| Note: the numbered titles are all bold faced. All other bold-faced words are to be written on the blackboard. Words in quotations are to be spoken by the teacher. Materials are underlined. Include the time allotted for each activity. 1. Warm-up/Review (Time allotted: 5 min) Objective: To get Ss alert and review vocabulary went over about clothing the lesson before Pre: Greet students While: Hand out worksheet with vocabulary words from the previous day’s lesson. Bring in clothing to have Ss identify from the vocabulary list. Give them time to make any notes or write any definitions to help them recall yesterday’s vocabulary. Post: Ss will be asked to each say a sentence using words on their vocabulary sheet based on sentence structures we went over yesterday. ~~Transition: “Yesterday we talked about shopping and different types of clothing. Today we will be talking a lot about music, television and movies. Music, TV programs and movies are a big part of American culture and will most likely come up in conversations you will have with other English speakers.” 2. Types of Music activity (Time allotted: 10 minutes) Objective: To introduce the different types of music in American culture and why it makes them distinctively its own type. Pre: T will ask Ss “What type of music is popular in your country?” And write their answers on the board. T will then ask Ss if they know any other types of music and ask them to describe why that music is different from the other types they’ve named. T will ask Ss to open their books and look at the chart showing music sale percentages. T will explain percentages and ask students “Based on this chart, what music is popular in the US? What music is unpopular in the US?” T may have to explain what a r&b, poll, gospel or any other words Ss are unsure of before we continue with the listening activity. While: Ss will be asked as a class to listen to the audio clip on [CD 1, Track 23] and complete the task of labeling the type of music they hear based on what we have gone over. Post: T will ask students “What type of music do you like best?” and we will do our own classroom poll of music people like. T may elicit musical artists that Ss like and who everyone likes the best. ~~Transition: “Now that we’ve gone over types of music, I would like you guys to come up here and sort through these cases and place them either in Television Show, Music, or Movies.” 3. Types of Entertainment (Time Allotted: 10 minutes) Objective: To get students to understand the difference between music, tv shows and movies. Pre: Ss will be asked to come to the front of the room and as a group figure out what cases are music, tv shows or dvds and write their names on the board under the correct category. After they have completed this task T will pass out the work sheet with vocabulary words about music, tv shows and movies. T will elicit students to explain what they know about the different types of TV programs, movies or music they know or are not sure of. While: Ss will be asked to fill out activity 2 a in their book individually, then rank each their favorite to least favorite type of tv program, movie, and music. Post: Ss will share with the class what their favorite and least favorite type of each category they chose and why. ~~Transition: Great job, it was fun to hear about what you guys like to watch and listen to! Now we’re going to talk listen to a conversation about Tom and Liz and what type of music they like. 4. Music Conversation Listening Activity (Time Allotted: 15 minutes) Objective: To get Ss to understand comprehension questions and answers from listening to an audio clip. Pre: T will place Interchange book on the Elmo and ask Ss “Who do you see here, do you recognize these people?” T will write statements on the board: 1. I’m a big fan of Eminem. 2. I don’t know much about rap. 3. I really like pop music. 4. I don’t like pop music very much.
T will go over these statements with students and tell them to notice in the audio clip when they are being said.
