Oral English Lessons
While all the lessons on this web site have an "oral" English orientation, these lessons on this page have been specifically designed to help students to quickly overcome their visual dependency of relying primarily upon reading and recitation of the written word in contexts where natural English is not normally heard.
It must be understood that the intention of these lessons is to stimulate neural pathways between the mouth, ears, brain and the hands and body that lead to the development of "oral-aural" listening and speech skills in English, including the development of certain specific memory process associated with the retention, recognition and recall of complex sound patterns in English, without the necessity of visual cues and scanning, and without the necessity of back-translating to native language that is characteristic of most fused inter-lingual contexts.
Please note, there is a very important proviso in using these lessons. They were developed experimentally based on studies and techniques developed for "culturally deficient" or "deprived" groups of school children in the U.S. They were tested, and it is clearly the case that a little bit goes a long way. They should not be overdone. Though the lessons are sequenced, they are in general too long, and the full exercises are in general to difficult even for relatively advanced English learners. Therefore they must be practiced with a grain of salt.
There will be innate psychological resistance on the part of the students to these lessons, and the limits of the student's tolerance to use these lessons should be well observed. There will be a very strong tendency for students to write down their answers or try to rely on visual cues for their responses. This will especially be the case for students with strong neurological or adjustment disorders.
For the most part, these lessons should be strictly oral exercises. They should be practiced for short periods on a daily basis. Their value is minimized if they are only used once a week. If they are used for a short period of time on a daily basis, then substantial improvement and opening of the average student's oral capacities in English can be observed within a two or three month period.
Finally, these lessons are designed to be used within the framework of a broader range of activities and other kinds of exercises in English--they complement these other activities, but they are not an exclusive substitute for them!
These lessons should be done in a fun manner. If they are no longer fun for the students, then it is time to stop and move on to other things.
Please proceed with care.
Please also be patient as we up-load and revise these lessons so that they will be graded for increasing difficulty. They were originally designed to last for about an hour, and were meant to be given in sequential order. In practice, the components of the lessons can be broken up by the teacher according to their interests and needs. Some of the writing and reading exercises probably should be confined to their own time frame, as they consume a great deal of the valuable class time.
Remember, these lessons encourage self-expression and new ways of thinking and associating with the world. There will be both built-in psychological resistance and great motivation to do these lessons--they will be met with a great deal of ambivalence and even misunderstanding as to their nature and purpose in teaching oral English.
There are two sets of 30 lessons each, for a total of 60 lessons. These sets have been broken into four smaller sets of 15 lessons each. In theory these can be distributed over a two to four month period.
Lesson One
Listening--short-term memory exercises: 10 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
trowel bowel towel
trowel bowel towel bough
trowel bowel towel bough howl
trowel bowel towel bough howl dowel
trowel bowel towel bough howl dowel fowl
On another occasion, try reversing the order of the words, having students read them backwards.
Cognitive Comprehension: 5 minutes.
Opposites: Write down the opposites of the following pairs:
war/peace plural/singular fast/slow short/long open/close same/different soft/hard end/beginning south/north pessimist/optimist formal/casual below/above from/to healthy/sick distant/proximate dull/sharp
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
pass bass boat vote ladder lather table fable ice eyes but bet butter better bitter
Linguistic: Style: 5 minutes
Have the students name the correct subject case
Pierre is the one whom we know will do the best job. no
Pierre is the one who we know will do the best job. yes
It was Jim and Gretchen whom I think were there no
It was Jim and Gretchen who I think were there yes
It is I. yes
It is me yes
I thought it was she. yes
I thought it was her yes
Was it they who arrived late? yes
Was it them who arrived late? yes
Cognitive: 5 minutes
Short-term Memory: Pick students to recite back the following words. Alter the sentences as below:
Three fleas threw five peas.
Three peas flew from five fleas.
Five fleas threw away three peas.
Linguistic: Singular-plural, 5 minutes
Have students name the plural forms of the following:
bowl/bowls calf/calves loaf/loaves wife/wives love/loves
son-in-law/sons-in-law man/men elf/elves shelf/shelves
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
The man ran.
The man ran a van.
Nan the man ran van.
Nan the man ran Dan's van.
Nan the man ran Dan's tan van.
Nan the big man ran Dan's tan van fast.
Activity: 5 minutes
Exercises: Ask the students to stand up. Tell the students to stick out their hands. Show them the thumb, the index finger, middle finger, ring finger, and little finger (pinky)
Ask the students to place their pinky fingers of their right hand on the little finger of their left hand.
Ask the students to place the middle finger of their right hand on their right thumb.
Ask the students to place the ring finger of their left hand on the index finger of their left hand.
Ask the students to place the ring finger of their left hand in their left ear and the middle finger of their right hand on their right ear.
Ask the students to place the thumb of their left hand on their left eye and the thumb of their right hand on their right eye.
Ask the students to place the middle finger of their left hand on their right ear and the index finger of their right hand on their left ear.
Tell them, sit down!
Tongue Twister: 5 minutes:
Have students recite the following, getting faster and faster, alternating voice quality between high and low:
When ten thin men had been in London town
In London town then the ten thin men had been.
Cognitive: Semantic: 5 minutes
Have students say words that come to their mind when the words are mentioned:
sweet short small sour simple
Cognitive: Analogies 5 minutes
Have students write down the answers to the following analogies and then have them read back their answers.
A cat is to a kitten as a dog is to a puppy .
Birds fly; Fish swim.
Carrots is to vegetable as Chicken is to meat.
Hammer is to nail as badminton racket is to ball.
A cow makes milk; a bee makes honey.
Linguistic Comprehension: 10 minutes
Syntactic: Active/passive
Have the students respond with the correct active/passive form.
The students were given homework by the teacher.
The teacher gives the students homework.
The boy was stung by the bee.
The bee stung the boy.
The rich lady was begged for some bread by the beggar.
The beggar begged the rich lady for some bread.
The town was wiped out by the flood.
The flood wiped out the town.
The girl was kissed by the boy.
The boy kissed the girl.
Dictation & Projection; Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction:
It's never over till it's over
It's never to late to mend
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
accommodate bacteria caffeine dandelion ebony Fahrenheit gargle hardware jeep kernel lair
Give a test of the previous day's vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about their fathers
Frame: 5 minutes
Interjecting something:
I couldn't help but overhearing, but did you hear.
Excuse me, but did you know that
Sorry to interrupt you, but isn't it....
Pass it around
notes.
Lesson Two
Reading Presentation: 5 minutes
Have students read their projective exercise from the day
before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
it, spit, sit
it, spit, sit, kit, lit
it, spit, sit, kit, lit, nit, bit, grit
Cognitive Comprehension: 5 minutes.
Opposites: Write down the opposites of the following pairs:
early/late peace/war good/bad best/worst enemy/friend far/near dead/living light/dark different/same after/before
female/male north/south dirty/clean slow/fast hate/love
right/left narrow/broad small/large
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
hot not spot sought ten tin thing fling with
wish which witch late let lit
Linguistic: Semantic: Child/Adult: 5 minutes
Have the students name the adult of the following:
kitten/cat cygnet/swan
chick/hen lamb/sheep
fry/fish kid/goat
piglet/pig filly/mare
duckling/duck foal/stallion
Tongue Twisters: 5 minutes
Have the class recite the following more rapidly:
The teency teen was seen between sixteen things on Halloween.
The eency teency queen has been between nineteen scenes.
