ACE Lesson 04






<<Back to Table of Contents Print

Teacher:		Level:	ACE (low – high beginner)
Skill:	Grammar	Date:	May 9, 2006
Subskills:	Nouns, Verbs, Present tense	Topic:	Lesson 4: Hospitality
Objective:	Ss will be able to recognize some 25 common actions in English (verbs) and differentiate between an action and	Lexis:	Verbs Please and Thank you You’re welcome. Are you comfortable? Where is the bathroom/toilet?
Language point(s):	1. What do (I, you, he, she, it, we, they) do? 2. (I, You, He, She, It, We, They) [perform action] 1. Please [perform action] 2. Ok [performs action] 1. Thank you. 2. You’re welcome	Anticipated problems:

STAGE	E \| S \| A	TARGET LANGUAGE	TEACHER	STUDENT	MATERIALS	TIME
1	E/S	Present simple, Action verbs	Reviews Section I of homework using TPR. Writes each verb on the whiteboard. Defines them as “verbs” when all have been covered.	Responds	Homework	5 min
2	E/S	Present simple, Action verbs	Elicit the yes/no and interrogative forms for action verbs in present tense. [1]	Responds, takes notes.	Whiteboard, monkey puppet	15 min
3	S	Present simple, Action verbs	Pairs Ss with buddies. Hands out paper task 1. Models. Monitors.	Works with buddies; completes task.	Paper task 1: present simple	10 min
4	S	Present simple, Action verbs	Correct paper task 1 using Ss volunteers. (i.e., Aprichart closes door. Teacher says “He …	Ss reply. “He closes the door.”	Paper task 1: Present simple	5 min
5	S/A	Theme language, action verbs	Elicit the “polite” question form (request) from Ss. Ask a Ss “Please ask [name] to close the door.”	Replies.		2 min
6	A	Theme language, action verbs	Have two Ss at a time sit in front of class. Give each an action verb picture. Have them take turns performing the action: Ss1 “Please close the door.” Ss2: Ok [closes door] Ss1: “Thank you.” Ss2: “You’re welcome.”	Responds	Verb Flashcards, chairs, classroom realia	10 min
7	S/A	Theme language, possessive pronouns, Recap	Dialogs as homework review [2]. Writes the completed dialog on whiteboard	Perform each dialog with actors filling in the blanks.	Whiteboard, dialogs, various realia	5 – 10 min
8	E	Nouns, classroom language	Writes Noun on whiteboard. Ask Ss “What is a noun?” Elicit person, place, thing. Reproduce network tree from homework.	Responds	Whiteboard	3 min
9	E	Nouns, classroom language	Elicits nouns from Ss. Asks how to categorize them (person, place, thing)	Responds	Whiteboard	5 min
10	E/S	Nouns, classroom language	Directs Ss to Section III A (p. 4) of homework. Asks individually for nouns. Concept checks by having another or all Ss point to or pick up that “noun.”	Responds	Homework, classroom objects	5 min
11	S	Nouns, classroom language	Blast through Section III B and C (plurals) stressing pronunciation [s] and [z] sounds	Responds	Homework, whiteboard	5 min
12	S	Nouns, indefinite articles (recap)	Blast through Section III D of homework (if lesson is going hella fast, do plural forms as pronunciation practice and concept check)	Responds	Homework, whiteboard, realia (where possible)	5 min
13	A	Nouns	Noun Relay! [3]	Responds	Whiteboard, markers	10 min
14*	S	Pronunciation	Vowel practice b + [a - oo] + d g + [a - oo] + d j + [a - oo] + d	Responds	Flipping Phonics	10 min

*optional depending on time.

PRE-LESSON NOTES:

[1] Yes, No Interrogative Forms

Leave list of verbs elicited from Ss homework. Cross off verbs as they’re used in this exercise. On the second whiteboard, form column 1 of the yes/no/interrogative table. Keep as Ss-centered as possible!

I open the door.

“What do you do?” Point to Ss
Ss: “I dance.”
You dance.

Choose a female Ss. Have her stand in front of the class. Ask “What do you do?”
Ss: “I eat.”
Ask Ss2 while pointing to Ss1, “What does she do?” Ask a few Ss to check comprehension.
She eats.
Songsri eats.

Repeat with a male Ss.
Ss: “I jump.”
He jumps.
Surasak jumps.

Put monkey puppet on chair. “What does it do?”
Elicit “It sits.”
It sits.
The monkey sits.

Call on volunteer to stand with teacher. Ask volunteer, “What do you do?”
V: “I drink.”
Teacher: “I drink, too.” Gestures to himself and volunteer and says, “We drink.”
We drink.

Call on second volunteer to stand with V1. V1 asks V2: “What do you do?”
V2: “I walk.” V1: “I walk, too.”
Teacher stands back and points to the volunteers. “They walk.”
They walk.

	Board Work
	Yes (+)	No (-)	Question (?)
1	I close the door.	I don’t close the door.	Do I close the door?
2	You dance.	You don’t dance.	Do you dance?
3	She eats. Songsri eats.	She doesn’t eat. Songsri doesn’t eat.	Does she smile? Does Songsri eat?
4	He jumps. Surasak jumps.	He doesn’t jump. Surasak doesn’t jump.	Does he jump? Does Surasak jump?
5	It sits. The monkey sits.	It doesn’t sit. The monkey sits.	Does it sit? Does the monkey sit
7	We drink	We don’t drink	Do we drink?
8	They walk.	They don’t walk.	Do they walk?

[2] Role Play

1. Choose two students (any gender). Hand them dialog:
a. Was ______ journey ok?
b. Fine, thanks.

2. Choose two Ss (at least one female). Give female “Judy” nametag. Give Ss dialog:
a. What’s ______ name?
b. ___ name’s Judy.

3. Choose two students (any gender). Hand them dialog:
a. Where are _______ from?
b. __’m from Scotland.

4. Choose three students (third must be female; she can be recycled). Give third Ss “Sue” nametag. Hand other two dialog:
a. What’s ______ name?
b. ______ ______ is Sue.

5. Choose three students (third must be male; he can be recycled). Give third Ss “America” flashcard. Hand other two dialog:
a. Where’s ______ from?
b. __’s ______ America.

6. Choose three students (third must be male; he can be recycled). Give third Ss backpack realia. Hand other two dialog:
a. Was ______ journey ok?
b. His ______ was fine.

[3] Noun Relay!

Divide Ss in two teams (have them count off by twos)
Have teams pick a team name
“Ones” form a line; “twos” form another line.
Teacher models by running to the whiteboard and writing “pen” then running back and handing marker to next Ss
Tell Ss they have five minutes. Team with the most nouns wins!

POST-LESSON NOTES:

Lesson was timed almost perfectly for the 1.75 hour timeframe. Didn’t do Stage 14.

Both classes failed to understand that “doing” words are verbs. Not terribly important that they know the word “verb” or “noun” as long as they can use them correctly. This will require mucho recapping.

Role-play ([2] in pre-lesson notes) was too much work to set up for what they got out of it. Once Ss realized what was going on (homework correction) they simply cheated.

Ss were flummoxed when I tried to elicit anything noun at first. Then they realized I was reproducing the network tree from the homework and caught on, finally shouting out their own original answers.

Noun Relay [3] was a hit! Ss had fun naming their teams and competing. Some Ss were very critical about spelling (Pet and Salamah). Section A was tied at 11 nouns each and Section B was 11 to 14 and with more mistakes.

^ Top