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Mini Lesson

Mini Lesson . Yi - Hui Hai ying. Context. Students have already learned vocabulary words Monday to Sundays from the previous class. Today students will learn vocabulary of vegetable and basic introduce the use of like and dislike.

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Mini Lesson

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  1. Mini Lesson Yi - Hui Haiying

  2. Context • Students have already learned vocabulary words Monday to Sundays from the previous class. • Today students will learn vocabulary of vegetable and basic introduce the use of like and dislike. • Next class, Students will learn how to make sentences use like and dislike with vocabulary words previously learned.

  3. Course Objective By the end of the lesson, Students will be able to: • Recall vocabulary words (e.g. Monday-Sunday) learned from previous class by listening to the “Today is Monday” song. • Identify the name of the vegetable by completing the matching worksheet. • Identify the vegetable he/she likes or dislikes to eat by listening to “Health Day” conversation.

  4. Healthy Day

  5. Discussion Questions What kind of food do you like ? or dislike ? Why ?

  6. Spinach

  7. Carrot

  8. Tomato

  9. Lettuce

  10. Eggplant

  11. Celery

  12. Potato

  13. Activity 1 Let's listen to a SONG !!! " Today is Monday " Matching worksheet Please check your answers with your partner.

  14. Activity 2 Listen to the conversation and figure out what it is about. Please circle the correct answer on the worksheet.

  15. Activity 3 Listen to the conversation and figure out what kinds of vegetable does SuJung likes and dislikes Worksheet 2 Circle the vegetable that SuJung likes.

  16. Rationales 1. Demonstrating: the teacher shows the students how an activity is works by doing it, so they will then do it correctly (Harmer 2007, p.272) 2. Repetition: when students are asked to repeat a sound, word, or phrase, either individually or in chorus (Harmer 2007, p.282) 3. Worksheets: any pages of exercise which students have to fill or write on to complete a task (Harmer 2007, p.285) 4. Bottom-up model: listeners build understanding by starting with the smallest unites of the acoustic message, individual sounds, or phonemes. (Flowedew & Miller 2005, p. 24-25) 5. Directed Attention : learners must pay attention to the main points in a listening task to get a general understanding of what is said. (Richard 2005, p.73) 6. Selective Attention: learners pay attention to details in the listening task. (Richards 2005, p.73)

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