ACE Lesson 10






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Teacher:	Helen Harper	Level:	ACE (Low – High beginner)
Skill:	Listening	Date:	May 31, 2006
Subskills:	Pronunciation	Topic:	Recap 1
Objective:	To concept check and ensure fluency on material covered so far in the course. To encourage more strategic listening skills. To tackle some fossilized pronunciation errors & difficulties.	Lexis:	No new lexis, concentrating on: Health & safety dialogue Body parts (practice) Prepositions of place (practice) Verbs: listening Adjectives – crssword & tpr
Language point(s):	Pronunciation: /th/, short vowels.	Anticipated problems:	Not enough recap previously so might need retaught – ergo lesson collapsing/overrunning.

STAGE	E \| S \| A	TARGET LANGUAGE	TEACHER	STUDENT	MATERIALS	TIME
☺	E	Watch your step Watch your hands Be careful! Put on your lifejacket	TPR prompt	CLOSE BOOKS AT ALL TIMES DURING LESSON		1
1	E	Health & safety dialogue. Are you ok? No What’s wrong? I’m sick Lie down I’ve got a headache. Drink some water. Take some painkillers. I’ve got sunburn. Get into the shade. I’ve got a cut. Put on a plaster.	TPR	TPR & drill. Practise in pairs if unsure.		4
☺	Listening	Pre-task	Which picture is the right picture	Choose from three different context pictures	Health & Safety gist	3
☺	Listening	Detail task	Match up the right picture to the dialogue	Match up.	Health & safety detail 1	4
2	Listening	Detail task	Hold up information word when you hear it.	Hold up.	Health & safety detail 2	5
☺	Elicit	Prepositions of place TPR	Behind, in front of, next to, near, under, above, between, in, on.	TPR & drill.		2
		Prepositions of place	Go over homework on OHP!!!!!!	LOOK AT OHP!!	Homework OHP	4
☺	Practice	Prepositions of place	TPR	Drill again folks.		3
☺	Practice	Body parts	TPR	Drill		3
3	Produce	Body parts & prepositions of place.	Guess the body part? (see below) Relay teams, the first person in each teams comes forward and I give them the clue, the rest of the team are not allowed to help.	Stand/sit in two lines Person from each team comes forward.	Written body parts, blu tac & Ivan.	10
☺		Verbs help comfort read knock laugh drink cry dance jump walk write close	TPR	TPR		2
4	Gist task	Verbs	How many people are speaking? Are they inside or outside?		Write on whiteboard ‘inside or outside’ (after checking understanding)	3
☺	Detail task	Verbs	Give out verb cards help - drink Hold up verb when you hear it.	Hold up verbs as they arise in the listening.	Verb cards x 7, (or TPR)	5
☺	Detail task	Verbs	Give out verb cards Cry – close	Hold up verbs when you hear it	Verb cards x 7, (or TPR)	4
5	Detail task	Prepositions of place	Hold up the right preposition of place when you hear it		Two prepositions of place	3
6	Pronunciation	/th/	These things that these things think, they’re the things that these things think.			5
☺	Elicit	Alphabet	Sound out alphabet	Sound out alphabet		4
☺	Pronunciation	Short vowels		Drill		4
7	Pronunciation	Short vowels	Phone number game	Write down the correct number	Phone number game.	4
8	Pronunciation	Short vowels	Demo task – say your word over and over until you find your partner. Give out minimal pair cards then take them in. When you’ve found your partner go and write your word on the board.	Find your partner Write word on board.	Minimal pairs	8
☺	Elicit	Adjectives Deep – shallow - Unstable – stable - Rough – calm - Wet – dry –(P) Big – small - Sweet – sour - Dark – light - Bumpy – smooth Heavy – light Near – far - Short – long - High – low –	TPR	TPR		4
☺	Study	Adjectives	OHP	Homework OHP Spell out using sounded out alphabet.	Bumpy smooth crossword OHP	5

NOTES:

Pre-Lesson:

Listening tapescripts:

Health
1. Are you ok?
I’m fine, I’ve just got a bit of a headache that’s all. I’ve probably been in the sun too long.

