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7/27/2019 EIS Lesson Script - What might have happened?
http://slidepdf.com/reader/full/eis-lesson-script-what-might-have-happened 1/6
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EIS Teaching – Learning Strategies / Procedures
Fundamental English Secondary 4 (Grade 10) ,
duration 55 mins.
Topic : Man and Nature .
By Mr. Thanisorn Lekthip, English Staff, Suratpittaya School .
Sub Topic: “What might have happened? ”.
Strand
Strand 1: Language for Communication
.
Standard
F1.1: Understanding of and capacity to interpret what has been heard and read from
various types o media, and ability to express opinions with proper reasoning
F1.2: Endowment with language communication skills for exchange of data and
information; efficient expression of feelings and opinions
Indicators/Learning Outcome
F 1.1 M4-6/4: Identify the main idea, analyse the essence, interpret and express
opinions from listening to and reading feature articles and entertainment
articles, as well as provide justifications and examples for illustration.
F 1.2 M4-6/4: Converse and write to exchange data about themselves and various
matters around them, experiences, situations, news/incidents and issues of
interest to society, and communicate the data continuously and
appropriately
Background Knowledge
The use of some auxiliaries; must, may, might, could, couldn’t, can’t (auxiliary +
infinitive form)
Ex. I can swim. I may go swimming with my friends this evening.
Interesting Words
may, might, could, speculate, speculation, sure, possible, impossible, etc. .
No.
Teaching-Learning Strategies / Procedures Resources /Materials
TimeFrame
1 Starting the Lesson : (warm- up)
Teacher shows a picture and let studentsshare ideas by asking some questions
1. What can you see in the pictures?
2. In your opinion, what nationality is
the lady?
3. Can you remember this event?
4. How was she feel?5. Where this event happened?
6. What might have happened?
Teacher write the students’ ideas on the
5 Mins
7/27/2019 EIS Lesson Script - What might have happened?
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board; for example,1. We can see a lady, a house and cars.
2. A lady might be an Asian. She might
be a Japanese or Chinese.
3. She might have felt lonely or sad.
4. This event might have happened inChina or Japan.
5. There might have been a hurricane.
6. There might have been tsunami.
2 Lesson Procedure
Teachers asks students to look at picture1 – 7 on Mega Goal 4, page 92 and asksthe questions;
o What happened in each picture?
Teachers lets students read eachsentence (a - g) on Mega Goal 4, page 92loudly
After reading sentences, teachers asksstudents to match each picture to thecorrect sentence
Teacher asks students to underline theVERB PHRASE in each sentence
a. There must have been ahurricane or a tornado.b. It can’t be a reallocomotive. It must be anadvertisement.c. He might have teasedthe bull.d. The driver must havelost control of the truck.e. It might be a newdesign of sunglasses.f. It must be a crater of avolcano, or maybe ameteorite could havefallen.g. It could be somethingfrom another planet.
Teacher writes all auxiliaries on the board
Teacher asks if students know the
meaning of all auxiliaries. If the studentsdon’t know some of them, teacher have toexplain clearly
Teachers asks if the students know how touse each auxiliary by pointing the use of it
Mega Goal 4, page92 - 94
30 Mins
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in sentence a – g
Teacher lets students have a look ongrammar explanation on Mega Goal 4,page 94, and lets the class conclude theuse of auxiliaries together;
Use “must” to say we aresure of something
Use “can’t or couldn’t” tosay that we thinksomething is impossible
Use “may, might or could”to say that something ispossible
Teacher lets volunteers say sentencesusing each auxiliary as examples;
We must come to class inon time. (Present)
We must wear helmetwhile driving. (Present)
We can’t eat snacks inclass. (Present)
We may go to the toiletwhile the teacher isteaching. (Present)
If you don’t drive carefully,you might have anaccident. (Present)
Teacher asks students to notice the verbused following auxiliaries
Teacher tells the students that “If there isonly one verb (in infinitive form) after anauxiliary, that is PRESENTSPECULATION”
Teachers explains more aboutSPECULATE and SPECULATION
“Speculate” is to say or expressyour opinions
Teachers tells students that we can alsospeculate events in the past
Teacher writes the table of speculation onthe board
Speculate
something
Speculate
something
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in the
present
in the past
It can’t be a
reallocomotive. It
must be an
advertisemen
t.
It might be a
new design
of sunglasses.
It must be a
crater of a
volcano.
It could be
something
from anotherplanet.
There must
have been ahurricane or a
tornado.
He might
have teased
the bull.
The driver
must havelost control of
the truck.
A meteorite
could have
fallen.
Teacher lets students read each sentenceloudly and notice the difference of verbused after auxiliary
After discussing about the difference of verb used after auxiliary, teacher letsstudents conclude the form of
speculation
Speculate
something
in the
present
Speculate
something
in the past
S + aux. +
infinitive
S + aux. +
have + V3
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3 Closure
Teachers let students work in group of 4-5to speculate what might have happenedin each picture by using PRESENT andPAST SPECULATION
Students, each group, present their ideasin front of class
sample picture
- He might havegotten drunk.- He might have beenfainted.
- Pictures forspeculation
20 Mins
4 Extension
Teacher asks students to search for 3
pictures of unusual or exciting events and
speculate each picture
Website, Internet
access
Homework
/
Assignmen
t time
5 Assessment
Group work observation
Speculation ideas, creativity
Presentation language
Teamwork skills
Extension assignment