English For All – CLASS NAME: Beginners 1
DATE: 5/3/2011
Teacher(s): Mackenzie
| Lesson Objectives
| 1. Students will be able to interpret conversations about schedules. 2. Ss will practice pronunciation and stress syllables. 3. Ss will be able to differentiate between the usage of prepositions and adverbs that express time. 4. Ss will be able to identify their own daily routines. 5. Ss will be able to identify reasoning and rational for people’s occupations and daily routines. |
| Materials | Chalk, Chalkboard Elmo Audio clips: [CD 1, Track 11] [CD 1, Track 12] [CD 1, Track 13] [CD 1, Track 14] Interchange book Notecards with In, At and On for Run for it! Game Overhead projector |
| Procedure | 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 (Time allotted: 5 min) Objective: To get students engaged and ready to perform tasks for the day.
Pre: We will go over what we did last week, which involved greetings, occupations and families.
While: T will put up pictures on the overhead projector of families, different people performing specific jobs and go through and quickly practice greetings with each student.
Post: T will go over the day’s activities that are on the board which include:
Helen and Daniel Conversation Activity Practice Pronunciation Time Expressions Break Daily Schedules -Routines -Common Ground -Reasoning
~~Transition: “To begin today class, I would like you all to look up here at the projector screen and answer a few questions about the two people you see”
2. Conversation Listening and Comprehension Activity (Allotted time: 20 minutes) Objective: to get students to begin to think about schedules and interpretations of conversations about schedules.
Presentation: T will place the Interchange textbook on the Elmo and cover up the conversation. T will ask students “What do you think these two people are doing? What do you think they’re talking about?”
Practice: T ask students to answer “What does Helen do?” and then have them listen to the audio clip [CD 1, Track 11] of Helen and David’s conversation without allowing them to look at their books yet. T will write questions on the board. Where does she work? Ss will listen to the audio clip again and have to answer the questions provided on the board. After Ss answer these questions they’ll be asked to open their books and read along while the audio clip plays again. After they’ve listened for the third time T will split them into pairs to practice the script of the conversation on their own.
Production: T will ask Ss “Can you please tell me what Helen does every day and at what times?” Last Ss will be asked to listen to the last audio clip about Daniel’s day and answer what time Daniel gets up and when he starts work.
~~Transition: “While you were practicing the conversation with your partners and listening to the audio clip, you might have noticed the speakers in the audio clip say the words differently than how you might when you read them out loud. Longer words with more than one syllable have stronger sounds in different parts of the word. Many of the occupation names we went over last week are good examples of this.”
3. Pronunciation (Allotted time: 10 minutes) Objective: to display and introduce stress in different syllables for pronunciation of different words.
Presentation: T will explain that some syllables in words have more stress, or more power, volume and tone than other syllables or parts of sounds, in a word. Practice: T will play the audio clip once, and clap when a stressed syllable is present in a word. T will play the audio clip another time or however many times until Ss are able to clap along with the stressed syllables of the words presented in the audio clip. Production: Ss will be asked to complete the chart in their textbook individually and encouraged to clap if they have to. T will play the audio clip one last time and go over their answers together as a class.
~~Transition: “If you guys will now turn your page to the next activity we will start to learn about one syllable words at, in, and on.
4. Time Expressions Activity (Time Allotted: 15 min) Objective: to introduce different rules for the usage of different prepositions and adverbs used in conversations about time. Presentation: T will ask students to quickly read through the chart in their books with examples of time expressions. T will write on the board at, in and on with space underneath them. T will ask students to come up with words that follow at, in and on. T will also write on the side of the board:
At+ times of day; night In+ parts of day (except night) On+ days of the week
Practice: We will play the game Run For It! Found on page t-148. I will have made notecards with the words in, at and on written on them. The room will be split into two teams and each given a set of these notecards. T will read 10 sentences and ask the teams to have one person as the ‘runner’ and the rest can sit in their desks, but everyone has to participate in the group. T will read a sentence that is missing either in, at or on; such as I get up (blank) 6 a.m. The team will have to decide which preposition fits and then the runner will be told to go grab the ball at the front of the room and whoever gets there first with the correct answer will receive a point. There will only be one runner designated for the whole game.
T will then explain the meaning of adverbs early, late, around, until, before and after and play the audio program explaining the meanings of these words. T will ask students to complete activity 9 A in their textbooks in pairs while T goes around the room and gives help as needed. T will then ask students to rewrite the sentences in part A so that the sentences are true for the Ss. T will write an example on the board about herself. Production: T will model activity 9 C showing Ss that they will be asking and answering the questions in pairs. Then Ss will be asked to have these conversations with one another and take turns being the one asking and being the person answering.
