ACE Lesson 23






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Teacher:		Level:	ACE (Low – High beginner)
Skill:	Most	Date:	Lesson #25: July 31, 2006
Subskills:		Topic:	How Often? Where is it?
Objective:		Lexis:	How often do you/does it? I/it [always, usually, sometimes, rarely, never]
Language point(s):	Where is it / the … ? school, bridge, gas station, hospital, post office, bank, market, bus station, pier on, in, behind, under/below, next to/beside, above, near, in front of opposite/across from, between, at the corner, around the corner	Anticipated problems:	Absent!: Ratiya, Aranya, Somsak, Pranee, Surasak Rungroj

STAGE	E \| S \| A	TARGET LANGUAGE	TEACHER	STUDENT	MATERIALS	TIME	TEACHER’S EVALUATION
1	E	Adverbs of frequency	TPR: Quickly elicits various hobbies and daily routines from Ss. Create a column to the left of the row of days. [1]	Responds	whiteboard, markers	5 min	Only did the first five. The board work took too much time.
2	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	Had Ss do this themselves.
3	E/S	Adverbs of frequency	Ask class: How often does Salamah sing Karaoke? See if they get it, then elicit the adverbs of frequency. Check for pronunciation and pronoun use.	Responds	whiteboard, markers	10 min	Difficult to get them speaking; second class was borderline lethargic. They all eventually seemed to get this but it was painful.
4	S	Adverbs of frequency, Daily routines, hobbies	Pair Ss. Have Ss interview each other using questions 2 – 8 of HW#10 p.5. Model and monitor.	Ss take turns interviewing each other	HW#10: page 5: How Often?	5 min	Worked well.
5	S/A	Adverbs of frequency, Daily routines, hobbies	Have Ss take turns talking about their partner using PT2.	Responds	PT2	10 min	Had a few pairs do it then moved on.
Collect Homework #10 now!
6	S	Adverbs of frequency, Daily routines, hobbies	Converts the table [1] to the table on p. 4 of HW#10. Numbers each row and assigns four Ss to fill in the table as teacher reads the paragraph. Hands the marker to Ss and has them mark the days	Listens, responds	Whiteboard	10 min	Worked better with first class than second. Tried to concept check by asking the negative questions (How often does Ben not play football?)
7	A	Adverbs of frequency, Weather	Close books! Divide Ss into pairs and give them each a pair of dice. Have them roll the dice to chose (1) a type of weather and (2) a month. Then they form the question [2] and ask their partners. Partner answers. Switch and repeat. Model a couple times; monitor like a madman. Have the pairs do it in front of class once they’ve practiced. *Show Ss the question form not preceded by How often [3]	Rolls dice, forms the correct question. Partner answers	whiteboard, markers, dice	10 min	This bombed without: Recapping the months Recapping the seasons on a year timeline. The first class really got into it (eventually). Second class was like pulling teeth (ooh, that’s later this week!). Good game idea (thanks Helen).
8		Wrap-up weather and AoF	Writes a few example questions of the w/b while doing the end of stage 7. Points to self and says “tourist.” Modifies the question form into other ways it could be asked by a tourist. [3]	Notes the myriad possibilities.	w/b, patience	5 min	Did not do any of this for fear of totally overwhelming them. Create a matching type of exercise for homework.
9	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	Did not do. Will correct in HW feedback only.
10	E	Classroom objects	Randomly hands out classroom objects flashcards (index cards) and some blu-tac to Ss. Have them label the objects with flashcards. Ask “Where is the …? For each to get them familiar with the question form as well as to elicit the lexis. (Jamie: Elicit and drill: calendar, box, fan, ball, whiteboard, plant-pot, shelves, bookcase)	Responds	Classroom objects, index cards, blu-tac	5min	Got them standing and moving around which was good, and there were a few items that needed eliciting (trash can, calendar, )
11	E	Prepositions of place: on, in, behind, under/below	What is this? Put pen on the book Where is the pen? Repeat for: in, behind under/below	Pen and book The pen is on the book	Pen and book	5min	Was running low on time in combination with the fact that they totally knew it (or the most part). Will recap first thing tomorrow.
12	S	Prepositions of place: on, in, behind, under/below	Have SS in pairs do the same exercise	SS1: Place pen, Where is the pen? SS2: The pen is on / in / behind / under/below the book	Pens and books	5min	Did not do.
13	S	Prepositions of place: on, in, behind, under/below	Explain task Monitor Class FB	Listens Does task Reads out	Lifeback worksheet 1	1min 5min 3min	SS did this quickly, despite not having all the lexis for each picture.
14	E	Prepositions of place: next to/beside, above, near, in front of	Put pen next to book Where is the pen? Repeat for: above, near, in front of	The pen is next to the book	Pen and book	5min	Blasted through this task.
15	S	Prepositions of place: next to/beside, above, near, in front of	Have SS in pairs do the same exercise	SS1: Place pen, Where is the pen? SS2: The pen is next to/beside, above, near, in front of the book	Pens and books	5min	They knew this so well that I combined this stage with stage 11 and did all POP relevant to the activation.
16	S	All prepositions of place	Boardwork	Writes down	Whiteboard	3min	Did not do—they have the homework copy.
17	A	All prepositions of place	Demo task: get realia and nominate one SS Put the book under/below the table Put the pen on the book Put the bin on the table Put the mango next to the bin Put the ball in the bin Monitor – SS recreate the scene in the picture by telling their partner where things go Class FB – lead SS in asking questions of each pair, Where is the bin? etc	Does what I say!! Does task in pairs/groups Responds & asks questions	Realia: file, ball, pen, book, box, chair Recreate the scene pictures	4min 6min 5min	Second class did this activation. Worked really well; first time this group seemed to be having fun! Note: Start this class with stage 18 tomorrow as warm-up refresher.
18	A	All prepositions of place	Demo task: give SS1 an envelope with clue inside, SS2 asks: Where is it?, SS1: It’s under the table, SS2 goes to find next envelope, SS3: Where is it?, SS2: It’s next to the plant, SS3 goes to find next envelope and so on until treasure hunt completed	Listens Does task	Treasure hunt photos	15 min	First class did this activation. Not nearly as fun as I’d hoped. They kinda moped their way through it and didn’t even keep their prize. What the donkey? Did one group at a time. Teacher was probably too involved but I wanted to make sure it didn’t derail. Didn’t have the issues Jamie warned of (General Cycle 1, L39), though. Note: Start this class with stage 17 tomorrow as warm-up and refresher.
Lesson will hopefully end here. Gauge the timing; might be better to do the pronunciation game (stage 30) instead of introducing the map and directions stuff.

NOTES:

Pre-Lesson

Boardwork:

[1]

	Mon	Tue	Wed	Thu	Fri	Sat	Sun
Get up	X	X	X	X	X	X	X
Take a shower	X	X	X		X	X	X
Drive a long-tail	X	X	X	X	X
Play football	X					X
Visit Brazil
Use a computer	X	X	X
Sing Karaoke
Cook Thai food

[2] [How often] is it A in B?

	A. Weather	B. Month
1	rainy	January
2	sunny	March
3	cold	May
4	stormy	July
5	windy	September
6	cloudy	November

[3]
How often is it rainy in January? = [How often] Is it rainy in January?
Is it usually rainy in January? No, it’s usually sunny / No, it’s rarely rainy in January.

school, bridge, gas station, hospital, post office, bank, market, bus station, pier

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