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ACE English Program Lesson Planner

Teacher:		Level:	ACE (Low – High beginner)
Skill:		Date:	September 5, 2006
Subskills:	describing past events, sequencing events	Topic:	What did you do? Part two
Objective:		Lexis:	various actions from Ss Secondary Lexis: to trip, to fall, to wake
Language point(s):	What happened? First, next, then, finally …	Anticipated problems:	Too much lexis Too much grammar Too little time

STAGE	E | S | A	TARGET LANGUAGE	TEACHER	STUDENT	MATERIALS	TIME	TEACHER’S EVALUATION
	E	warm up and recap	Get the groove on with some oral comprehension questions. Attack those who were missing yesterday heavily	responds	none	10 min	Pretty much dove right into actions. Did the “follow me” game where the class follows the teacher, taking various things, leaving things, waiting, putting things on other things. Elicited “to lead”
	E	theme, recap	Asks absentee Ss from yesterday, “Where were you yesterday?” Contrast with “Where are you now?” get some ‘to be’ past action on. Do a low-impact grammar table.	responds	whiteboard, marker	10 min	Did this in class B (first today).
	E	theme, recap	Re-elicits some action verbs via TPR, especially the new lexis from yesterday. As the words are called out, redo the crazy vs. happy verb table. Also recap on the past.	responds	whiteboard, markers	10 min	Did the first part but not the table. Had Ss write all the verbs they could think of on the board instead. Seemed like a genius plan but Ss weren’t into the activity.
	E/S	theme	Hands out PT1: irregular verbs. Goes through it with the class.	Responds	PT1: Crazy Verbs!	10 min	The idea here was to have them create their own reference sheet. Instead it became an arduous fiasco. Ss were understandably miserable and it wasted precious class time that would have been much better spent accomplishing the fekkin’ speaking objective! WILL YOU EVER LEARN???
	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	15 min	This was fun. I had a tough time maintaining any kind of language focus, though … especially after that bloody crazy verb disaster. (Was up late last night scrubbing mold off things from the old bungalow.)
	E/S	Theme	Hands out PT2: Sequencing. Have Ss list as many actions as they can identify. Elicits secondary lexis. Once they’re done or have given up, write out the list on the whiteboard	Studies the comic, lists the actions.	PT2: “Sequenc-ing Events”	5 min	I added this stage to the lesson this morning. It could have been a great idea had I developed it some more at the time. (I’ve attempted to do so in my postmortem of this lesson) I only had the second class list the verbs in present form
	E/S	theme	Elicit the past tense of each action they’ve previously identified.	Responds
	E/S	theme	Hand out PT1 from yesterday to any Ss who were absent. Have them work with a partner (who didn’t take the day off) to catch up.	catch up time	whiteboard, markers	5 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. Assigned this as homework for Ss who were present yesterday. Give the class a few minutes to catch up; those who did it can compare with each other or show their work to the teacher. The rest of the class does. the task while those who were present the day before read the journal to each other	Reads, circles the action words	PT1 p.2, whiteboard, markers	10 min
	S	Theme	Have Ss write four sentences describing what they did over the weekend. Can be as simple as “got up” or “walked to the pier.”  Put Ss into groups, mixing those who were present and not present on Monday. Give the absentee Ss time to catch up and work with the group. When everyone has finished, have Ss read their answers to each other. Monitor and correct.	Completes task if haven’t already. Help each other Read their sentences aloud to each other	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
	S	Theme	Have Ss complete their story in the blank box.	Writes.	PT1 p.2	15 min
	A	Theme	Have Ss read their journals to each other. Then have them read aloud.	Reads	PT1 p.2	10 min

NOTES:

Pre-Lesson:

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