanding of instructions.
To ensure that exercise is being carried out correctly and that no-one is confused at this early stage.
To ensure that any problems are corrected.
T plays the tape Appendix D and asks SS to repeat after every word together in a chorus and then individually at random
T corrects each student as and when necessary
SS-T - SS
To reinforce knowledge, to give SS the opportunity to practice phonetics in an exercise that becomes gradually more difficult to provide a verbal record of structure and to allow SS to work without fear of