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ȞuNJt|s6u n/k:]>n}|ψ59-|m?XgRoפ>7T cN_a/<:3" B}JygǺwxI닶8n@7osEt"vt9.Ѝwƻv]^rx/nm3ا` <}Ly+KtBťnۡn nηK1o! ܜoxc@7ts]|ȼOŧnnηOЍ9 ݜo9 2gSv)S֍gyS`xnДPָnqq{^@}Ax]'ܾXB xø=ndf;޾,,~Adapted from ESL Teacher Institute Experienced Teacher Training, Module II by Lori Howard LESSON PLAN TEMPLATE Instructor: Mary E. Cedillo Date: 5/16/06 Lesson Objective: To know the form of the regular and irregular past. To use the past tense and learn the pronunciation of (-ed) endings.Students will be able to use the past tense to tell about states that happened in the past, and ask questions using the past tense. To complete the form, please click on the shadowed area and tab to move to the next section. Upon completion, save document and forward to Eduardo Honold (ehonol@sisd.net) via email as an attachment by Friday, May 19, 2006 . STAGE ACTIVITY HOW IT ASSISTS STRUGGLING LEARNER WARM UP/REVIEW I would warm up by asking questions such as:1. Did you enjoy your weekend? 2. What did you do after school yesterday? 3. Did you wash your car last weekend? "Introducing the skill to be used." Teaching the past, the learner would be given the chance to tell about themselves, an interest they know about. Some students would be asked to perform certain activities and after they finish, their classmates would be asked to tell about the activiities they just saw. This would help them speak in and learn about the past and how to use it in everyday activities. INTRODUCTION .I would write the verbs on the board, the form of the verbs would be marked, so that students would notice that (-ed) is the marker of the past tense)1. Yes, I enjoyed it very much. 2. I cooked for my family. 3.Yes, I washed it and then it rained. "Direct instruction and information processing"I would give further explanation that the past tense is used to tell about states completed at a certain point of time in the past and point out that (-ed) is the marker for the regular past tense. 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We would then play "a game of sounds"but first explain to the students that certain sounds we produce come from our mouth and we call them (voiceless sounds) but other sounds come from the throat we feel vibration in the neck while we produce these sounds and we call them (voiced sounds). For a COMPREHENSION CHECK: I would first write the present and past of regular verbs on the board with their different pronunciations:/t/, /d/, /id/ Example: work> worked [t] play > played [d] want > wanted [id] then write a list of verbs with -ed endings and have students come up and write the phonetic symbol for each -ed verb ending of each verb. Example: 1. landed - [ id] 2. packed - [ t] 3.listened - [d]. "Auditory and Kinesthetic tactile" -Students practicing producing the different sounds would experience the different ways words are produced either voiced or voiceless while they are putting their fingers on their necks so that they can feel the vibration on their necks. Playing the actual game would enhance listening skills and correct pronunciation. PRACTICE "Reading Practice - student would read a short paragraph of an article of interest that was laced with ed verbs and adjectives so they could practice their different -ed pronunciations. With the reading practice the student would have practiced his or her new skill involving all students and independently. Related to real life. EVALUATION Students will be asked to write about themselves. Example: Think of a time you were late for something important. Write sentences about what happened; using verbs that tell about it in the past then read it to the class with the correct pronunciations of the -ed endings. Writing about themselves would have provided repeated opportunities to practice their new skill of using the past tense and their new pronunciation skill when read aloud. 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