Ten-Day Training on the
Language Teacher as a “Gabay”
for Grades IV, V, and VI
Training of Trainers
(TOT)
Communicative Language
Teaching Lesson
Session VI – Picture Says a Thousand
Words
Introduction:
This session will expose the participants to
different hands - on activities that will develop their knowledge, skills and
strategies in the use and usage of an adjective/modifier in CLT context.
General
Objectives:
At the end of a two - hour session,
participants’ are expected to:
1. Describe a person,
place, thing and animal using adjectives
2. Use adjectives in
a series in oral and in written communication
3. Enhance
knowledge, skills and strategies in acquiring concepts using CLT
Subject
Matter
Text – Jazz Chants
Function
– Describing a picture
Grammar
Form – Using adjectives in a series
Materials:
OHP,
manila paper, pilot pen, meta cards, pictures, activity sheets
References:
1. 61 Cooperative Learning Activities in ESL
Charles Hirsch & Deborah Beres Supple
2.
Brown, Douglas H. Teaching by Principles.
3.
Foundations to Language Teaching
I
- Priming Activity: (Activating
Prior Knowledge) (5 mins.)
Play the game, message/statement relay.
(10 mins.)
Directions:
1. Group the
participants into two.
2. Form a line (by
group) 1 meter away from the blackboard.
3. Give the
statement below to the first person in the line and have him/her relay the
statement to the next, who will also pass on the message to person next to
him/her until it reaches the last person.
4.
Instruct the last person to come in front to state the statement. (Find
out which group was able to relay the
exact statement).
Thirty eight strong, committed,
well-rounded mentors attended the NEPP training in Astoria Hotel.
Analysis
1 – (5 mins)
Ask: Did you enjoy the game?
Was
it difficult to relay a message/statement?
What
happens to the message/statement as it reaches the last person?
Why
do you think so?
I -
Main Activity - Reading a jazz
chant (10mins)
A.
Pre reading
Task I – Giving
Predictions.
Give the participants the title of the
Jazz chants. Ask them to predict words and phrases that they expect to
hear.
“It’s a Bright Beautiful Day”
B. While Reading
Task 2 - Reading
the chant - “It’s a Bright Beautiful
Day”
( see attached sheet)
C.
Post Reading
Task 3 – Comprehension
Check
1.
What kind of day is described?
2.
What do they see?
3.
What do they say about the sparrows?
4.
What color is it?
5.
What size is it?
II - Analysis:
Using TPS -
“Think - Pair - Share”
Think -
Fill in the activity sheet individually. – 3mins.
Pair - Look for a partner and share your
answers. – 5 mins.
Share - Share what both of you have in a group – 5
mins.
Activity Sheet 1
|
Word/s
|
Function
|
Form
|
   Numeral Kind
Size Quality Shape
Color |
|
|
|
|
|
|
Ask for the following
questions?
1. What words described
the sparrows? the kites? the hills?
2. What do we call
these words?
3. how many
descriptive words did we use in describing the sparrows/ the kites? the hills?
4. How were these
words written?
5. Which comes
first? Second? Next?
6. In the series of
adjectives, which comes first?
Generalization
Order of Adjectives in a
series:
Numeral (ordinal, cardinal) kind, size,
quality, shape, color, noun modified
III – Abstraction:
How
Do We Learn a Language?
Learning
Theory
n Communication
principle: Activities
that involve real communication promote learning.
n Task
principle: Activities
in which language is used for carrying out meaningful tasks promote learning
(Johnson 1982).
n Meaningfulness principle:
Language that is meaningful to the learner supports the learning process.
Little-wood 1981; Johnson 1982
Ho
do we teach concept in a communicative context?
Communicative
competence claims that, language is to be used based on sociolinguistic factors
such as the speaker (Who?), role relationship, topic (What?) and context (Where?)
to address the development of scientific discourse that leads in the
acquisition of critical thinking skills. – Dell Hymes
Canale
and Swains present the competences namely:
linguistic, sociolinguistic, discourse and strategic. These are the outcomes when classroom
activities and instructional materials are text based and task based; there are
information gaps and information transfer, where the students are active
learners in interactive situations and lastly, where errors are considered
healthy signs of learning.
It
is significant that teachers should realize that communicative competence approach focuses on the merging of function (language use–communicative
competence) and form (language
usage–linguistic competence).
IV - Application
Task IV - “Describing
a Picture to Tell a Story”
Directions:
1. Group the
participants into five (5).
2. Write some key
words from the story on the board.
3. Ask the
participants to develop a story from the words.
4. Have them tell
the story to the class.
5. Hand out the
picture. Make sure that the participants are aware of the fact that they must
not show their picture(s) to the others. Each participant describes his/her
picture and then they decide in what order to arrange them. When they have
negotiated the order they will now arrange the pictures and write the story.
Task
V - Writing Descriptive Paragraph, Poem, or an Advertisement Using Pyramid
Directions:
1. Use the same
group
2. Fill in the
necessary data in the activity sheet
3. Write a
descriptive paragraph or a poem using the data in the activity sheet.
4. Present output
after 10 mins.
Rose J. Villaneza
ACTIVITY SHEET I - THINK – PAIR - SHARE
Directions:
1. Fill in the necessary
information/data needed – Individually – 3mins.
2. Share answers
with partner – Pair – 5 mins.
3. Share answer with
the group – 5 mins.
4. Come up with
summarized data on a manila paper
5. Present after
fifteen (15) mins.
|
Word/s
Numeral Kind
Size Quality Shape
Color Noun
modified
|
Function
|
Form
|
|
|
|
|
ACTIVITY
SHEET 2 - WRITING PARAGRAPH, POEM, or an ADVERTISEMENT
USING PYRAMID
Directions:
1. Fill in the space
with the necessary data.
2. Use the data in
writing a paragraph, a poem, or an advertisement using descriptive words
3. Present group output
_____________________________
Title
(Thing/person/animal/event/place)
________________________
(one descriptive word about the title)
___________________ ____________________
(two descriptive words)
__________________ __________________ _________________
( three descriptive words)
____________ ____________ _____________ ____________
(four descriptive words)
Jazz Chant
Imagine
that you are traveling to Astoria Hotel from Cagayan de Oro City for this
training by land. Along the way, you were amazed with what you saw.
It’s a Bright
Beautiful Day
(Parah, Rose, Eugene
It’s a bright,
bright, beautiful day(2x)
Let’s look up. (2x)
And what do we see?
Seven sparrows,
Seven, small
sparrows,
Seven, small, black
sparrows
Seven, small, black,
flying sparrows.
What else do we see?
(2x)
Ten kites,
Ten, big kites,
Ten, big, oval,
kites,
Ten, big, oval, red
kites.
Let’s look farther.
(2x)
What do we see? (2x)
Five hills,
Five, grassy hills,
Five, grassy, rolling
hills.
Five grassy, rolling,
green hills.
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