Linguistic: Style: 5 minutes
Have the students name the correct subject case with a yea or a nay
Mrs. McCorvey and me left early yesterday no
Mrs. McCorvey and I left early yesterday yea
I know whom it is no
I know who it is yes
Us girls always go out together no
We girls always go out together yes
Cognitive Comprehension; Short-term Memory: 5 minutes
Have the students close their eyes recite from memory the following:
1, 3 1, 3, 2 1, 3, 2, 1 1, 1, 2, 1, 3 1, 3, 4, 1, 2, 4
1, 4 1, 4, 6 1, 6, 6, 4 7, 6, 1, 6, 4 7, 1, 6, 4, 7, 6
Activity: Pantomime
Have students think of ideas: have them act them out
tiger teacher cook tree ballerina
Cognitive Comprehension; Short-term Memory: 5 minutes
Have the students close their eyes recite in action and words from memory the following:
clap, clap, clap stamping, tapping
clap, clap, clap, pause, clap
clap, clap, pause, clap, clap
clap, pause, clap, pause, clap
Linguistic Comprehension: Singular-Plural Sentences: 5 minutes
Have students change the subject into the appropriate plural form.
Have students make up their own sentences.
He has a cold They have colds
The children are sick The child is sick
What do people think about? What does a person think about?
They fly to China He flies to China
I am a person. We are people.
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
The cat hit.
The cat hit the rat.
The cat hit the fast rat.
The fat cat hit the fast rat.
The fat cat hit the fast rat that sat.
The fat cat hit the fast rat that sat on the mat.
Cognitive: Semantic Knowledge: 5 minutes.
Name the following, have the students guess the category:
flowers, trees, bushes, cactus, moss plants
birds, mammals, fish, people, amphibians animals
frogs, toads, salamanders, newts amphibians
roses, tulips, violets, pansies, chrysanthemums
flowers
biology, chemistry, physics, astronomy sciences
geometry, calculus, trigonometry mathematics
Write down the category name on the chalkboard, ask them to
name other kinds of category.
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
Live and learn
Look before you leap
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
maroon moron naughty oblige pane pain salutation tackle vapor waffle zinc racket
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about something important in the world.
Frame: 5 minutes
Interrupting
Excuse me, I'm sorry to interrupt but....
Pardon me for interrupting....
Sorry for barging in, but I have got too.....
Excuse me, do you mind if I interrupt......
Pass it around
notes.
Lesson Three
Reading Presentation: 5 minutes
Have students read their projective exercise from the day
before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
flit, mit, hit
flit, mit, hit, pit, fit
flit, mit, hit, pit, fit, writ, twit
flit, mit, hit, pit, fit, writ, twit, quit
Linguistic Comprehension: 10 minutes
Syntactic: irregular verbs. Have students write down the past and past
participle forms of the following phrasal forms:
I am I was I had been
I bear I bore I had borne
I beat I beat I had beaten
He begins He began He had begun
We bend We bent We had bent
I bid I bade I had bidden
They bite They bite They had bitten
She blows She blew She had blown
I break I broke I had broken
He brings He brought He had brought
Have individual students read back their answers in class.
Cognitive Comprehension: 5 minutes.
Opposites: Write down the opposites of the following pairs:
front/back poor/rich Arctic/Antarctic dry/wet weak/strong
over/under man/woman low/high ugly/pretty win/lose happy/sad heavy/light take/give interesting/boring sell/buy
clockwise/anti-clockwise famine/feast optimist/pessimist
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
full fool buck book fin thin lass less least lost
lose loss loose lease tease Tess test
Linguistic: Style: 5 minutes
Have the students name the correct form yes, the incorrect "nay"
The director of the Health Department's message to the president... no
The message of the director of the Health Department to
the president yes
The small-business committee of the Employment Opportunity
Commission's Guidelines.... no
The guidelines of the small-business committee of the Employment
Opportunity Commission.... yes
The meeting of the local chapter of the Girl Scouts of America will be
held on Friday yes
The local chapter of the Girl Scouts of America's meeting will be
held on Friday. no
Activity: 5 minutes
exercises: Ask the students to stand up. Tell the students to stick out their hands. Show them the thumb, the index finger, middle finger, ring finger, and little finger (pinky)
Ask the students to show two fingers. Have students name them.
Ask the students to show four different fingers. Have students
name them.
Ask the students to show six different fingers. Have the students
name them.
Ask the students to show eight fingers. Have the students name them.
Ask the students to show nine fingers. Have them name them.
Tell them to point to their eyes with their pinky
Tell them to point to their ears with their ring finger
Tell them to point to their chin with both middle fingers
Tell them to put both their thumbs on the end of their nose.
Tell them, sit down!
Linguistic: 5 minutes
Singular-plural: Have students name the plural form of the following:
knife/knives clothing/clothes leaf/leaves self/selves wolf/wolves calf/calves thief/thieves locus/loci
fungus/fungi matrix/matrices vortex/vortices
Cognitive: Semantic: 5 minutes
Ask students to name as many of the following categories as they can,
keeping score:
colors clothing food animals fruits.
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
A pig jigs
A big pig jigs
A big pig jigs on figs.
A big pig jigs on figs in a wig
A big pig digs to jig on figs in a wig.
Cognitive: 5 minutes
Dichotomous.
Have the students answer write true or false for each of the following sentences. Afterward have students answer if it is true or false.
A student walking to school is riding a bicycle.
An electric train traveling north has smoke blowing northward.
A tulip is a kind of flower.
A blind man with a white cane saw a beautiful flower.
A woman hailed a taxi in order that she could walk to the market.
Tongue Twisters: 5 minutes
Have the students recite the following more rapidly:
A baggy bug in a shaggy rug would hug a mug.
The muddy bug in the mug dug a slug in the baggy rug.
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
All for one and one for all
All's fair in love and war.
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
accustom badger calcium darn eclipse fashionable garment hammock ignition jingle
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about their first day in on this campus
Frame: 5 minutes
Ask: How do you invite someone out?
Wait for responses and then read slowly the following forms, with students names at the end:
Do you want to go out with me?
Would you like to go out?
Do you want to do something together?
Certainly, but we must go Dutch
Maybe sometime, but I'll have to take a rain check, I've got an
important appointment.
Have students give each other compliments around the room.
Notes:
Lesson Four
Reading Presentation: 5 minutes
Have students read their projective exercise from the day
before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
spit spite site
spit spite site write
spit spite site write kite
spit spite site write kite light trite
Linguistic Comprehension: 10 minutes
Syntactic: irregular verbs. Have students write down the past and past
participle forms of the following phrasal forms:
I see I saw I had seen
I wake I woke I had woken
I wring I wrang I had wrung
He writes He wrote He had written
We wear We wore We had worn
I throw I threw I had thrown
They hear They heard They had heard
She tears She tore She had torn
I take I took I had taken
She swims She swam She had sum
Have individual students read back their answers in class.
Cognitive Comprehension: 5 minutes.
Opposites: Write down the opposites of the following pairs:
fat/thin clockwise/anti-clockwise young/old strong/weak up/down night/day east/west refuse/accept hot/cold above/below front/back in/out high/low least/most
Fall/Spring start/finish famine/feast
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
Hal gave gas.
Hal gave gas to his pal.
Hal gave gas to his pal Al.
Hal gave gas to his pal Al who passed Sal.
Linguistic: Semantic: Child/Adult: 5 minutes
Have the students name the adult of the following:
puppy/dog gosling/goose
girl/woman joey/kangaroo
colt/horse fawn/deer
calf/cow child/adult
wolf cub/wolf tiger cub/tiger
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
full fool buck book fin thin lass less least lost
lose loss loose lease tease Tess test
Tongue Twisters: 5 minutes
Have the class recite the following more rapidly:
The insolent recalcitrant spent an indolent sentence in the penitentiary.
The insolvent merchant went to Kent to rent an establishment.
Cognitive: Analogies: 5 minutes
Have students write down the answers to the following pairs. Have them
read back their responses.
At home there are children and parents, at school there are students and
teachers.
A doll is a toy, a dog is a pet.
Furniture is made of wood, dishes are made of ceramic, plastic.
Fish come from a river, coal comes from a mine.
A cow gives us beef, a pig gives us pork.
Semantic: Colors: Tell the students to write down all the colors in English
that they can think of. Have students read back their lists.