While: T will play the audio clip from [CD 1, Track 24] breaking up the sections of conversation to slow down the input of information and increase the amount of comprehension. Every four lines T will stop the audio clip and replay it eliciting the statements on the board for better comprehension. Ss will practice the conversation in pairs, one playing Tom and the other pretending to be Liz. Post: T will ask students comprehension questions:
“Who is Liz’s favorite singer?” “What does Liz think of Eminem?” “Does Eminem play the piano?” “Does Tom like pop music?” ~~Transition: You guys did an awesome job listening about Tom and Liz’s conversation about music. Now we are going to play a fun game. 5. Yes/No and Wh-questions with do; Question Exchange game (Time Allotted: 15 minutes) Objective: To get Ss to understand the sentence structure of Wh-questions with do and practice yes/no questions Presentation: Write a sentence on the board from Tom and Liz’s conversation and label the parts of the sentence. What kind of … Do you like Rap, Liz? 1 2 3 4 T will explain that ‘do’ is another form of Wh questions when asking Yes or no questions. Parts 2, 3, and 4 consists of Wh-question + do/does + subject + verb? T will write more sentences from the reading on the board and ask Ss to label the parts of the sentence based on the Wh-question using do structure: Does he play the piano? Do you like her? Do you like pop music? T will go over the grammar focus box with Ss and have them each take turns reading the questions out loud. T will go over Object pronouns. T will be asked to circle object pronouns in the conversation in exercise 3 a. T will write Ss answers on the board, then ask Ss to come to the board and write next to the pronoun what it stands for. T will model the first answer. Practice: Ss will play “Question Exchange” with one another where they will be given sheets of paper that either have do or does written on them and then the rest of the sentence will be on another sheet of paper. Ss will have to find their match around the room. For example: One student will receive ‘Do’ on a sheet of paper. Another student will receive ‘you like rap music?’ and they will have to find each other to create the correct sentence. Production: Ss will be asked to complete the conversations in activity 4 in pairs. T will have this activity on a worksheet that students will be asked to come up to the Elmo and fill in the answers for the class to see. 6. Break (Allotted time: 10 minutes) T will show students how to use Pandora and play music during break if they would like. ~~Transition: For the next part of our lesson we will be going over intonation, which is the way our voices go up and down, and play a date game show. 7. Pronunciation Exercise (Allotted Time: 10 minutes) Objective: To get students to understand and use correct pronunciation and intonation of yes/no questions and Wh-questions Pre: Ask students, do you notice any difference in my voice when I ask these questions. Write these questions on the board. Do you like TV? What programs do you like? T will introduce the idea that yes/no questions intonation goes up when you ask the question, and Wh-questions the intonation goes down. T will model the intonation explanation by repeating the questions written on the board. While: T will write questions on the board and ask Ss to come up and draw the proper arrow marking whether the intonation goes up or down when asking the question. Do you like TV? What programs do you like? Do you like music videos? What videos do you like? Do you play a musical instrument? What musical instrument do you play? Post: Will play the audio clip [CD 1, Track 26] and ask students to identify what sentences have rising intonation and which sentences have falling intonation. T will ask the students to read the questions and ask them to use the proper intonation when they do so and explain why they either use rising or falling intonation. 8. Game Show Game (Time Allotted: 30 minutes) Objective: To get students to describe their favorite music, TV program and movie. Pre: T will write on the board: Do you like TV? What kind of TV programs do you like? T will then ask Ss to answer these questions out loud. Once they have answered these questions and see the correct format to answer these questions, T will instruct the Ss to split into pairs and come up with 5 questions. After they have come up with 5 questions Ss will switch pairs and ask each other their questions they came up with. Once Ss finish this pre-activity T will ask each Ss to give one example of their questions and answers they came up with in pairs. T will type these questions and answers on Word, which will be displayed on the overhead for all students to see. While: Ss will be asked to move their desks so that one person is facing the front of the room without being able to see the other Ss. T will explain we are going to play a game show and that one Ss will be the person picking one of the other Ss (contestants) behind her without knowing who they are based on what answers you like the best. T will be the host and ask three questions and each Ss will have to answer the questions. “Welcome to “Who’s My Date?” Today, _____ is going to meet contestants, 1, 2, 3 and 4. So, let’s start with the first question… on music. _____, What kind of music do you like?” “Ok, Now let’s talk about movies, ______, What kind of movies do you like? “And now for question number three, Contestant 2, what kind of TV programs do you like?” At the end, the Ss who is facing the board will have to choose who the best date would be based on their answers. Post: T will pull up YouTube and Google videos for students to identify if we have time. Ss will be asked to describe what I am showing them and describe what type of genre it is. ~~Transition: Great job you guys, I hope you had fun playing that game. 9. Wrap-up (Time Allotted: 5 minutes) Objective: To review what we went over in today’s lesson and also go over what will happen in tomorrow’s lesson. | 