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ACE English Program Lesson Planner |
| Teacher: | Level: | ACE (Low – High beginner) | |
| Skill: | Speaking, reading | Date: | September 4, 2006 |
| Subskills: | Topic: | What did you do? | |
| Objective: | SWBAT: Describe things that happened in the past. Describe life before the tsunami Use sequencing words to tell a story. |
Lexis: | Vocabulary (senses): to feel, to hear, to see, to taste, to touch Vocabulary (new verbs): to begin, to bring, to carry, to come, to discover, to enter, to find, to finish, to go, to know, to let, to look, to make, to put, to remember, to take, to wait, to want, to work before, after Present Verb forms (previous): to close, to write, to knock, to laugh, to dance, to walk, to speak, to sit down, to smile, to open, to stand, to jump, to sing, to read, to drink, to sleep, to wave, to run, to think, to cry, to eat Verb Past forms: closed, wrote, knocked, laughed, danced, walked, spoke, sat down, smiled, opened, stood, jumped, sang, read, drank, slept, waved, ran, thought, cried, ate |
| Language point(s): | What did you do … [yesterday, last night, last month, last weekend]? | Anticipated problems: | Unanticipated problem: Laem Naew and BTN Ss were all absent, so everything covered in this lesson is lost on them. Paew and Thoi also missed the class. It was a much stronger class today, but it will be all the more arduous to get the rest up to speed tomorrow! |
| STAGE | E | S | A | TARGET LANGUAGE | TEACHER | STUDENT | MATERIALS | TIME | TEACHER’S EVALUATION |
| E | Warm up and recap | Greets the Ss; asks various recap and OC questions. (Where is your village, population, features …). | Responds, gets their groove on | none | 15 min | Had the first class (5 Ss!) each read their monologue. Selected a few from class B. Asked OC questions related to location, population, religion, features, and professions. | |
| E | Recap and theme | Asks “What day is today?” Draws timeline with “Today is Monday.” Asks “What day was yesterday?” Marks on timeline with corresponding statement “Yesterday was Sunday.” | Replies | whiteboard, markers | 5 min | Good introduction to the past tense, as Ss are already familiar with the past (what day WAS yesterday) in this context. | |
| E | Theme | Indicates “Past” on the timeline. Elicits other times in the past yesterday, last night, last week, last month, last year, before … |
Responds, gives feedback | whiteboard. | 5 min | First class offered “before” and we built from that. Largely teacher-led eliciting. They grasped the concept of “the past” | |
| E | Recap and theme | Asks individual Ss, “How do you feel today?” Writes question form on w/b. Writes replies under “today” on the timeline. Then asks “How did you feel yesterday?” Writes replies under “yesterday” on timeline. Draws the “to be” verb table with only past and present affirmative. | Responds | whiteboard | 10 min | Kept boardwork from the previous stage and wrote the statements under the appropriate heading (PAST or NOW)
I was happy | I am happy Didn’t get into we, they, or you at this stage. |
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| E | Vocabulary, verbs | Asks OC questions or uses TPR to have Ss act out the action verbs from homework #13 [1]. Write the lexis on the whiteboard. | responds | whiteboard, markers | 15 min | This list was fekkin huge and turned into a confusing-looking mass on the whiteboard. To mitigate the likelihood of Ss getting derailed we did a ton of TPR, with Ss following teacher around while teacher gave commands: “Gee, wait by the door.” “Kae, leave the bag on the floor.” “Oy, take the monkey.” | |
| E | Vocabulary, verbs | Asks Ss for other actions. Model run and walk if necessary. Try to get a huge list. Have Ss TPR as many as possible to concept check and reinforce. Additional lexis to prompt: 1. ALL FROM THE INFAMOUS VERB SHEET 2. to make, to hike, to visit, to relax, to swim, to ride [a bike], to cook, to play [football], to listen, to watch [TV] |
Responds with a bevy of additional lexis. | Some Ss were able to identify the word “verb”; almost everyone could name verbs in addition to those elicited today. Accumulated a fantastic list! Elicited the “senses” lexis here. | |||
