ACE Lesson 19






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Teacher:		Level:	ACE (Low – High beginner)
Skill:		Date:	July 12, 2006
Subskills:		Topic:	CBT Question forms
Objective:		Lexis:	Modals: Can can’t
Language point(s):	I/you/he/she/we/they can … I/you/he/she/we/they can’t … Can I/you/he/she/we/they …?	Anticipated problems:

STAGE	E \| S \| A	TARGET LANGUAGE	TEACHER	STUDENT	MATERIALS	TIME	TEACHER’S EVALUATION
1	E/S	CBT homestay	Recaps the CBT homestay lexis from homework #6	Chorus: “What is it?” Individual holding flashcard says “Toilet paper.”	Flashcards?	10 min	Did this at the end of first class (see notes for stage 14). They knew it cold, but couldn’t pronounce certain words (mosquito coil).
2	E	CBT Activities	Elicits/recaps the CBT activities from previous weeks [1]	Responds	Flashcards	6 min	Fekkin’ incredible! They totally know this stuff like the back of their deft and adroit hands. Blasted through it. (I’m too used to long recaps from general class.)
3	E/S	CBT Activities and Itineraries	Draws an itinerary on the w/b. Models placing a couple flashcards in the “activities” column. Writes a time. Has Ss fill in the other times. Asks Ss “What’s this?”	Responds, “Itinerary!”	w/b, flashcards	7 min	Ss had fun picking random activities from the deck, as if picking cards in a magic act. Drawing the itinerary on the whiteboard was time consuming—consider an OHT next time. Had Ss write their own times in first class—times were too random. Spaced eliciting “itinerary” altogether in the first class. Second class had a difficult time with it. Drilled.
4	E/S	Itineraries	Using sample itinerary, recaps WH-question forms: What (do we …) When (do we …) How long (do we …) How far (is the …)	“At 9 o’clock we go fishing.” “We go fishing at 9 o’clock.” “For about two hours.” “It’s 3 km.”	Itinerary drawn on whiteboard.	10 min	Almost no problem. Some Ss struggled a bit with “how long do we…?” (i.e., the math) but they understand the concept. They also grasped “How far…?” I used a ruler with two markers on each end to demonstrate the idea of distance.
5	E/S	Itineraries	Repeats the above two stages once more with different activities. [2]	Responds	Same	5 min	Yup.
6	E	Modals can/can’t	Asks Ss at random: “Can you swim?” “Can you sing?” “Can you dance?” “Can you open the door?” “Can you open the window?”	Responds (maybe)	None	3 min	Most Ss knew the modal “can,” as evidenced by their ability to almost instantly grasp what I was asking each time.
7	E/S	Modals can/can’t	Does the funtastic grammar table thing. Get Ss as involved as possible. Ask them “What can you do?” [3]	Listens, responds	Whiteboard, makers, patience	5 min	They remained engaged. Good. That new whiteboard takes forever to erase, which really strikes you when you’ve covered it with a massive table and you want to get on to the next thing.
8	S	Modals can/can’t	Close your damn books! Pens down! Hands out PT1: Can/can’t.	Accepts gleefully	PT1: Can/Can’t	1 min	Handed it out flawlessly.
9	S	Modals can/can’t	Part A. Tells Ss to listen and fill in the bank. Model with a quick sentence on w/b: “I ___ read.”	Listens, fills in the blanks. Gets practice writing and recognizing the modals can and can’t	PT1: Can/Can’t	5 min	The listening was great! They were really concentrating. Maybe beef up the activity considering their skill level, though. Perhaps a whole paragraph with blanks would have been more challenging.
10	S	Modals can/can’t	Tells Ss to complete Part B on their own.	Checks off the correct box. Develops understanding of abilities.	PT1: Can/Can’t	2 min	Good activity for demonstrating the “ability” aspect of the modal. Also could use some more muscle given the more advanced nature of ACE cadets. Also very confusing was the X mark. Ss thought it was the opposite of what it should be; they wanted a check for yes and an X for no.
11	S	Modals can/can’t	Corrects the entire task using OHP.	Fills in the blank or checks the correct box on the w/b	PT1 OHT, w/b, markers	4 min	Fabulous.
12	S	Questions	Tells Ss to turn over PT1. Model. Listen and fill in the number of the matching question. [4]	Listens, decides which answer matches the question he or she heard.	PT1: Questions	5 min	Nice one. They didn’t struggle nearly as much as I’d imagined they would. Pet copied the question as I read them, which I should have anticipated as an impending problem.
13	S	Questions	Corrects the chumpie using OHP.	Writes the number on the w/b as called on by the teacher.	PT1: Questions OHT.	4 min	Sure. Yeah. OK.
14	A	Questions	Has Ss count off 1, 2 … Have them choose team names. Play “Slap the answer!” and “Slap the question” game. [5]	Slaps the correct answer or question on the w/b.	OHT of answers and questions	15 min	Fun; great game. Ss found this much easier than I expected they would. Thailand beat Italy 8-5
15	S/A	Questions	If you’re hauling through this lesson, add this task: Tell them to write numbers 1-7 under the table on PT1: Questions. Have Ss write their own questions. Save this for homework otherwise.	Responds	PT1: Questions		Oh was I hauling! First class (with only eight SS for the first hour) was done with activation (stage 14) at something like 9:45. So I did do this activity, which turned out to be pretty valuable, except that in the first class everyone simply copied Pet’s answers (while I tried to catch some latecomers up.) In the second class they all seriously worked at it and several were properly challenged.
16	A	Questions	Have Ss read their answers? Maybe in pairs.	Reads answers	PT1: Questions		First class I had them do this, which was pointless since they all copied Pet. In the second class I elicited the question forms from them and wrote the possible answers on the whiteboard. The fact that there were so many variables made the task too broad. But as a last minute thing it was successful.