~~Transition: “Now we will take a ten minute break, great job you guys”
5. Break (Time Allotted: 10 min)
~~Transition: “Okay, everyone take your seats and quiet down please. We’re going to focus now on more schedules specific to certain job occupations”
6. Listening and Interpreting Daily Schedules (Time Allotted: 10 Minutes) Objective: to present an audio clip to develop skills in listening for specific information
Pre-listening: T will explain to the students that we will be listening to a clip describing Rodney, Tina and Ellen’s conversation about their daily schedules and occupations. T will explain we’ll be listening to the clip then filling out answers in the blank chart in their worksheet after we listen together.
During: T will play the audio clip for students and ask students to fill in the blanks in their textbook while listening to the audio.
~~Transition: “Great job you guys. Now I’d like to you to focus your attention to the projector screen. As a class we were able to come up with the same answer to who has the best schedule. Now I want to see what same or similar schedules we might share in our real lives. Let’s take a look.”
7. Class Activity about Common Schedules (Allotted time: 15 minutes) Objective: to get students thinking about their schedules and how they would communicate them to someone else and what similar daily routines they might have in common.
Pre: Have students look at the pictures of the woman who is pictured doing things throughout her day. T will elicit explanations by asking questions like “What does the woman do every day? What time does she do each thing?” T will transition from here by asking the Ss “What time do you get up during the week?”
During: T will then ask the Ss to fill out the activity about themselves, then compare their answers with a partner. T will model with S how to ask, “What time do you… ‘get up during the week’ ‘get up on the weekends’ ‘have breakfast’. Then if there are any similarities they can use ‘useful expression’s like ‘We both…at…’ and ’We … at different times” T will instruct students to go through the times they perform tasks through their day, and find either one similarity or difference in times of a particular task during the day and come up with one sentence using the ‘useful expressions’ model.
Post: T will ask Ss to go around the room and share their sentences.
~~Transition: “Good job you guys, now you know if someone asks you, ‘when do you get home from school?’ you will know how to properly answer and ask them back ‘what time do you get home from school?’ and compare times and similarities and differences. Our last activity today will require you to read about Teresa, Kerin and Lamar and their occupations, schedules and reasons for why they do what they do at the these times during the day.”
8. Reading about Occupations and Reasoning (Time Allotted: 15 minutes) Objective: to elicit understanding about occupations and lifestyles after reading a person’s profile
Presentation: T will have textbook on the elmo displayed on the overhead screen and ask Ss to look at the people and answer “Who is in high school? Who is in college? and Who is a new parent?” by just looking at their pictures. T will ask Ss to guess why they think they might need jobs before having them read. T will go over vocabulary Experience, quickly, save, take care of , type, allowance and earn
T will ask Ss to guess what the meaning of these vocabulary words are before explaining their definition.
Practice: T will ask Ss to individually answer Activity 12 A about ‘why these people need jobs’ and then we will go over their answers as a class.
Production: In pairs, Ss will answer activity 12 B and choose jobs for Teresa, Kerin and Lamar based on the knowledge they have about these occupations and the people’s schedules and qualifications. T will elicit explanations as to why the students answered these questions by supplementing their answers with the helpful expression written on the board,
We thought Teresa would be best as a __________ because she _______.
If students still seem to not understand the instructions T will give a possible answer as an example and students will have to come up with the next two answers in pairs. When finished Ss will be asked to share their reasons with the class.
~~Transition: “Great job you guys. I hope you understand a little bit better why someone might choose a particular occupation because of what their past experience is and also what money they need to save. We are done for today and we’ll just quickly go over what we did today and what you can expect to learn tomorrow.”
9. Wrap-up (Time Allotted: 10 minutes) Objective: to go over lessons learned during that day and also preview what students can anticipate next week
Pre: T will congratulate students on their performance that day and how much they got done.
“Helen and Daniel Conversation Activity Practice Pronunciation Time Expressions Break Daily Schedules -Routines -Common Ground -Reasoning”
Post: Assign homework in Progress Check for Units 1-2, Activities 3 A and 5 A. T will review that tomorrow Ss will start a new Unit that talks about shopping.
|
| Assessment | Homework assignment Activites 3 A and 5 A will show the Ss comprehension, vocabulary and knowledge gained from activities of the previous units 1 and 2 about occupations and schedules. |
| Anticipated Problems | 1. Ss might not understand my instructions or explanations. 2. Ss might not understand the audio clips and we will have to replay the audio clips many more times than anticipated. 3. Ss won’t understand what a syllable and stressing of syllables. 4. We will run out of time and not be able to finish all of the activities. 5. Ss don’t understand occupations we are going over. 6. Technological problems will occur with the audio clips, elmo, or overhead projector.
|
No comments:
Post a Comment