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ACE English Program Lesson Planner |
| Teacher: | Level: | ACE (Low – High beginner) | |
| Skill: | Conversation | Date: | July 25, 2006 |
| Subskills: | Topic: | Lesson 24: Farangfest Part 2 – Review of recent topics | |
| Objective: | SWBAT: Improve their skills with explaining itineraries and describing what tourists need to bring while interacting with real farang. Become proficient using the modal can. |
Lexis: | |
| Language point(s): | (recap: Modal can Can you …? Yes, I can. / No, I can’t. |
Anticipated problems: |
| STAGE | E | S | A | TARGET LANGUAGE | TEACHER | STUDENT | MATERIALS | TIME | TEACHER’S EVALUATION |
| E/S | Homework 8 review / the modal can | Places OHT of page 1 on homework #8. Elicits responses from Ss. Takes extra care to say question and answer. Models correct formation of question (punctuation) | Responds, takes notes. | Homework #8 p1 OHT, whiteboard, markers | 10 min | Very teacher-led but I tried to make it engaging; mixing up the pronoun forms and drilling questions and getting all TPR and like. | |
| S | The modal “can” | Reviews the different activities/routines to check comprehension. Models asking survey questions with Ss (start with farang). Ss practice the question and answer forms. | Asks partner “Can you [whatever]?” Partner replies “Yes, I can.” Or “No, I can’t.” |
PT1: Can you? | 5 min | This went quickly—they were all pretty familiar with the routines and hobbies. The practice went very well. | |
| A | The modal “can” | Farang survey game! Everyone stands; Ss ask farang “Can you [whatever]? If farang says yes, write his or her name. If no, ask another farang. Keep asking until somebody says “Yes, I can [whatever].” | Mingles. Asks the survey questions. | PT1: Can you?, farang, Gordon | 5 min | This was a hit! It’s great to Have (other) farang in class to practice with the students. Their confidence—especially those from TND who spent four days with the Uob Ss—has improved dramatically. | |
| S/A | The modal “can” | Wrap-up: Asks “Who can [whatever]? Asks OC questions wherever possible to drill. | Replies, laughs (hopefully) | PT1: Can you?, | 5 min | This was indeed a good laugh, especially once I let go of my let’s-drill-more-question-forms hang up. | |
| E/S | Family recap and expansion | Projects an OHT of Somphop’s family tree on the w/b. Circle Iang and model first question: “Who is Somdet?” Then give marker to a strong student and ask another question. Elicits and drills for pronunciation. [1] | Replies in choral drill. Writes answers on whiteboard. | OHT1: Somphop’s family tree, professions flashcards | 10 min | OC questions to drill: How many children does Iang have? How many children does Danai have? How many grandchildren does Somphop have? How many uncles does Aranya have? What does Somdet do? What does Aranya do? They’re incredible! Most seem to have this down. The in-law concept is understandably hard for them; I didn’t spend much time on it. |
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| S | Family recap and expansion, professions | Have Ss turn over PT1 and work on the family survey. | Answers questions. | PT1 p.2 “Family survey” | 3 min | Too much bloody lexis here. Should’ve kept it simpler and had the ss get more comfortable with fewer questions. | |
| S | Family | Models the dialog with a strong S. Then pairs Ss and has them practice interviewing each other about their families [2] | Replies. | PT2: Family survey (page 2 of PT1) | 5 min | Again, they’ve really taken to this type of dialog practice. My improved modeling has helped I think. | |
| A | Family | Mingle: Ss put away their papers and books. Have Thai and farang Ss ask each other about their families. | Ss practice using the language with farang. | none. | 10 min | Same as stage 3, although maybe not as successful for reasons mentioned in stage 6 feedback. | |
