Please help me with this one.
describe step by step how you would teach the following structures.include any visual aids you would use, what drilling (repetition)you would do and what your instructions should be.Structure 1 : where is it?is it on/in/under......
Structure 3:Can you? yes I can /no I can't
Structure 2 I already did that one,I'm stuck with these 2
Hunt through these websites and let us know what you decide to do.
http://a4esl.org/
http://www.eslcafe.com/
Go into Stuff for Students for grammar lessons...
http://stickyball.net/
See the list at the left for the table of contents.
http://www.rong-chang.com/
http://www.manythings.org/
See the list at the right for the table of contents.
http://www.everythingesl.net/
Explore freely.
I used to teach native English-speakers about prepositions. A good visual is to move an object like an apple or box. For instance:
The book is on the desk, under the desk, in the desk, beneath the desk, over the desk, etc.
Sure, I'd be happy to help you with teaching these structures step by step. Here's a breakdown of how you can teach Structure 1: "Where is it? Is it on/in/under...?" and Structure 3: "Can you? Yes, I can / No, I can't."
Structure 1: Where is it? Is it on/in/under...
Step 1: Introduce the vocabulary
- Begin by introducing new vocabulary related to location, such as "on," "in," and "under." Use visual aids such as flashcards, pictures, or real objects to demonstrate these prepositions.
- Show examples of objects placed on, in, or under other objects and ask students to identify the location of each item.
Step 2: Model and practice
- Use a larger visual aid, such as a classroom map, to demonstrate the question: "Where is it? Is it on/in/under...?"
- Place an object on, in, or under another object on the map and elicit responses from students by asking, "Where is it?"
- Model the complete question and answer: "Is it on the table? Yes, it is." Encourage students to repeat the question and answer after you.
Step 3: Drilling and repetition
- Provide students with a worksheet or handout that includes various objects and locations.
- Instruct students to complete sentences by filling in the blank with the correct preposition, such as "The book is ____ the shelf."
- Practice drilling by repeating the sentences out loud as a class, emphasizing correct pronunciation and intonation.
Structure 3: Can you? Yes, I can / No, I can't
Step 1: Introduce the structure
- Begin by explaining the meaning and use of "can" as a modal verb to express ability. Give examples such as "I can swim" or "She can speak French."
- Use visual aids or gestures to illustrate each example and ensure students understand the meaning.
Step 2: Model and practice
- Create a set of flashcards or visuals depicting various actions or activities, such as running, jumping, or cooking.
- Show each flashcard and ask individual students if they can do that specific action. For example, "Can you run?" Encourage students to respond with "Yes, I can" or "No, I can't," modeling correct sentence structure.
Step 3: Drill and repetition
- Engage in repetitive practice by asking students questions using the "Can you?" structure:
- "Can you swim?"
- "Can you ride a bicycle?"
- "Can you play the piano?"
- Encourage students to respond with "Yes, I can" or "No, I can't" using correct pronunciation and intonation.
- Repeat the questions and answers multiple times as a class, allowing students to practice the structure orally.
By following these step-by-step instructions, using visual aids, incorporating drilling and repetition, and providing clear instructions, you can effectively teach these structures to your students.