Read the ten basic colors on the chalk-board: Red, Blue, Green, Orange, Yellow, Violet, Gray, White, Black, Brown
Read to the students from the following list: What color are______?
carrots, pumpkins, oranges, orange
blood, love, stop, rose red
sea, sky, jeans blue
dirt, nuts, wood brown
hair, eyes, night black
sun, flowers, lemon, banana yellow
leaves, grass, life green
Ask them to name things for these colors.
Read back the correct responses.
Linguistic: Style: 5 minutes
Have the students say yes if the form is correct, no if it is not:
The latch of the dog's collar was broken. yes
The dog's collar's latch was broken no
The postman's mail-cart's bag's handle slipped no
The handle of the postman's mail-cart bag slipped yes
The signals of the team's captain began slowly yes
The team's captain's signals tot he players began slowly no
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
Better late than never
Better safe than sorry
Activity: 5 minutes
Name the following, when you hear a name of a person, clap hands.
Bill, hill, mill, Phil dim, Jim, rim, Kim
Bob, mob, sob, Rob cave, Dave, wave, stave
bed, Fred, Ned, shed silly, Billy, frilly, Jilly
Harry, carry, Larry, Mary hoe, Joe, row, know
tack, Mack, back, Jack Terry, ferry, dairy, Jerry
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
approximate bassinet capillary embroidery feign glider harmonica imp juggle knapsack lattice
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: Composition: 5 minutes
Read a comprehension exercise and ask some questions.
Long Term: Projective: 5 minutes
Have students write a short paragraph about death.
Frame: 5 minutes
Ask: How do you give a compliment?
Wait for responses and then read slowly the following forms, with students names at the end:
That looks very _______
You look very good _______
That's great______!
Very good, ______!
Nice job, Nice work, jacket, hair-cut, outfit, ______!
I like it, I like it a lot, I really like it, _______!
You do good work, _______!
Looking good, _________!
Looks nice, _________!
Great job, _________!
Have students give each other compliments around the room.
Notes:
Lesson Five
Reading Presentation: 5 minutes
Have students read their projective exercise from the day
before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
light tight bight
light tight bight blight
light tight bight blight flight
light tight bight blight flight bright
light tight bight blight flight bright quite
Cognitive Comprehension: 5 minutes.
Opposites: Write down the opposites of the following pairs:
give/take lend/borrow boring/interesting singular/plural straight/crooked buy/sell serious/humorous greedy/generous
together/apart adult/child light/heavy cloudy/clear opened/closed former/latter accept/refuse
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
Deb had a job
Deb had a job at a lab
Deb did gab at her job at the lab
Deb did gab to the cab at her job at the lab
Deb did gab and jab to the cab at her job at the lab
Linguistic Style: Verb Agreement: 5 minutes
Have the students name the correct form with a yea or a nay
The arrival of many friends promise good times no
The arrival of many friends promises good times yes
All the Democrats, including John hope Murray wins yes
All the Democrats, including John hopes Murray win no
Every one of you know your subject well no
Every one of you knows your subject well yes
Mary, as well as the Jones's, are coming along no
Mary, as well as the Jones's, is coming along yes
A color of many hues are most interesting no
A color of many hues is most interesting yes
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
jail jill bead bed deed dead bled bled rub rug
gall goal put pit lit lick luck luke
Cognitive: 5 minutes
Short-term Memory: Pick students to recite back the following words. Alter the sentences as below.
Chinese, English, what's the difference?
English, Chinese, I don't know the difference.
Chinese ticklish and English gibberish, both are hard to relish
Linguistic: Style: 5 minutes
Have the students name the correct subject case
Last week the best students were you and me no
Last week the best students were you and I yes
Whenever I hear that knock, I know it must be him no
Whenever I hear that knock, I know it must be he yes
The leaders of the parade were Raul, Pamela and me no
The leaders of the parade were Raul, Pamela and I yes
I am expecting my mother to call. Is that her? no
I am expecting my mother to call. Is that she? yes
Linguistic: 5 minutes
Singular-plural: Have students name the plural form of the following:
axis/axes appendix/appendices looker-on/lookers-on phenomenon/phenomena datum/data fuse/fuses stratum/strata symposium/symposia cherub/cherubim
knife/knives belief/beliefs child/children
Tongue Twister: 5 minutes:
Have students recite the following, getting faster and faster, alternating
voice quality:
Seven straight cedar sticks still stood tall.
Shave a single cedar shingle straight.
Linguistic: Past-Past Infinitive: 5 minutes
The boys ran The boys were running
The rabbit jumped The rabbit was jumping
The people laughed The people were laughing
The party started The party was starting
The bird flew The bird was flying
We hoped for the best We were hoping for the best
We expected the worst We were expecting the worst
They blew off the exam They were blowing off the exam
They came back They were coming back
I looked for the lost ring I was looking for the lost ring.
Cognitive Comprehension; Short-Term Memory: 5 minutes
Have the students close their eyes recite from memory the following:
6, 4 9, 6, 3 7, 3, 2, 9 9, 1, 3, 4, 6 9, 3, 6, 7, 4, 1
2, 5 3, 2, 5 3, 2, 5, 6 1, 7, 5, 8, 9 3, 5, 2, 6, 5, 2
Activity: Pantomime
Have students mimic something of their own ideas:
frog monkey butterfly horse cow
Cognitive: Semantic: 5 minutes
Comprehension: Ask the students to classify each of the following words according to the categories of ways of moving, feeling or thinking by writing down their correct responses:
walk run crying laughing adding turning
jumping flying remembering subtracting
meditating tired happy quiet dancing
observing studying sitting standing imagining
Ask the students to read their answers.
Linguistic Comprehension: 10 minutes
Syntactic: Active/passive
Have the students respond with the correct active/passive form.
All her money was spent by the rich lady on the party
The rich lady spent all her money on the party.
The torn sweater was sewed back together by the woman.
The woman sewed the torn sweater back together.
The Doctor's hand was shaken by the man.
The man shook the doctor's hand.
The sheep was driven into the pen by the farmers.
The farmers drove the sheep into the pen.
Both armies fought the war.
The war was fought by both armies.
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
The more the merrier
The proof of the pudding is in the eating.
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
ketchup lain majesty navel oboe pain radiation sandstone tadpole vault wager acknowledgement banquet campaign decade
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about summertime
Frame: 5 minutes
Weather
It's a nice day today
Beautiful day.
Sure been raining a lot
I hope the weather gets better
What will the weather be like?
Pass it around
notes.
Lesson Six
Reading Presentation: 5 minutes
Have students read their projective exercise from the day
before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
trait ate mate
trait ate mate fate
trait ate mate fate gate
trait ate mate fate gate date
trait ate mate fate gate date crate
Cognitive Comprehension: 5 minutes.
Opposites: Write down the opposites of the following pairs:
full/empty Spring/Fall nice/mean Antarctic/arctic to/from
broad/narrow love/hate clean/dirty many/few before/after
lose/win strong/weak borrow/lend weak/strong tragedy/comedy shallow/deep frequent/seldom wet/dry
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
lug bug bud cope coke pea peal teal tea zone
stone tone ton son soon bar bear Bart
Linguistic: Syntactic: Negative/Affirmative
Have the students change the affirmative to the negative.
I want some cake. I do not want any cake.
He made 100 percent. He did not make 100 percent.
We flew to Beijing. We did not fly to Beijing.
The teacher was happy. The teacher wasn't happy.
The students were sad. The students weren't sad.
Linguistic: Semantic: Child/Adult: 5 minutes
Have the students name the child of the following:
swan/cygnet cat/kitten
hen/chick sheep/lamb
fish/fry goat/kid
pig/piglet mare/filly
duck/duckling stallion/foal
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
Sam had jam
Sam had jam at the dam
Sam had jam on ham at the dam
Sam and Pam had jam on ham at the dam
Linguistic: Comparatives: 5 minutes
Have the students repeat the following comparative forms.
mean, meaner, meanest
lovely, lovelier, loveliest
short, shorter, shortest
friendly, friendlier, friendliest
little, less, least
ugly, uglier, ugliest
much, more, most
fast, faster, fastest
Ask them to complete the forms for: immediately, uniquely, universally, third, superlative.
