Lesson on Crime Assignment Example | Topics and Well Written Essays - 2000 words

Lesson on Crime - Assignment ExampleExpected proceedings of the Class When the class begins, the students go forth probably be stiff and very wary of the t apieceer. They pass on be reluctant to open up and communicate. There will be some students who will interpret and open up and enhance communication. The teacher will initially react to the exuberant students and then gradually ask leading questions to gradually do away with the inhibitions of the class. It is the teachers responsibility to ask leading questions to the non responsive students so that all round class participation is assured. The warmer should hold back general interaction with the students.Once the attention of the class is viewd the teacher can then proceed with the next part of the lesson where it is introduced and the students are asked to mention the one study hazards in the Universities of the USA. This will hopefully elicit the word crime or shooting or terrorist activity. This dialogue should increa se confidence of students. Of course there will further comments like tutorials or rampant sex or night life or many new(prenominal) speech communication which have no touch base with the topic. The Teacher has to steer the response of the students to relevant discussion.The Teacher hones down on the word crime and pronounces it deliberately and writes it on the board.T then asks SS to give words which sound like CrimeIf above activity doesnt elicit any target class T asks class Why dont you take each alphabet and try and nervous strain a word that sounds like Crime T-SS, SS-TS-TT-SS-TT-SSSS-TTo expose SS toLexical items.This will hopefully elicit the word crime or shooting or terrorist activity. This dialogue should increase confidence of SS.To allow the word CRIME to play on the minds of the classTo elicit words like dime, mime, rhyme, lime, grime etc. from other members of the class.Hopefully this will give the above wordsPRE-TEACH VOCABULARY5T shows appendix A - Flash CardsT ells them that all words may not spell similar but they sound similarT-SSTo ensure that SS is introduced to every word usedPRESENTATION10 minsT writes sentences on board, utilise each of the words (See Appendix B)Brief chorus of material from board, T corrects if necessary.Individual drilling of similar examples, varying subject of sentencesT-SSSS-TTo provide the meaning of each of the words To check pronunciation and to provide the opportunity for group members to trust the phrases together to gain confidence.Gauges SS level of appreciation of the usage of the different wordsCONTROLLED cause10minsT divides SS into pairs and instructs them to complete matching activity in appendix CT monitorsSS feedback to T with answers, T corrects any serious problems and answers any queriesT-SS, SSSS-TConsolidates knowledge of form and function within a less demanding exercise.To check understanding of instructions.To ensure that exercise is being carried out correctly and that no-one is conf used at this early stage.To ensure that any problems are corrected.GUIDED PRACTICE10 MINST plays the tape Appendix D and asks SS to repeat after every word together in a chorus and then individually at randomT corrects each student as and when necessaryT-SSSS-T - SSTo reinforce knowledge, to give SS the opportunity to practice phonetics in an exercise that becomes gradually more difficult to provide a verbal record of structure and to allow SS to work without fear of