| E/S | Cultural Differences | Projects OHT of p 6 of homework #8 on w/b. Asks Thai and farang and fill in the boxes with checks or Xs. Model where necessary. | Replies. | Realia: cereal, OHT of HW8 | 10 min | May need to elicit secondary lexis: older, younger, skirt. Make out with a monkey for kissing (should be a needed laugh) Scream “What do you mean it costs 100 baht!!!” for “get angry.” Good laugh. UoB get defensive (only Erik does that!). Made the basic point about cultural differences. |
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| E | Farang behaving badly! | Sets the scene. Gestures about the room. Says “Tung Nang Dam.” Picks a farang to put his/her feet on the chair. Picks an ACE Expert to be the host. Elicits reaction/response. | Replies [3] | They didn’t say a damn thing. | |||
| E | Farang behaving badly! | Models some bad behavior (put feet up on a chair). Elicits the polite request. | Imploded. This needs to be a stand-alone lesson for sure or maybe not (are we really ever going to have drunken naked farang with their feet and shoes on chairs on a CBT tour?) | ||||
| E | Needs | Pairs Ss with UoB farang. Ss place their itinerary in front of the farang and tell them what they need to bring. Model and monitor. Have farang monitor as well. Farang encouraged to ask as many questions as possible. | Describes itinerary to farang and tells them what they need to bring for each activity. | HW #9 | 15 min | A smidge redundant but good practice. Some Ss had trouble with the assignment b/c they can’t write in English. This is a challenge in that I’ll never be able to get these Ss to the same level of creative thinking given their illiteracy. | |
| E/S | HW#8 review (map) | Projects OHT of the map from HW#8. Calls on random Ss to fill in the lexis. (Peninsula was the hardest for most.) | Labels the map. | HW#8 OHT of p. 3 | 10 min | Did not do stages 13 through . Save for prepositions of place lesson next week | |
| E | HW#8 review (map) | Elicits additional lexis to label map with. Elicits “map.” | Responds | HW#8 | 2 min | Point to the maps on the wall as well and ask again: “What is it?” | |
| E | Days of the week, months | Recaps the days of the week and months of the year. Toss the Martian Man game. Write the days of the week in a row across the board. | Responds | Yellow Martian Man | 5 min | ||
| E | Adverbs of frequency | TPR: Elicits various hobbies and daily routines from Ss. Create a column to the left of the row of days. [4] | |||||
| E | Adverbs of frequency | Model the first one by placing X’s on each day. Then call on Ss to fill in the boxes | Responds, fills in the chart. | whiteboard | 5 min | ||
| E/S | Adverbs of frequency | Ask class: How often does Salamah sing Karaoke? Elicits the adverbs of frequency. Check for pronunciation and pronoun use. | Responds | whiteboard, markers | 10 min | ||
| S | Adverbs of frequency, Daily routines, hobbies | Pair Ss. Hand out PT2. Have Ss interview each other using questions 2 – 8. Model and monitor. | Ss take turns interviewing each other | Paper Task 2: How Often? | 5 min | ||
| S/A | Adverbs of frequency, Daily routines, hobbies | Have Ss take turns talking about their partner using PT2. | Responds | PT2 | 10 min | ||
| S | Adverbs of frequency, Daily routines, hobbies | Tells Ss to close notebooks and put pens down. Teacher writes focus question [4] on whiteboard. Tells Ss to listen. Reads brief passage [3]. After Ss listen once, ask FQ. Elicit information to help if necessary. | Listens, responds | Whiteboard | 10 min | ||
| E/S | HW#9 | Collect HW#9 before doing this if you do this! Projects weather OHT on whiteboard and gets down. | Responds | OHT, whiteboard | 5 min | ||
| -- | Homework | Collect HW #9 and return HW#8 | Gives and receives. | HW #9, HW#8 | -- |
| NOTES: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Pre-Lesson:
[1] Circle Iang and ask who everyone else is (new from HW: Nim and Oy) [2] Do you have any children? Do you have any brothers or sisters? [3] [4]
[5] Ben lives in Kuraburi. He works at NATR. He works six days a week. After work on Wednesday and Thursday he plays football with Jamie. Jamie works at NATR, too. Jamie teaches English on Friday. [6] Focus Question: How often does Jamie teach English? [7] Oral comprehension questions: Post-Lesson: |
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