Cognitive: Dichotomous: 5 minutes
Have the students answer write true or false for each of the following sentences. Afterward have students answer if it is true or false.
A rose is an animal
If you are an honest person that you will not tell a lie.
The bald man bought a bottle of shampoo and a comb for himself.
The English major finally graduated with a degree in Mathematics.
Mountains are bigger than hills.
Activity: Snapping fingers: 5 minutes
Have the class snap their fingers using both hands
snap, snap, snap, pause, snap
snap, pause, snap, pause, snap snap
snap, pause, snap, snap, snap, pause snap
left, right, left, left, right
right, left, right, pause right, right
left, pause, left, pause, right, right, right pause, left
Tongue Twister: 5 minutes:
Have students recite the following, getting faster and faster, alternating
voice quality:
The weak washer woman wrung her wrinkled wet wash
Her wrinkled wet wash was hung from the white wall
Cognitive: Semantic Knowledge: 5 minutes.
Name the following, have the students guess the category:
Castle, cathedral, skyscraper, chateau buildings
Ring, bracelet, pendant, necklace jewelry
boots, tennis, sandals, dress, high-heel shoes
stomach, lungs, heart, intestines organs
city, town, village, hamlet, places people
circle, triangle, square, octagon, hexagon shapes
Write down the category name on the chalkboard, ask them to
name other kinds of category.
Linguistic: Possessive Pronoun Agreement: 5 minutes
Have students answer "yea" or "nay" depending on if it is correct.
She wanted to borrow his book, but he wouldn't loan it to him. no
Jean and Fred went out together, and she gave her a kiss no
Jean and Fred went out together, and he gave her a kiss yes
His mother told Frank to run to the market for him no
His mother told Frank to run to the market for her yes
The boy had to think for herself, if he was going to succeed no
The boy had to think for himself, if she was going to succeed. no
Jack and Jill went up the hill, and she followed her everywhere no
She wanted to borrow his book, but he wouldn't loan it to her yes
Jack and Jill went up the hill, and he followed him everywhere no
Jack and Jill went up the hill, and he followed her everywhere yes
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
The bigger they are the harder they fall
The early bird catch's the worm.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about hate.
Frame: 5 minutes
Have we met before
You look familiar
Have we met before?
Do I know you?
Are you so and so from such and such?
Pass it around
notes.
Lesson Seven
Reading Presentation: 5 minutes
Have students read their projective exercise from the day
before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
bite mite quite
bite mite quite night
bite mite quite night right
bite mite quite night right Dwight
bite mite quite night right Dwight tight
bite mite quite night right Dwight tight bright
Cognitive Comprehension: 5 minutes.
Opposites: Write down the opposites of the following pairs:
latter/former tales/heads woman/man smart/stupid long/short black/white crooked/straight boy/girl fast/slow
sad/happy child/adult living/dead male/female day/night
mean/nice summer/winter friend/enemy
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
bun pun fun fund shop shot suck sock sack sick vie thigh thy rich switch itch pit kit
Linguistic Style: Verb Agreement: 5 minutes
Have the students name the correct form with a yea or a nay
In the back of the room sits many of my friends no
In the back of the room sit many of my friends yes
Into the dark stares her black cats no
Into the dark stare her black cats yes
There is many pictures on the wall no
There are many pictures on the wall yes
There lives the Murphy's no
There live the Murphy's yes
On her side f the river is three parks no
On her side of the river are three parks yes
There remain many things yet to discuss yes
There remains many things yet to discuss no
There is no other avenues for us to follow no
There are no other avenues for us to follow yes
Lingusitic Comprehension: 10 minutes
Syntactic: Active/passive
Have the students respond with the correct active/passive form.
The boy kissed the girl.
The girl was kissed by the boy.
The flood wiped out the town.
The town was wiped out by the flood.
The teacher give the students homework.
The students were given homework by the teacher.
The beggar begged the rich lady for some bread.
The rich lady was begged for some bread by the beggar.
The bee stung the boy.
The boy was stung by the bee.
Linguistic: Comparatives: 5 minutes
Have the students repeat the following comparative forms.
kind, kinder, kindest
yellow, yellower, yellowest
bright, brighter, brightest
dark, darker, darkest
heavy, heavier, heaviest
well, better, best
bad, worse, worst
poor, poorer, poorest
Ask them to complete the forms for: perpendicularly, immortal, supreme
complex, exact, infinitely, preferable.
Linguistic: 5 minutes
Singular-plural: Have students name the plural form of the following:
mouse/mice louse/lice house/houses man/men foot/feet tooth/teeth roof/roofs reef/reeves goose/geese
parentheses/parenthesis half/halves crisis/crises sheaf/sheaves
Activity: Knock, Knock: 5 minutes
Have the students play Knock, Knock, thinking of things to ask. Start with
one student, leading in a chain.
Knock, Knock
Whose there,
__________, the milkman
How much is it.
It is 5 cents a bottle
O.K. I'll have four bottles
Thank you
postman delivery man pizza man policeman fireman
Cognitive: Analogies: 5 minutes
Have students write down the answers to the following pairs. Have them
read back their responses.
Rug is to floor as blanket is to ______________. (bed).
soap is to hands as toothpaste is to _____________. (teeth).
trees are to lumber as clay is to _______________. (bricks, cups).
from a cow comes beef, from a pig comes ____________. (pork).
sock is to foot as glove is to ________________. (hand).
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
A cat can nap
A cat can nap and lap
A cat can nap and lap sap
A fat cat can nap and lap sap
A fat cat can nap on a map and lap sap.
A fat cat can nap and tap on a map and lap sap.
A fat cat can nap and tap on a map and lap sap in a cap.
Cognitive: Semantic Knowledge: 5 minutes.
Name the following, have the students guess the category:
Seeing, Tasting, Hearing, Smelling, Touching senses
Father, Mother, Son, Daughter, Grandchild family
Basketball, soccer, ping pong, racket ball sports
Catholicism, Islam, Hinduism, Buddhism religions
Scissors, tweezers, screwdriver, hammer tools
Shakespeare, Dickens, Swift, Chaucer literature
Write down the category name on the chalkboard, ask them to
name other kinds of category.
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
The show must go on.
There's always room for one more.
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
avalanche batch centrifugal denominator enthusiasm
feline glimmer harp indigo laundry
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about spring
Frame: 5 minutes
Calling attention
One moment please
Hold on please
Excuse me for a moment
Hello,
Pass it around
notes.
Lesson Eight
Reading Presentation: 5 minutes
Have students read their projective exercise from the day
before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
boat float bloat moat
boat float bloat moat coat
boat float bloat moat coat oat
boat float bloat moat coat oat goat
boat float bloat moat coat oat goat quote
Cognitive Comprehension: 5 minutes.
Opposites: Write down the opposites of the following pairs:
hard/soft clean/dirty generous/reedy clear/cloudy apart/together proximate/distant casual/formal optimist/pessimist sharp/dull close/open left/right pretty/ugly dark/light rich/poor humorous/serious go/come
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
wreath reef map mat must mush cart tart car tar cuff cove cuss tub tug tube lake lack
Linguistic: Style: 5 minutes
Have the students name the correct form yes, the incorrect "nay"
Bill's, Henry's, George's and my new restaurant yes
Bill, Henry, George and my new restaurant no
Andy, Dick and her report no
Andy's, Dick's and her report yes
Ms. Smith and your car no
Ms. Smith's and her report yes
Cognitive: 5 minutes:
Short-term Memory: Pick students to recite back the following words. Alter the sentences as below.
Witty Mitty goes to bed at 8:30 it is said.
Mitty Witty to bed has gone at quarter to one.
It has been said that Mitty is too old to be told.
Linguistic Comprehension: 10 minutes
Syntactic: Active/passive
Have the students respond with the correct active/passive form.
