ACE Lesson 13






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Teacher:	Helen Harper	Level:	ACE (Low – High beginner)
Skill:	Speaking	Date:	20th May 2006
Subskills:	/what/where recognition	Topic:	Describing professions in my village 2
Objective:	Fluency using prepositions of place and correct question forms to further describe	Lexis:	Where? Prepositions of place: at, in, near Places of work: the handicraft centre, the community centre, off the coast, Khuraburi, TND etc…, shrimp farm, rubber plantation, orchard, resort, office.
Language point(s):	Where does he/she work? She works at the community centre, in BTN near Kuraburi. Where do they work? They work at the shrimp farm.	Anticipated problems:	Confusion with verb forms & correct placement of prepositions of place. Students don’t use the name TREC they use NATR.

STAGE	E \| S \| A	TARGET LANGUAGE	TEACHER	STUDENT	MATERIALS	TIME	TEACHER’S EVALUATION
1	Recap	Professions& plurals Housewife, accountant, farmer, builder, rubber tapper, driver, mechanic, cleaner, cook Saleswoman, salesman, fisherwoman, fisherman, craftswoman, craftsman	TPR	Drill		4
2	Recap	What does she do? What does he do? What do they do?	Nominate student to go out of the room. Nominate students and assign professions. Drill at the front of the class.	Teacher: What do they do? S1: TPR S2: They’re fishermen…etc.		5	Turned this into recap of practice activity from previous lesson: groups of four students, two villagers, one farang, one ACE expert. Farang: What do they do? ACE Expert: They’re fishermen. Villagers: TPR fishermen Continue for he/she forms. No use of flashcards, ACE experts have to make up a profession.
3	Elicit	New lexis: Community centre, shrimp farm, rubber plantation, school, garage, handicraft centre, market, restaurant, home, shop.	Drill new lexis	Drill	Big images of workplaces	5
4	Elicit	In, near	Chalk talks & TPR Have map on board with blu tacked flashcards, students shout out to me (or other student) ‘in/near/ different towns or places.	Shouting ‘in’ and ‘near’ Possibly another student placing flashcards in right place.	Big workplace flashcards.	4
5	Elicit	At	I work at TREC. They work at a rubber plantation.	Substitution drill ‘at’.		2
6	Practice	In, near, at Where does she work?	She works at a handicraft centre in BTN	Farang: Where do they work? Where does she work? ACE expert: She works at the handicraft centre, Villagers	Place of work cards At, in, near.		This was a struggle, they needed another practice activity in pairs beforehand, then this task would work well. (same task as above).
7	Practice	in near, at			Fill the gap worksheet. worksheet	4
8	Produce	At In/ near	Relay game with flashcards, take down the flashcards from the right place	One at a time	Smaller workplace flashcards.	5	DND
9	Present	Who works at…	Professions – farmer, rubber tapper, market,	At the substitution drill		3
10	Produce	They work He works She works	Demo task: Pictures of professionals (he/she/they)	Teacher In pairs: Identifies craftswoman, holds it up.	Images of professionals	4	DND
11	Present	Professions	Recap TPR professions			4
12	Free Practice	What do they do? Where do they work?	Demo task. Assign students different places of work Guides Farang.	Farang: Where do they work? Guide: they work at a….in…near.. Villagers TPR, Swap around.	Places of work	10	As above, worked well.
13	Free practice	All information words	Make sentences with your partner: four sentences in a row wins. Class demo	In teams	OHP info word grid	10
14	Formal greetings	Welcome to my village, I’m an ACE expert and I will be your guide for today. Was your journey ok? Where are you from? What’s your name? Do you need to use the bathroom?	Drill & practice – highlight contractions I’m an…I’m from, my name’s… .	Drill & practice Practice practice In pairs: Farang & ACE experts		6	This was all good dialogue and they were into it because its use was pretty obvious. Had to explain what ACE stood for. Told to practice for community trail tour.
15		Are you ready? Ok, let’s go. Can we leave our stuff here? Yes.		In pairs farang & ACE expert. Mingle. Get Erik, Jamie & Kelly in for practice.		stuff
16	Formal greetings	This is the community centre. Next, we will visit the rubber plantation, the community centre.

NOTES:

Pre-Lesson:

Oral comprehension

Post-Lesson:

ELLP Report (if applicable):

ELLP Chapter No: 8

How did this chapter relate to your lesson (e.g. similar language focus, lexis used, linking concepts etc.)?

Similar topic focussing on places of work

Which activities were deemed not suitable for your lesson – why not?

Conversation task: this language was too advanced for our students to read and comprehend straight away. This lesson was aimed at building their understanding of the language and putting it together into a similar dialogue. I also focused on 3rd person language as ACE experts will be talking about other people in their village as well as themselves.

Didn’t do associated verbs–– I think this was good for ELLP because it was linking to animal roles in the environment, but we weren’t focusing on that at this time.

Which activities did you use/adapt for your lesson?

I adapted the matching sentence exercise into a visual match up sheet. Students practiced ‘at’, ‘in’ and ‘near’ in relation to place of work, practicing speaking and understanding rather than reading and writing sentences.

We were already using TPR to elicit & practice language, so we did it for job roles too. In this context, students act out the roles in ‘CBT’ role plays (two villagers pretending to be craftswomen etc., one ‘farang’ (asking questions) and one ACE expert (answering).

Were these activities effective? (If not why not – if so, why?)

Recommendations for any alterations to ELLP lesson & activities (for the purpose of ACE English)

I think the idea for linking professions and roles with animals is a great and would try to use that at a later date once we’d started to talk about animals & plants. Unlike ELLP the ACE experts focus on a wide range of ecosystems so we’ll probably tackle that as one section of the course. I think however that we might recap professions at this time and use this linking idea to elicit the idea of animals having roles in the environment.

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