Looking for a Chant for the Eigo Note?

Below are links to original EigoNoto.com chants.
And then take some time and look around- there is a lot more than just chants at EigoNoto.com!

Grade 5 Lesson 2- What Does It Mean? Chant

Grade 5 Lesson 3- How Many Cats? Chant

Grade 5 Lesson 4- Do You Like OO? Chant

Grade 5 Lesson 4- Do You Like Dogs Chant

Grade 5 Lesson 4- I Like Apples Chant

Grade 5 Lesson 4- Ohajiki Game Audio

Grade 5 Lesson 5- Cap, T shirt, Pants and Shoes Song

Grade 5 Lesson 5- Do You Have A Red Cap Chant

Grade 5 Lesson 6- A Fruit Song

Grade 5 Lesson 6- What Do You Want Chant

Grade 5 Lesson 7- Audio Sounds for 'What's This?'

Grade 5 Lesson 7- What's This? chant

Grade 5 Lesson 7- What's this OO? Chant

Grade 5 Lesson 9- What Would You Like? Chant

Grade 5 Lesson 9- What Would You Like, A or B? Chant

Grade 6 Lesson 3- When Is Your Birthday? Chant/Activity

Grade 6 Lesson 3- Months of the Year Macarena Song and Dance

Grade 6 Lesson 4- I Can Cook-Can You Cook, Too? Chant

Grade 6 Lesson 4- I Can Cook Chant

Grade 6 Lesson 5- Where Is The Barber Chant

Grade 6 Lesson 6- I Want To Go To Italy Chant

Grade 6 Lesson 7- Daily Activities Chant

Wednesday, November 25, 2009

LDK #5-Order Lessons with Careful Choice of Activities  


    The common rule that receptive vocabulary and ability is always greater than productive ability gives a simple guidance as to how lesson progression or sequencing of lessons should usually proceed-- from listening introductions in the beginning to free production as a final activity.  Between these two will include:

This sequencing needs to be considered when planning multi-activity lessons as well as over a series of lessons.
Use the following order of kinds of activities in your multi-activity lessons, or series of lessons, to build effective learning experiences.  This is a general order with many kinds of activities; you probably won’t be able to do more than 3 or 5 in a 45 or 50 minute class.  Still, following the order below should insure effective lesson planning.

Listening.  Provide context for understanding.  Use movement as much as possible--O/X games, responding by raising hands, holding up a colored pen, pointing to an image in the textbook or on a flashcard. See How to Introduce New Language for ideas.

Repeating.  Choral repeating is less stressful (feels less like a test) to a student than being the only one repeating in front of the other students.  (This is also a very convenient way to get a group of unfocused students to focus on the teacher and listen! OK you noisy rascals, ‘Listen and Repeat after ME!’)

Accuracy checking (testing in a playful or indirect way).  See the post on Testing options.

Structured, controlled practice (with teacher-chosen structures, examples and vocabulary).  This limits the opportunities for error production.
(More Accuracy Checking if needed).

Free Speaking activities.  This meshes very well with LDK #9- Finish with a BANG!
See also the post Lesson Plan Patterns for more ideas on ordering lessons.

Go to the next post in the Lesson Development Keys series.

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