The man shook the doctor's hand.
The Doctor's hand was shaken by the man.
The war was fought by both armies.
Both armies fought the war.
The farmers drove the sheep into the pen.
The sheep was driven into the pen by the farmers.
The rich lady spent all her money on the party.
All her money was spent by the rich lady on the party
The woman sewed the torn sweater back together.
The torn sweater was sewed back together by the woman.
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
Dad had a lad
Dad had a sad lad
Tad the dad had a sad lad
Tad the dad had a sad lad who was bad
Tad the dad had a very sad lad who was very bad
Tad the dad at the pad had a very sad lad who was very bad
Linguistic: Semantic: Child/Adult: 5 minutes
Have the students name the adult of the following:
dog/puppy goose/gosling
man/boy kangaroo/joey
horse/colt deer/fawn
cow/calf adult/child
bear/bear cub tiger/tiger cub
Activity: 5 minutes
exercises: Ask the students to stand up. Tell the students to stick out their hands. Show them the thumb, the index finger, middle finger, ring finger, and little finger (pinky)
Ask the students to place their index fingers of their right hand on
middle finger of their left hand.
Ask the students to place the little finger of their left hand on their
right thumb.
Ask the students to place the middle finger of their right hand on
the index finger of their left hand.
Ask the students to place the ring finger of their left hand in their
left ear and the index finger of their right hand on their nose.
Ask the students to place the pinky of their right hand on their left
eye and the thumb of their left hand on their mouth.
Ask the students to place the middle finger of their left hand on their right ear and the ring finger of their right hand on their
left ear.
Ask the students to make a fist with their hands and to raise both hands in the air.
Then ask them to point to heaven with the ring finger of the
left hand and with the thumb of their right hand.
Ask them to point to heaven with their middle and ring fingers of their right hand and the index and little fingers
of their right hand.
Tell them, all thumbs up!
Tell them all thumbs down!
Tell them, one thumb up and one thumb down!
Tell them, sit down!
Tongue Twister: 5 minutes
Have the class recite the following more rapidly:
Tweetie said to Sylvester "I thought I saw a pretty pussy cat."
Sweetie Silver Song sang to Sylvester some sickly sweet songs.
Cognitive Comprehension; Short-Term Memory: 5 minutes
Have the students close their eyes recite from memory the following:
4, 3 6, 3, 5 9, 3, 2, 3 1, 6, 2, 8, 3 6, 3, 9, 4, 2, 6
5, 4 1, 4, 6 3, 5, 6, 1 8, 6, 1, 4, 3 9, 3, 4, 2, 8, 1
Cognitive: Semantic: 5 minutes
Have the students name as many of the following as possible, keeping count.
vegetables fish trees countries feelings
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
Count your blessings
Cut off your (his) nose to spite your (his) face
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
manatee octagon partridge reckoning sceptre tome vertebra wither whither axiom begonia chameleon derrick epaulet ferret
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about their most favorite food.
Frame: 5 minutes
Ask: How do you ask for a cigarette, a light?
Wait for responses and then read slowly the following forms, with students names at the end:
Do you have a light?
Do you have a smoke?
No, I do not smoke.
Sorry, but I don't smoke
Have students give each other compliments around the room.
Notes:
Lesson Nine
Reading Presentation: 5 minutes
Have students read their projective exercise from the day before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
bee see me
bee see me flea
bee see me flea tree
bee see me flea tree three
bee see me flea tree three he
Cognitive Comprehension: 5 minutes.
Opposites: Write down the opposites of the following pairs:
down/up white/black heads/tales few/many large/small near/far late/early under/over come/go dirty/clean
out/in deep/shallow cold/hot above/below thin/fat seldom/frequent beginning/end slow/fast
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
guile dial vial bile rash wash watch wrath chow chew fag sag phase faze sick thick blick
Linguistic: Style: 5 minutes
Have the students name the correct reflexive form with a yea or nay
George hisself told me it was true no
George himself told me it was true yes
They washed the car theirselves no
They washed the car themselves yes
I will do it myself yes
Cognitive: 5 minutes
Short-term Memory: Pick students to recite back the following words. Alter the sentences as below.
I have a little sled that I can slide
When people are out skating I slide, slide, slide!
When people go in, I hide, hide, hide!
Linguistic: 5 minutes
Singular-plural: Have students name the plural form of the following:
memorandum/memoranda millenium/millenia larva-larvae
furniture/furniture ox/oxen brother/brethren belief/beliefs
vertebra/vertebrae fuss/fusses beef/beef pork/pork oaf/oafs
Cognitive: Semantic Knowledge: 5 minutes
Compounds: Read the following compounds to the class:
birdbath bookstore drugstore father figure headache
doghouse seat belt reform school credit card author-editor
basketball notebook living room season ticket policeman
Ask them what they have in common--tell them they are a compound composed of two nouns. Reread them. Then read them the following:
search warrant punch ball dump truck pitchfork tuning fork stoplight driftwood.
Ask them what these have in common--explain that they are a combination of a verb and a noun. Reread them. Read the following:
handclasp toothpick ice skate backpack ski jump
lifeguard life-preserver safety catch
Ask them what these have in common--explain that they are a combination of a noun and a verb. Reread them. Read the following:
firing squad living room swimming pool chewing gum
breaking point managing editor leading man spinning wheel shopping center
Explain that they are a combination of a gerund and a noun.
Activity: Song
Sing to each student, what he/she is wearing:
________ wore her/his ___________ , ___________ , ___________ ,
________ wore her/his ___________ all day long
________ works with one hammer, one hammer, one hammer
________ works with one hammer, all day long
Increase number of hammers, pounding both fists, stamping feet.
Cognitive: Dichotomous: 5 minutes
Have the students answer write true or false for each of the following sentences. Afterward have students answer if it is true or false.
A mouse is smaller than a rat.
The deaf man listened to the concert.
A cat is smaller than a rat.
The butcher baked a cake.
Boys are older than men.
Linguistic Comprehension: 10 minutes
Syntactic: Active/passive
Have the students respond with the correct active/passive form.
The children threw the ball to each other.
Ball was thrown to each other by the students.
The girl was slapped by the mother.
The mother slapped the girl.
The plane was attacked by terrorists.
Terrorists attacked the plane.
The village was renewed out by the economic plan.
The economic plan renewed the village.
The student spoke English.
English was spoke by the student.
Tongue Twister: 5 minutes:
Have students recite the following, getting faster and faster, alternating
voice quality:
Two truckers traveled too fast to the twin towers of Templeton.
Two twins of Templeton turned their trucks toward the west too.
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
Haste makes waste
He who hesitates is lost.
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
anticipate baroque canyon decimal elevation faun fawn giraffe harlequin immaculate jolt
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about their father
Frame: 5 minutes
Taking leave
Ask, how do you take leave? Have the students give you some
examples. Read the following:
I'm sorry, I must be going now.
I've got an appointment, I must be going
I've got to be on my way,
If you'll excuse me, I must go now
I've got to be at the ________.
Its been fun, but I've really got to go.
How do your accept some one's leave--very graciously.
Oh, that's O.K.
It was fun, let's do it again sometime.
I've got to get going too.
Don't worry about it.
We can do it again some other time
Maybe next time, then.
Well, thanks for coming by, see you later.
Pass it around
notes.
Lesson Ten
Reading Presentation: 5 minutes
Have students read their projective exercise from the day before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
thorn thick thimble
thorn thick thimble thine
thorn thick thimble thine them
thorn thick thimble thine them this
thorn thick thimble thine them this that
thorn thick thimble thine them this that thin
Cognitive Comprehension: 5 minutes.