NOTES:

Pre-Lesson:

[1]
visit a fish farm,
visit a rubber farm,
visit a wildlife sanctuary
visit a fruit farm
have lunch on krachang
have (breakfast, lunch, dinner),
go hiking,
go swimming,
go fishing,
go biking,
go snorkeling
go kayaking
go rowing in mangroves
go on trip to island
relax
make tie die
take a boat ride through the mangroves
see sunset on the beach
see handicraft demonstration

[2] Make sure “hiking” and “biking” end up as options for each. Next to these write (for example) “3 km.”

[3]

Question	Yes	No
Can I go to the bathroom?	Yes, I can.	No, I can’t.
Can you swim?	Yes, you can.	No, you can’t.
Can Jessie play football?	Yes, she can.	No, she can’t.
Can Chanu sing?	Yes, he can	No, he can’t.
Can we go fishing?	Yes, we can.	No, we can’t.

[4]
1. Ris can’t run but he can walk.
2. Salamah can go fishing but Pet can’t.
3. Can I go to the bathroom? Yes, you can.
4. Helen can speak English but Erik can’t.
5. Songsri can make handicrafts and so can Kalyanee.

[5]
Read the following:

Can I use the bathroom?
When do we go hiking?
How far is it?
What do we do at nine o’clock?
How long will we be here?
Who is this?
What is this?

[6] Slap the Board Game!

Place an OHT on the whiteboard with six or seven answers. Read a question. S who slaps the correct answer or question first earns a point for his or her team.

Round 1:
Who’s this?
How long is the walk?
When do we go swimming?
What’s this?
What do we do at quarter-to-two?
Can we relax now?
How long do we go snorkeling?

Round 2:
No problem. Of course you can.
This is my son.
This is a fish farm.
At half-past three
It’s about 1 km.
We’ll go kayaking.
We’ll be here for two hours

Post-Lesson:

1. Start taking attendance! There were at least four Ss missing to today (that many leftover paper tasks) and I have no idea who two of them were.

2. Christ, I wish the Boon Piya laundry man would use soap when he washes clothes. I small like a wet dog today.

ELLP Report (if applicable):

ELLP Chapter No:

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

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

Which activities did you use/adapt for your lesson?

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)

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