Mock 2 - Letter Pp - Example and Slide by Slide Suggestions

You've made it to Mock 2! Congratulations! If you are asked to prepare and teach this lesson, VIPKid thinks you will be an excellent teacher for the emerging language learners. You must have a kind personality, and talk clearly enough for beginners to understand. That's awesome!

Either you saw my video so you're here to get more suggestions, or you're here and may want to see my video.

Mock 2 Video Demonstration

Disclaimer: This is how I would teach the class will little to no preparation. Carefully review the lesson objectives, vocabulary, and sentence patterns. Follow the Teacher Directions found at the bottom of the PPT you are given, then add your own teaching style to that. This video was made primarily to help my referrals with pacing and ideas on how to go through the activities without using a lot of incidental language. (*"What is this?" "This is a ___." may be considered incidental language for this lesson. I used it because most students I teach at this level understand what I'm saying and asking when I use those sentence patterns.)

Intro: I normally ask, "What is your name?" "My name is ____" and help them say that whole phrase. THEN I ask, "How are you?" You may also ask, "How old are you?" but that one is a little harder for most kids to answer so you don't need to spend time on it.

Reward Slide: I purchased that from Target for $3. But don't spend money!!! I normally use a sheet protector with a colored paper inside and draw bananas, apples, etc. I was not making this video to demonstrate how to give rewards. I suggest giving a STAR every 5 min. Give your secondary reward in between the stars, especially after a student uses the desired sentence pattern. Warm up song: Sing a section and have them repeat. Alphabet Chant: Excuse my voice haha - I had just taught 6 classes. If you have props for the objects named, use them. i.e. real banana or apple. For other items use TPR (charades) like I tried to do. You can come up with your own actions, you don't have to copy mine.

Review: In my mind, the goal is for the student to do this on their own. I model the first one to save on incidental language and lengthy explanations. Model, do it together, let the student do it on their own. Since it's review, the student may be able to do all 3. Make sure they say the letter name and sound each time.

Circle It: Same concept as Review slide. Feelings: Model "How are you?" "I am/I'm ____." I used a monkey. You can use a puppet or other toy. Encourage student to answer independently. Use facial expressions to solidify understanding of vocabulary. Pp: Circle big and small p one at a time, saying "Big/small P/p" several times. Make the sound /p/ as well. Be sure NOT to say "puh". Sorry if I did... don't copy me. On the next slide, trace the letters while making the /p/ sound. You may start tracing, then move to showing them how to write by modeling on your white board. Make sure they start with the line down then the circle. You may draw several p's on the PPT with the student for extra practice.

Vocabulary: Panda, pepper, pig. Teach word. Circle picture and say word while making action or showing a prop/realia. You may say the word "Panda /p/ /p/ panda", listen, then say the target sentence: "Panda starts with /p/." I would start by writing "_______ starts with ___" on my whiteboard. Oops - it's more effective to start by showing that in my opinion. By the third vocab. slide the student should be able to answer with the complete target sentence independently.

Point & Read: Use a whiteboard, printed or written page with "ap", or sheet protector. For extension, add "b" or "p" (or c or d, etc.) in front of "ap" to let the students blend and read on their own. Some teachers use plastic easter eggs to write on for blending practice. Write 'ap' in one color and the beginning consonant in another.

Activity Time (You can say this or not.  It's not needed to say anything on this slide.  This is where you will pause and chat with your mentor.  Consider their feedback and do your best to implement it as you teach the rest of the lesson.  You score big points for showing you can improve and try new things.)

Odd One Out: Be sure to use the target sentence - I didn't use it every time. Make sure YOU do. (I didn't read the teacher directions before recording this.) P

Words: At the end, I should have asked, "What starts with P? /p/ /p/ P?" Then show the pen and paper again. Have a third object on hand to show that starts with p in case the student can't tell you one.

Sit or Stand: Just do thumbs up or down - it's easier to model or explain in my opinion. But you can model sit or stand. You just stand up when you say the wrong one. You model the expected behavior on the first two then follow the student on the last two. Have the student use the target sentence when you can or you can extend by asking, "What is this?" "This is a ____.".

Fill in the Blanks: Model with the whiteboard, paper, or sheet protector.

Matching Fun: You could start by circling P and saying "P, /p/ /p/ P". What starts with P /p/ /p/ P?" If they can do it, great. But chances are you'll need to model for at least 3 objects. I like to say "match" or "circle". I even draw a check mark on the correct objects. I draw an "x" through objects whose beginning sound isn't /p/. The student will most likely copy what you draw. Say the target sentence for EACH object! If you run short on time, having the student do one or two independently is sufficient. You don't need to do all of them.

Picture: "What do you see?" "What can you see?" Act out the question. Circle a vocabulary word. After wait time of a few seconds, model and say, "I see/I can see a ____." Then ask again, circling another object. Elicit full sentence responses. Student may say "pepper". Correct them by saying "I see a pepper". They may say "I see pepper." Repeat again, emphasizing "I see AAAA pepper." I extended by talking about the sleeping panda.

Goodbye: I'm dying right now.... I did not know the tune for the life of me!!! Sorry! I believe it's the same tune as the hello song. Maybe I'll edit that in later.... oops!!!! If I'm short on time I just sing straight through and hope the student follows along for a bit. If you have time, do it line by line, allowing time for the student to copy.

Feel free to leave a comment if you have additional suggestions or if you have any questions.  If you would like to schedule a live practice with me, join my Facebook Group VIPKid Hiring Coaching - Ace Your Interview and Land the Job.  Good luck!