Opposites: Write down the opposites of the following pairs:
girl/boy stupid/smart closed/open sick/healthy
west/east comedy/tragedy angry/happy most/least winter/summer feast/famine empty/full worst/best bad/good old/young counter-clockwise/clockwise
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
gear bear dad bad dab led lead lad late thief
thieve sheaf sheave sake shake
Linguistic: Style: 5 minutes
Have the students name the correct form yes, the incorrect "nay"
His life is more burdensome than his wife no
His life is more burdensome than his wife's yes
Her dress, like Mrs. Jones, was low cut yes
The pharmacist's work differs from the chemist no
The pharmacist's work differs from the chemist's yes
Tongue Twister: 5 minutes
Have the class recite the following more rapidly:
Royal recruit Roy Riggle rattled rancorously marching to the right.
The ragged ranks of the retreating regiment ran rapidly in reverse.
Linguistic: Syntactic: Active/Passive: Select students to verbally switch the following phrases into either the active or passive form--give the correct form immediately after the response:
The cook quickly boiled the noodles.
The noodles were quickly boiled by the cook.
The birthday cake was slowly baked by the baker.
The baker slowly baked the birthday cake
The athlete jumped over the hurdle.
The hurdle was jumped over by the athlete.
He beat the batter.
The batter was beat by him
They took the test.
The test was taken by them.
Activity: 5 minutes
Exercises: Have every one stand up and put their chairs under their desks.
Tell them to close their eyes. Those who wear glasses should take them of. Tell them to do the following:
1. Put your right thumb on your left thumb.
2. Touch your left eye with your left index finger.
3. Clap your hands.
4. Put both index fingers into the air.
5. Touch your left ring finger with your right middle finger
6. Put your little fingers together.
7. Put your right hand on your right hip
8. Put your left hand on your left shoulder.
9. Put your right hand on your left should and your left hand
on your right shoulder.
10. Open your eyes, and sit down!
Cognitive: Analogies: 5 minutes
Have students write down the answers to the following pairs. Have them
read back their responses.
Hammer is to nail as screwdriver is to ___________(screw).
Wood is to a saw as paper is to ______________(scissors).
Rake is to leaves as comb is to ________________(hair).
Stove is to hot as refrigerator is to _________________(cold).
Knife is to cut as shovel is to ____________________(dig).
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
A man ran
A van ran
Dan ran
Dan ran a van
A man ran a van
Nan ran
Nan ran a tan van
Nan can fan
Nan can fan Dan
A man can fan Nan
Dan can fan Nan
Cognitive: Semantic: 5 minutes
Ask the students to name as many as they can, keeping count:
flowers insects nations plants tools
Linguistic: Semantic: Male/female: 5 minutes
Have the students name the gender counterpart of the following:
man-woman Empress-Emperor
suffragette-suffragist cock-hen
girl-boy duck-drake
groom-bride female-male
queen-king lion-lioness
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
Don't cry over spilt milk
Don't judge a book by its cover
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
mammal nickel ochre Parthenon raven satiable tambourine wharf audition bassoon centipede delegate
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about their neatest experience in life.
Frame: 5 minutes
Offering to give someone a ride
Do you need a lift?
Do you want to go with me?
I can take you there, if you need to go.
Pass it around.
notes:
Lesson Eleven
Reading Presentation: 5 minutes
Have students read their projective exercise from the day before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
pin bin din tin
pin bin din tin fin sin
pin bin din tin fin sin grin
pin bin din tin fin sin grin in
pin bin din tin fin sin grin in chin
pin bin din tin fin sin grin in chin kin
Cognitive Comprehension: 5 minutes.
Opposites: Write down the opposites of the following pairs:
anti/clockwise/clockwise old/young bad/good worst/best finish/start empty/full feast/famine Winter/summer most/least anry/happy comedy/tragedy west/east sick/healthy
closed/opened stupid/smart girl/boy
Linguistic: Collectives; 5 minutes
Have the students complete the following collective/singular forms
A shoal of _________. (fish).
A convoy of ____________. (vehicles, trucks, ships)
A gaggle of _____________. (geese)
A bushel of _____________. (wheat)
A troupe of _____________. (actors)
A pod of _______________. (whales)
A flock of _______________.(sheep)
A swarm of _____________. (insects, bees, locusts)
A school of ________________. (fish)
A team of __________________. (players, specialists)
A herd of _________________. (cattle)
A bevy of ___________________. (quail)
A flock of _____________________. (birds)
A bunch of ___________________. (bananas, grapes)
Tongue Twisters: Five Minutes
Have the students recite back the following, more rapidly:
Seven straight sticks stood tall and still.
Shave a single cedar shingle thin.
Linguistic Style: Verb Agreement: 5 minutes
Have the students name the correct form with a yea or a nay
Mr. Green, along with Miss Oakley, were late no
Mr. Green, along with Miss Oakley, was late yes
The elm, like most trees, turn color in the fall no
The elm, like most trees, turns color in the fall yes
The sound of the bells always pleases me yes
The sound of the bells always please me no
Jason, besides the Creightons, want two tickets no
Jason, besides the Creightons, wants two tickets yes
Linguistic: Singular/Plural Form: 5 minutes
Have the students change the appropriate form.
Have them make up their own sentences.
I am wishing for a cake We are wishing for a cake
Does he have an ache? Do they have aches?
They have colds He has a cold
They take a cake He takes a cake
The men have strength The man has strength
Cognitive Comprehension; Short-Term Memory: 5 minutes
Have the students close their eyes recite from memory the following:
46, 57 8, 4, 3 95, 4, 67 1, 9, 5, 2, 6 64, 56, 85, 92, 17
1, 4 146, 78 13, 256, 3 18, 2, 6, 985 84, 32, 21, 17, 895
Linguistic: Syntactic Pattern: Noun-Adjective-Adverb
Have the students complete the following forms, saying only the first:
truth truthful truthfully
intention intentional intentionally
theory theoretical theoretically
hour hourly hourly
coward cowardly cowardly
shore ashore ashore
beauty beautiful beautifully
deceit deceitful deceitfully
Activity: Pantomime 5 minutes
Have students pantomime:
eating athlete mountain-climber skiing pilot
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
A man sat
A fat cat
A fat cat sat
A man sat on the mat
A fat cat sat on the mat
The flat mat
The bat flew
The cat sat on the mat
The bat flew at the mat
A bat can hit a rat
A bat can hit a cat
Linguistic-Semantic Comprehension: 10 minutes
Syntactic: verbal response. Write down the following words on the chalk
board: Nouns, Verbs, Adjectives, Articles, Adverbs, Prepositions
Conjunctions.
Ask the students to write down the correct syntactic category to each of the following words:
blue run bucket boat walk loudly big an
the of over repeat make cat Dad John
tree was often book believe honest hopefully
and a that his red sky luck truth true or
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
Well begun is half done
What will be, will be
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
lasso malnutrition nibble parlor rattle snake satchel talent vengeance whack antonym barrette cemetery decoy ellipse
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about going home on school break
Frame: 5 minutes
Ask: How do you excuse yourself?
Elicit responses, then read each, using the names of individual students:
Excuse me, ________.
Pardon me _________.
I beg your pardon_______.
I'm very sorry__________.
If you'll please excuse me___________.
My sincerest regrets, __________.
My humblest apologies, _________.
A thousand apologies_____________.
Ask the students, under what conditions should one seek to excuse oneself?
Pass it around
notes.
Lesson Twelve
Reading Presentation: 5 minutes
Have students read their projective exercise from the day
before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
bleat cheat feat
bleat cheat feat beat
bleat cheat feat beat heat
bleat cheat feat beat heat neat
bleat cheat feat beat heat neat cleat
Linguistic: Style: 5 minutes
Have the students name the correct form yes, the incorrect "nay"
It was Jason the gardner's move yes
It was Jason's, the gardner's, move yes
I took Mrs. Green my teacher's advice yes
I took Mrs. Green's, my teacher, advice no
I took Mrs. Green's, my teacher's, advice yes
My sister's, Mary's, car runs well yes
My sister, Mary's, car runs well yes
My sister's, Mary, car runs well no
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
lobe love send sand Tim time tin dime din dine but bud clad glad bit bet beat hunt hut chin shin
chasing catching swing sling bring
Cognitive: 5 minutes
Short-term Memory: Pick students to recite back the following words. Alter the sentences as below.
