Summary and Try-out Reading Note 10.  As Chapter 10 serves as a summary of the whole book and also because I am currently helping my friend who is a.

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Presentation transcript:

Summary and Try-out Reading Note 10

 As Chapter 10 serves as a summary of the whole book and also because I am currently helping my friend who is a ESL teacher in China on how to teach English subjunctive mood, I decide to make a lesson plan as the reading note of chapter 10, based on my understandings about TBLT learned from this book and also in class this semester. The lesson plan and rationale are as follows:

StageDescription Turning Points IntroExplain the idea of turning points and model it with several of your own. List 6 of them on board and have students ask about one of them. Solo WritingHave students write their own turning points. Turning Points Discussion Have students talk about their turning points with a partner. ShareHave some students share their turning points. Elicit Target Topic and Target Language 1.Practice the task “describe an unforgettable experience in your life” 2.Put a gapped sentence using the unreal past conditional on the board. EX. If I ____ (meet) Suzy, I ____ (be) interested in pragmatic linguistic. Have students individually write their own answers and then do a pair work check. Making “if” sentences Use the turning points shared by students to make “if” sentence. Turning point discussion Have students change partners and discuss their turning point stories again. Encourage them to add “if” sentence.

Turning Points:  a point at which a significant change occurs

 1. Being Vegetarian  2. Meeting my best friend Suzy  3. Going to New York City for the 1 st time  4. Backpacking with Angie  5. Start working-out.

1.Write down some turning points in your life. (3 minutes) 2.Share your turning points with your partner, do ask some follow-up questions. (5 minutes)

Share your turning point with the whole class.

Describe an unforgettable experience in your life.

 If I ____ (meet) Suzy, I ____ (be) interested in pragmatic linguistic.

Guidelines for giving clear instructions. Set up the students or room, so that they are ready to do the activity.(But do not give materials until you want them to start. Students will usually start looking at the materials and stop listening to your instructions. It’s the same with Power points.) Be specific about what students should do. Monitor students during the activity. Chuck the instructions (break the instructions into steps as the students need them) Use simple language and avoid idioms or hard words. Model and give examples. Check instructions with simple question (Ex. Yes/or, this or that questions)