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ACE English Program Lesson Planner

Teacher:		Level:	ACE (Low – High beginner)
Skill:	Speaking, Writing	Date:	August 29, 2006
Subskills:	Introductions	Topic:	Monologues
Objective:	SWBAT: Introduce themselves by reciting a short monologue to farang.	Lexis:	Emotions: proud Skills: skills, marketing, English, computers, guiding, tourism, business Descriptions: population, features, professions, location
Language point(s):	How do you feel about…? I’m proud of …	Anticipated problems:	Overwhelming amount of material. Secondary lexis Unrealistic dialog? Pronunciation X10^32

STAGE	E | S | A	TARGET LANGUAGE	TEACHER	STUDENT	MATERIALS	TIME	TEACHER’S EVALUATION
	E	Greetings, warm up	Greets Ss. Asks various OC questions. Inquires about HW	Responds.	none	10 min	Short warm up today. Asked about weather and feelings. Segued into “proud.”
	E	Emotions	Asks Ss, “How do you feel?” Then asks “how do you feel about rain?” “how do you feel about a sunny day?” “How do you feel about tourism?” “How do you feel about your village?” Elicit: proud. Drill for pronunciation. Concept check: What are you proud of?”	Responds	certificate of achievement	5 min	First class I told them to use their dictionary after several failed elicitation attempts. Second class was better (as usual)—I jumped directly into it from asking about other feelings.
	E	Emotions	“Are you proud of being an ACE Expert? Why?” Lead this into a discussion about what they’re learning in ACE training. Elicit things they’re learning on w/b. “What do we call these?” Elicits “skills.”	Responds	w/b, markers	10 min	Didn’t do this in the first class, returned to the original plan in second class. Worked well in second class, by which point I Was in a groove with them.
	E	Village description	Asks some OC questions about Ss’ villages. “Gee, what size is your village?” Perhaps show them the alternate question: “How big is your village?”	Responds	none	5 min	Did this, and used this opportunity to elicit the
	S	Village descriptions	Write each village abbreviation on the w/b. Include “Hamburi” to model.  Have groups write all the things they came up with yesterday for their village.	Writes the features of their villages.	w/b, markers	10 min	Did not do this; instead did a teacher-led version. Asked Ss “how do you describe a village?” Started them off with name and size. Made a numbered list: 1. Name, 2. Size, 3. Population, 4. Location, 5. Religion, 6. Features, 7. Professions
	S	Village descriptions	Have group collectively choose six most important features. Try and get a mix of natural and man-made.	responds	w/b, markers	5 min
	S	Village descriptions	Organize Ss into groups based on their village. Have them  take out their village descriptions. Have them practice reading their descriptions to each other in groups. Monitor and correct for grammar.	Each Ss takes a turn reading the village description.	village description homework	10 min	did not do.
	S/A	Village descriptions	Using Hamburi as a model, complete the list elicited in stage 5 on the whiteboard. Then give each group (by village) their own large sheet of paper and a marker.	Worked on description using homework.	large sheets of paper, permanent markers, homework	15 min	Not part of the original lesson plan—I thought of this minutes before class. (Would’ve worked great yesterday for brainstorming session!) As it was it went well, but stronger Ss wanted to write prose instead of seemingly taking a step back. Good method for easing into hard-core writing activity. Also good homework check.
	A	Village descriptions	Tape sheets to the wall. Have representatives from each group describe their village after the rest of class asks “Can you describe your village?”	Responds	descriptions on large sheets, masking tape	10 min	In the second class I refined this; narrowed down features to ones a tourist would want to visit before the activity. Also limited professions to one that most people do and a few that some people do. In second class a great opportunity arose to practice the difference between “is” and “has.”
	S	Monologues	Hands out PT1: Monologue. Have Ss fill in the blanks, and write their village description. Monitors, elicits secondary lexis.	Works on PT1 in groups with fellow villagers.	PT1 (English, Thai): Monologue, w/b, markers, pens	20 min	In the first class I had to elicit the information for part 3 at this stage, which was awkward. With second class it flowed better. To model, I chose one of the Ss’ large sheets and wrote description from it. Afterwards, I erased all the descriptions and replaced them with blanks followed by the description in parentheses (SIZE). The truncating and simplification from class 1 to 2 made the activity much less creative but more manageable. I was able to read and correct each Ss’ writing in class so they could take it home tonight to practice (yeah, right.)
	S	Monologues	Have Ss work in pairs. Keep them within the same village where possible. Read monologues to each other.	takes turns reading monologue to partner	PT1	10 min	Did not do the this or subsequent stages. Class lasted more than two hours each as it was!
	A	Monologues	Mingle: Have Ss walk around the classroom reading their monologues to each other. Monitor, participate, correct errors.	Reads monologues to each other and teacher.	PT1	10 min
	--	monologues	Collects homework (family descriptions)		homework	1 min	Did not collect. This was for their benefit only.

NOTES:

Pre-Lesson:

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