Eight, nine, seven, six, five, three.
Nine, eight, seven, six, three, five
Eight, seven, nine, three, five, six
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
Min had a pin
Pat had a tin pan
Min can win
Al ran in
A rat sat in a bin
Can Pat win
A rat sat in a tin can
Al had a tin pin
Min ran in
Al can win
Cognitive: Dichotomous: 5 minutes
Have the students answer write true or false for each of the following sentences. Afterward have students answer if it is true or false.
Ants are small
Elephants are large.
A month is longer than a year.
Men are older than boys
A year is longer than a month
Linguistic: Semantic: Male/female: 5 minutes
Have the students name the gender counterpart of the following:
he-she cob-swan
author-authoress drone-bee
tigress-tiger father-mother
abbess-abbot hen-cock
Viceroy-Vicereine uncle-aunt
Linguistic: Syntactic: Active/Passive: Select students to verbally switch the following phrases into either the active or passive form--give the correct form immediately after the response:
The cook quickly boiled the noodles.
The noodles were quickly boiled by the cook.
The birthday cake was slowly baked by the baker.
The baker slowly baked the birthday cake
The athlete jumped over the hurdle.
The hurdle was jumped over by the athlete.
The farmer cultivated the fields.
The fields were cultivated by the farmer.
The shopkeeper watched his shop.
His shop was watched by the shopkeeper.
Activity: 5 minutes
Exercises: Have every one stand up and put their chairs under their desks.
Tell them to close their eyes. Those who wear glasses should take them of. Tell them to do the following:
1. If you are a male, then put your right hand up.
2. If you are a female, then put up your left hand.
3. If you are a male, then clap your hands five times.
4. If you are a female then whistle
5. If you are a female then clap your hands three times.
6. If you are a male then stamp your feet on the ground.
7. If you are a male then sit down.
8. If you are a female then cross your arms
9. If you are a male then stand up
10. Open your eyes, and sit down!
Tongue Twister: 5 minutes
Have the class recite the following more rapidly:
T'was thought that those things t'were twisted twines.
T'were only the trash thrown through the thicket there.
Cognitive; Semantic; 5 minutes
Have students name as many of the following categories as they can:
musical instruments dishes food clothes planets
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
A leopard can't change his spots.
A penny saved is a penny earned.
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
octopus pelican recognition scheme tandem gnu vicinity biennial chassis despise equatorial finite
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about their family
Frame: 5 minutes
How do you ask for directions?
Excuse me, but can you tell me how I get to?
Can you give me the directions to...?
I'm really lost, can you help me find....?
Pass it around.
notes:
Lesson Thirteen
Reading Presentation: 5 minutes
Have students read their projective exercise from the day before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
rough duff tough
rough duff tough muff
rough duff tough muff buff
rough duff tough muff buff bluff
rough duff tough muff buff bluff scuff
Linguistic Comprehension: 10 minutes
Syntactic: irregular verbs. Have students write down the past and past
participle forms of the following phrasal forms:
I swear I swore I had sworn
I strike I struck I had struck
I steal I stole I had stolen
He springs He sprang He had sprung
We speak We spoke We had spoke n
I slay I slew I had slain
They shrink They shrank They had shrunk
She shakes She shook She had shaken
I sew I sewed I had sewn
He sees He saw He had seen
Have individual students read back their answers in class.
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
par park pat pet muff muss mutt chap chop shop
shot cheap bug buck shoes choose watch wash sigh
thing high try halve half rope robe
Linguistic: Syntactic; Plural-singular: 5 minutes
Give the singular forms of the following plurals:
vertebrae/vertebra plateaux/plateau
bureaux/bureau hooves/hoof
lives/life radii/radius
feet/foot crisis/crises
Cognitive: 5 minutes
Short-term Memory: Pick students to recite back the following words. Alter the sentences as below.
There are fifty-four different kinds of things.
Fifty seven ideas for seventy-one occasions.
Twenty-one balloons blew over the seven seas.
Linguistic: Style: 5 minutes
Have the students name the correct possessive case
the observations of the witness the witness's observations
the reference of the man the man's reference
the stand of the group the group's stand
to the surprise of everyone to everyone's surprise
work of one week one week's work
the texture of the sculpture the sculpture's texture
the blouse of Melissa Melissa's blouse
the tail of the fox the fox's tail
the house of the grandparents the grandparent's house
the race of the horse the horse race.
Tongue Twister: 5 minutes
Have the class recite the following more rapidly:
The wicked witch of the west went wild with the warlock.
When wondrous widows whispered whimsical whimsies.
Where the wrinkled willow would bow to the whistling wind.
Cognitive: Semantic Knowledge: 5 minutes.
Name the following, have the students guess the category:
Canoe, kayak, tug, raft, barge boats
anry, sad, mad, happy, excited emotions
elephant, lion, zebra, baboon African animals
bright, cloudy, rainy, snowy, windy weather
Chicken, Goose, Duck, Turkey, Pheasant bird to eat
Deer, Bear, Elk, Antelope, Moose American animals
Write down the category name on the chalkboard, ask them to
name other kinds of category.
Linguistic: Syntactic: Interrogative-Imperative: 5 minutes
Have the students shift the sentence form from an interrogative to
an imperative form:
Can you help me, ________?
__________, Help me!
Can you get that, __________?
Get that ___________!
Can you come here , please?
Come here!
Can you wait a minute, please?
Wait a minute!
Can you call him for me?
Call him for me!
Can you go to the store for me?
Go to the store for me!
Activity: 5 minutes
exercises: Ask the students to stand up. Tell the students to stick out their hands. Show them the thumb, the index finger, middle finger, ring finger, and little finger (pinky)
Ask the students to place their middle fingers of their right hand on
little finger of their left hand.
Ask the students to place the little finger of their right hand on their
right thumb.
Ask the students to place the middle finger of their right hand on
the index finger of their left hand.
Ask the students to place the ring finger of their left hand in their
right ear and the middle finger of their right hand on their nose.
Ask the students to place the thumb of their left hand on their left
eye and the thumb of their right hand on their mouth.
Ask the students to place the middle finger of their left hand on their right ear and the index finger of their right hand on their left ear.
Tell them, sit down!
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
Sid hid in a bin.
A tin can had a lid.
A kid hid in a bin.
Did Sam win?
Did Al bid?
Sam did win.
Al did bid.
A kid hid in a tin can.
Sid had a tin lid.
Sid hid a tin can.
Cognitive: Analogies: 5 minutes
Have students write down the answers to the following pairs. Have them
read back their responses.
Bracelet is to arm as ring is to _____________ (finger).
Watch is to wrist as hat is to ______________. (head).
Tea is to cup as wine is to ______________. (bottle, glass).
Knee is to leg as elbow is to _______________. (arm).
Happy is to laugh as sad is to ________________. (cry).
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
April showers bring May flowers.
Beauty is only skin deep.
Cognitive: Semantic: 5 minutes
Have students name as many of the following, keeping track
tastes senses colors materials textures
Vocabulary: 5 minutes
Read the ten words below for the students to learn for the next day:
pendulum recommendation scorch taper tapir vulture wizard biosphere chrysanthemum dictator errand flask goblet
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about their funniest joke.
Frame: 5 minutes
Giving--Ask the students, "How do you give someone something?"
Read them the following:
Here I would like you to have this
Here is something I do not really need
I would like to give you this.
How do you receive?
Thank you, it is very nice
It is a wonderful thing.