| E | Theme | Elicits broadly about the theme. “Mah, what did you do yesterday?” “Kae, what did you do last night?” See if they pick up the concept. Model otherwise. Write some sample replies on w/b in past tense. Distinguish the action word with a different color. | Responds | none | 5 min | Good transition into the past tense. In the second class I moved more quickly into the | |
| E/S | Theme | Writes question on the board “What did you do …?” Drill. Draw a timeline. Indicate “NOW” with “What are you doing?” and PAST with “What did you do?” | Nods (or nods off) | whiteboard, markers | 5 min | Didn’t bother re-drawing the timeline, as the Ss were demonstrated competency with the concept earlier in the lesson. | |
| E/S | Theme | Using the list of action words, create a table with four columns. [2] Try and be lively (call the irregular verbs CRAZY! And act animated) | Responds | whiteboard, markers | 15 min | Did exactly that, adding a crazy face to the irregular verb half of the table and calling the regular side “happy verbs.” Hopefully not too juvenile; just didn’t want to get all like grammar and stuff. | |
| S | Theme | Close your books! Clears boardwork. Hands out PT1. Ss know this task well so no modeling is necessary. Have them work in pairs of groups. Monitor, answer questions. | Works on task in pairs or groups. | PT1: Past simple verbs | 10 min | Assigned this as homework to first class; got further with section B (purely a result of increased teacher efficiency) and corrected page 1. Both classes received page 2 as homework. Class ended here. | |
| S | Theme | Answers questions from PT1. Has Ss TPR the verbs as much as possible. Use as many “to be” verb combinations as possible to reinforce this concept. T: What are we doing now? S: We’re running T: What did we do? S: We ran. |
Responds | PT1: Past simple forms | 10 min | Only got to this in second class; did not introduce second or third person. | |
| A | Theme | Concentration Game! Break class into two teams and give them names. Teacher labels 12 index cards with a present simple and past simple verb. Ss have to match the present and past. Get them to acknowledge which is past and which is present. Check for pronunciation! | Responds. Has fun! | index cards, whiteboard, markers | 10 min | ||
| E | Theme | Asks Ss “What did you do this morning?” Writes list on the whiteboard. TPR the verbs where possible. Introduces time markers. (first, then, next, after that, finally). | Provides answers, responds | whiteboard, markers | 10 min | ||
| S | Theme | Tell Ss to turn over PT1. Give them a few minutes to read “Erik’s Journal.” Tell them to circle the verbs. | Reads, circles the action words | PT1 p.2, whiteboard, markers | 10 min | ||
| S | Theme | Put Ss into groups of three or four. Have Ss write four sentences describing what they did over the weekend. Can be as simple as “got up” or “walked to the pier” | Completes task | PT1 p.2 | 10 min | ||
| S | Theme | Have Ss take turns reading their sentences to the class. Choose one Ss and model the writing activity. First I got up. Then I ate breakfast. Next I walked to the pier. Finally I jumped off. |
Responds | PT1 p.2 | 10 min | ||
| A | Theme | Have Ss complete their story in the blank box. Assign as homework if class runs late. | Writes. | PT1 p.2 | 15 min |
| NOTES: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Pre-Lesson: [1] 1. How do you feel? 2. What do you hear? 3. What do you see? 4. How does ka-pow gai taste? 5. Can you touch your toes? 6. When does class begin? (opposite?) What time does class finish? [to begin, to finish] 7. Can you bring me a pen? What did you bring to class? [to bring] 8. Can you carry the bin to the opposite side of the room? What am I carrying? [to carry] 9. Come over here. Come to the office with me. Opposite? [to come, to go] 10. Can you find the pen? Can you find the dictionary? (maybe a couple preposition of place OCQs) [to find] 11. What do you know about computers? What do you know about… [to know] 12. Can you put the pen on the table? Can you put that down? [to put] 13. Follow me, please. Wait here. (repeat several times). [to follow, to wait] 14. What do you remember from last week’s class? [to remember] 15. Follow me, please. Oh, and take your book. Please leave your book by the door. [to take, to leave] 16. What do you want to eat for lunch? [to want] [2]
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