A true beginner may initially have difficulty with "Nice to meet you, too!" Use a backwards build-up drill to help them.
Example: T: too! Ss: too!
T: you, too! Ss: you, too!
T: meet you, too! Ss: meet you, too!
Continue until Ss can chant the complete sentence.
Demonstrate mouth shapes and how some letters give puffs of air and others vibrate so that Ss are more confident saying them.
From this class forward, you will find it handy to always have a chart of the VERB TO BE visible for reference when you are explaining or correcting spoken errors. As you need it daily, have a student write it on the board, and leave it on the board for the remainder of the class.
Beginners need to see answers written on the board, to confirm their answers visually, because they are still training their ears. However, due to limited class time, it isn't always reasonable to write all answers on the board. For exercises that have simple choices, write the options on the board. Then Ss can read their answers to you for practice (as you point to the answer on the board).
Fast-finishers are Ss who easily grasp the material taught, complete the exercise, and then distract other Ss. Keep them busy, either with correcting each other’s work or assigning them additional material from the workbook.
For additional output practice, ask Ss to call out the answers to be written on the board. The teacher writes exactly what the Ss say. Ss will quickly note any discrepancy between what they are trying to say and what is being written on the board.
One of the Ss’ biggest problems when pronouncing the months is stressing the wrong syllable. To stress a syllable, simply make the vowel sound longer and clearer. As you chant each month, make a fist and PUNCH your other palm on the stressed syllable. Underline that syllable on the board. Ss participate by chanting the months and punching on the appropriate syllable. (Alternative: Ss tap out each syllable, banging the desk on the stressed syllable) Make them get their hands up and moving! This is a visual and physical stimulus that effectively improves pronunciation! Soon the Ss will be telling the teacher which syllable should be underlined.
In English, every word has one syllable that is stressed more. To stress a syllable, simply make the vowel sound longer and clearer. Numbers 13 – 19 take the stress on the suffix –teen; Simply make the vowels in -teen longer and clearer, whereas the multiples of 10 stress the initial number. Demonstrate this with an elastic band. On the stressed syllable, extend the elastic. Give each St an elastic band, but with a warning not to use them as weapons! Chant the numbers, stretching the elastic on the stressed syllables.
Have Ss put pencils down and simply listen for understanding. If you decide to repeat the dictation yourself, you may decide to add an action or facial expression that helps them understand you. However, repeat in complete thought groups, not word by word. The objective of a dictation is that the student can pick out key words and grasp the general idea that is being communicated. Although they may not catch every word, they understand the basic thought. Ultimately, Ss should be able to formulate these sentences themselves. This is a life skill they will need to develop if they ever are thrown into an English-speaking environment. You won’t be present to repeat word for word until they understand in real life, so teach them to listen for understanding and deduce what is being talked about.
Indicate using your fingers that the short answer to a Yes/ No question requires 3 words (never 2). Ask a question. "Is he Dominican?" Then hold up 3 fingers. Tap the first finger and say "Yes", touch the second and say "he", and then touch the third and say "is". Continue to practice, using more examples, tapping each finger. While a longer, more extensive answer is fine, Ss should be aware that these short answers using contractions are what they will hear native speakers use.
Fast-finishers are Ss who easily grasp the material taught, complete the exercise, and then distract other Ss. Keep them busy, either with correcting each other’s work or assigning them additional material from the workbook.
Ss usually have a lot of trouble with the suffix –ache and especially so with the word stomachache. On the board, draw a picture of a cake. Elicit the word cake. Practice the word...erase the –c. Indicate that ake sounds the same as ache.
Cake
C ake
ake=ache
Beginners need to see answers written on the board, to confirm their answers visually, because they are still training their ears. However, due to limited class time, it isn't always reasonable to write all answers on the board. For exercises that have simple choices, write the options on the board. Then Ss can read their answers to you for practice (as you point to the answer on the board).