I really need one of these
Ask them to think of something to give one another, pass it around.
notes:
Lesson Fourteen
Reading Presentation: 5 minutes
Have students read their projective exercise from the day before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
seek peek meek
seek peek meek beak
seek peek meek beak eek
seek peek meek beak eek freek
seek peek meek beak eek freak creek
seek peek meek beak eek freak creek leak
Linguistic Comprehension: 10 minutes
Syntactic: irregular verbs. Have students write down the past and past
participle forms of the following phrasal forms:
I ring I rang I had rung
I ride I rode I had ridden
I mistake I mistook I had mistaken
He lies He lay He had lain
We know We knew We had known
I grow I grew I had grown
They go They went They had gone
She gives She gave She had given
I freeze I froze I had frozen
He flies He flew He had flown
Have individual students read back their answers in class.
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
lath lash bum bomb clothe clove moon noon soon spoon shack sack pack sheath sheaves pork cork
fie thigh shoal show tall tale tell
Linguistic: Style: 5 minutes
Have the students name the correct form yes, the incorrect "nay"
His arriving when he did pleased all of us yes
The car's starting delighted Susan no
The starting of the car delighted Susan yes
He thought nothing of the rug's shampooing no
He thought nothing of the shampooing of the rug yes
The urgency of Mary's screaming surprised him yes
When they saw the building's burning, they applauded no
Cognitive: 5 minutes
Short-term Memory: Pick students to recite back the following words. Alter the sentences as below.
I think that those toes are froze.
Those notes compose the composition
We wish that we went away from here.
Tongue Twisters: 5 minutes
Have the students recite the following more rapidly
The beautiful baby built the building blocks on the blue blanket.
The big building was built by the baby building blocks.
Linguistic: Syntactic: Active/Passive: Select students to verbally switch the following phrases into either the active or passive form--give the correct form immediately after the response:
The man loved the woman.
The woman was loved by the man.
The ball was kicked by the boy.
The boy kicked the ball.
The pilot flew the plane.
The plane was flown by the pilot.
The people voted for the President.
The President was voted for by the people.
The horse ate the apple.
The apple was eaten by the horse.
Activity: 5 minutes
Exercises: Have every one stand up and put their chairs under their desks.
Tell them to close their eyes. Those who wear glasses should take them of. Tell them to do the following:
1. Put your right hand on your left ear.
2. Touch your left eye with your left hand.
3. Put both your hands on top of your heads.
4. Put your left hand on your right elbow
5. Put your right hand on your chin.
6. Cover both eyes with your hands.
7. Put your right hand on your right ear and put
your left hand on your left eye.
8. Pinch your nose with your right hand.
9. Put your left hand on your head and your right
hand on your belly.
10. Open your eyes, and sit down!
Cognitive: Semantic: 5 minutes
Have students name as many of the following as they can, keeping count:
tools vegetables birds people vehicles
Linguistic: Semantic: Male/female: 5 minutes
Have the students name the gender counterpart of the following:
heroine-hero lioness-lion
prince-princess goose-gander
barman-barmaid sorority-fraternity
brave-squaw boar-sow
Mrs.-Mr. actor-actress
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
A cat bit a rat
Did Dan hit it?
Did a hat fit Dad?
Did a pig sit in a pit?
Nan lit it.
Dan did hit it.
A hat fit Dad.
Can a cat sit?
A pig sat in a pit.
A rat bit Nan
Cognitive Comprehension; Short-term Memory: 5 minutes
Have the students close their eyes recite from memory the following:
5, 7 5, 9, 2 1, 5, 2, 9 9, 5 2, 1, 5 5, 9, 2, 1, 2, 5
He, she I, he, she He, I, she, they We, they, I, he, she
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
Don't look a gift horse in the mouth.
Don't put all your eggs in one basket
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
billiards chimpanzee diameter eraser flamingo gobble haze imprint lawn manger oculist okapi
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about their greatest wish in life.
Frame: 5 minutes
Ordering something:
I would like to order.....
Is it possible to order.....
I would like......, if you have any.
Do you have any left.....
Pass it around
notes.
Lesson Fifteen
Reading Presentation: 5 minutes
Have students read their projective exercise from the day before:
Listening: 5 minutes
Phonetics: Have the class read back the words sequences and then have individual members read them back from memory.
might, height, fight
might, height, fight, fright
might, height, fight, fright, right
might, height, fight, fright, right, bite
might, height, fight, fright, right, bite, light, trite
Cognitive: 5 minutes
Dichotomous.
Have the students answer write true or false for each of the following sentences. Afterward have students answer if it is true or false.
A day is shorter than a month
A hundred is less than a thousand
Does the sun set in the morning?
Ants are not tall
Dogs, cats and people have tails.
Listening: 5 minutes.
Auditory discrimination: Write down the following words. Say them in a sentence to help their listening:
tin pin pat bat pack back patch batch snatch
scratch dim din seem seen coast toast thimble symbol tremble cat cap din bin been bean
Linguistic: Style: 5 minutes
Have the students name the correct "of" phrase for each possessive case
the company's strike the strike of the company
the scissors point the point of the scissors
the boy's choice the choice of the boy
the month's end the end of the month
ten dollar's worth the worth of ten dollars
the car's color the color of the car
this year's production the production of this year
the ballet dancer the dancer of the ballet
the flower bud the bud of the flower
the play's failure the failure of the play
Cognitive: Five Minutes
Short-term Memory: Pick students to recite back the following words. Alter the sentences as below.
Can you kick six short sticks quickly?
Can you box your ears within a bag?
Can you count all your fingers and your toes?
Activity: Song
Sing to each student, what he/she is wearing:
________ wore her/his ___________ , ___________ , ___________ ,
________ wore her/his ___________ all day long
________ works with one hammer, one hammer, one hammer
________ works with one hammer, all day long
Increase number of hammers, pounding both fists, stamping feet.
Cognitive: Semantic: 5 minutes
Ask the student to name the senses used in each of the following:
the clock is ticking shoes are brown water is wet
peaches are sweet stove is hot radio is low
grass is soft bananas are yellow flowers are growing
flowers are sweet the bell is ringing Sally has perfume
a large chair the pin is sharp bacon is frying
Tongue Twisters: Five Minutes
Have the students recite back the following, more rapidly:
The greedy giant gobbled up gallons of green grasshoppers.
The generous goblin gave the ghastly goblet to the green ghost
Linguistic: Semantic: Male/female: 5 minutes
Have the students name the gender counterpart of the following:
baroness-baron bee-drone
sultan-sultana seducer-seductress
abbess-abbot hen-cock
Viceroy-Vicereine uncle-aunt
tabby-tom lad-lassie
Speaking: Phonology Phrases: 5 minutes
Have the students recite the following.
Sid hit Dan in a rib
Did Al fib?
Nan had a bad rib.
Did a tan bib fit Sal?
Pat had it in a bib.
Did Sid hit a rib?
Al did fib
A bib did fit Sal
A bib did fit Sal
Pat had a tan bib.
It fit in a bib.
Linguistic: Singular/Plural Sentences: 5 minutes
Change the subject to singular or plural form in each sentence.
Have the students make up sentences.
I make pudding We make pudding
I am feverish We are feverish
He flies to China They fly to China
We are wishing for a cake. I am wishing for a cake.
Do I love her? Do we love her?
Dictation & Projection
Proverbs: 10 minutes
Have the students write down the following proverbs given orally.
Ask them to write a sentence explaining each one. Ask them to recite
their sentences. Ask them to use the word in a sentence of their own
construction.
Two heads are better than one
Waste not, want not.
Vocabulary: 10 minutes
Read the ten words below for the students to learn for the next day:
majority nectar obstruct papoose radish decay sandwich taffy vegetation wail affidavit barometer canoe
Give a test of the previous vocabulary in spelling and meaning.
Comprehension: 5 minutes
Read a composition: Have students answer questions:
Long Term: Projective: 5 minutes
Have students write about their country
Frame: 5 minutes
Refusing
I'm sorry, but I can't right now
It's very regrettable, but I have decided
No, I cannot at this time
Maybe next time.
Pass it around
notes.
Blanket Copyright, Hugh M. Lewis, © 2005. Use of this text governed by fair use policy--permission to make copies of this text is granted for purposes of research and non-profit instruction only.
Last Updated: 03/14/05