2. Are you ok?
No I’m really sunburnt on my shoulders and my head – look.
Ooch.

3. Are you ok?
I’m an idiot. I’ve managed to cut myself trying to open this bottle of coke.

4. Are you ok?
Actually I’m feeling really nauseous. I think I’m going to be sick.

Verbs

[knocking]
Hi, I heard you knocking, come in, close the door.
What are you doing?
I’m reading, I’m trying to finish my Thai homework.
Is it difficult?
Yes it is, I find it really hard to say the words properly, sometimes when I speak to Thai people they laugh at me.
[laughs]
I find that if I make an effort to speak, they help me out.
Maybe you could help me? Why are you jumping around? Do you need to use the bathroom?
Yes. Where is it?
It’s between the bedroom and the kitchen. Would you like some coffee?
Yes. I love drinking coffee. It makes me want to dance.
It also makes you need to use the bathroom.
[Pause]
That’s better. What’s the matter – are you crying?
Yes, I’m writing to my family - I really miss them.
I’m sorry, here, have some chocolate. I’m sure they miss you too.
Thanks for comforting me. Do you want me to walk you home?
Yes, that’d be nice.
Ok, let’s go.
knock close, do, read, laugh, help jump drink dance cry write comfort, walk,

Tasks

Prepositions of place & body parts: clues.

Shoulder: It’s above your arm. It’s below your head. It’s next to your neck.
Head: It’s above your neck.
Eye: It’s in your head, it’s near your nose.
Mouth: It’s in your head, it’s under your nose.
Elbow: It’s between your hand and your shoulder. It’s on your arm.
Neck: It’s between your head and your chest.
Chest: It’s above your stomach, it’s under your chest.
Finger: It’s on your hand.
Leg: Your standing on it. It’s above your foot.
Ankle: It’s between your foot and your leg.
Foot: It’s on the floor. It’s under your ankle.
Toe: It’s on your foot.

Minimal pairs
Phone number game: pen at cut pin red it cat fun rod fan

Other minimal pairs:

Pit pet pot pen pan fun fan tin ten bin Ben cup cap hat hut cat cut cot

Post-Lesson:

Overall this lesson went ok. The listening, pronunciation and short vowel exercises were good and had the students using their ears bit more.

Health and safety dialogue TPR was good and definitely needed to be recapped. It took them a while to get fluent at it again.
They had to hold up ‘cut’ or ‘headache’ but in actual fact this is the same as identifying the right picture. So I would dingy this task in favour of matching the right picture to the dialogue.
This went down really well with the more advanced class, although it needs some management as the stronger students were shouting out the answers. This class were thinking about it before choosing the right body part, in the second class they were just trying their luck with different parts.
GOOD TASK for body parts and prepositions of place: If I did this task again I would do this: a) TPR prepositions of place b) TPR body parts – maybe even re-do the body parts worksheet with the lower class c) give example: it’s on your neck and check they’re saying and pointing to the right place. D) give a between example (‘it’s between your hip and your ankle’) e) then split them into teams in front of Ivan, lay out the written body parts f) invite the first member of each team forward, read out the clue, the first person to identify the right body part and stick it in the right place, wins a point for their team.
Was worried about the gist questions but they worked well – one of the classes were talking and not paying attention and they couldn’t answer the gist task, so they really focused after being put on the spot.
I didn’t get them to hold it the right preposition of place, they shouted it out after I wrote 3 options on the black board.
GOOD TASK for pronunciation: /th/ sound, make sure every student has their tongue in the right place and is blowing air. Then say ‘these’ (students repeat) ‘those’ (students repeat) ‘this’ (students repeat) ‘that’ (students repeat) then get faster until you’re slapping your hands on your thighs to keep them all in time. I did this as a warmer for the second class and it worked really well.

Good Task for listening short vowels: This was really good: Write 0 – 9 on the board, and underneath each number write one half of a short vowel minimal pair, so you have 5 minimal pairs in random order, each with a corresponding number. Shout out a sequence of words, students write down whichever number they think matches the word you’ve said. Then check the numbers with the class – you can make it quite competitive if there’s disagreement: ‘hands up for number 2, hands up for number 5’ etc. Make sure they drill it themselves, and they hear you say each one before you test them on it.

Good Task for speaking & listening short vowels: I did this with one class and it worked ok: had two sets of the same minimal pairs, gave each student one word on a card, let them read it, memorise it, then took it off them. Got them up to mingle, they all had to say their words over and over until they got to their partner. Stop them from spelling it out. This is good in that they have to realize there can be confusion if they’re not saying it correctly, but you have to bear in mind that they all have the same fossilized errors.

ELLP Report (if applicable):

ELLP Chapter No: none for recap

How did this chapter relate to your lesson (e.g. similar language focus, lexis used, linking concepts etc.)?

Which activities were deemed not suitable for your lesson – why not?

Which activities did you use/adapt for your lesson?

Were these activities effective? (If not why not – if so, why?)

Recommendations for any alterations to ELLP lesson & activities (for the purpose of ACE English)

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