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ACE English Program Lesson Planner |
| Teacher: | Level: | ACE (Low – High beginner) | |
| Skill: | Date: | June 27, 2006 | |
| Subskills: | Topic: | Time and Itineraries | |
| Objective: | Students will be able to: Apply new time-telling skills to communicating itineraries Describe several CBT activities in English |
Lexis: | Time: morning, afternoon, evening Daily Routine verbs: get up, have breakfast, study English, study computers, have lunch, leave NATR, go to sleep Itinerary: visit a fish farm, take a boat ride through the mangroves, visit a rubber farm, go hiking, make tie die, relax, go swimming, have (breakfast, lunch, dinner), go fishing, go biking, make handicrafts |
| Language point(s): | What time do we … What are we doing at … How long will we … [Helen] |
Anticipated problems: | Pronunciation of “itinerary” and “relax” Confusion over question forms (When do you/we? What time do you/we?) |
| STAGE | E | S | A | TARGET LANGUAGE | TEACHER | STUDENT | MATERIALS | TIME | TEACHER’S EVALUATION |
| 1 | A | Time, recap | Hands out clock models to first seven Ss. Writes digital times on w/b. Repeat several times, handing clocks to different Ss |
Sets their clock to the digital time. Practices saying the time aloud | clock models, whiteboard | 10 min | Good recap. Ss had no problems. Model clocks worked great. |
| 2 | S | Time, recap | Hands out PT1: Time listening. Reads times [1] | Listens, responds | PT1: Time listening activity | 10 min | Good activity to recap previous knowledge while involving a new skill (listening). Worked well—all Ss were engaged and worked largely alone on this. |
| 3 | S | Time, recap | Corrects PT1 in some fun and engaging way that will make Ss happy or at least keep them awake. | Stays awake | PT1 | 5 min | Used the blank clock-face overhead and had Ss draw the hands and write in digital form for each verbal time. |
| 4 | E | Time | Elicits morning, afternoon, evening, night via chalk talk | Responds | whiteboard | 3 min | In the second section I did the daily routines first then used conflicting times (had “study English” and “go to sleep” both at 8:30 and went into “in the morning/afternoon/evening” distinctions. Getting to the point … this activity went well and Ss grasped it. Especially liked the cock-a-doodle-doo! |
| 5 | E | Time | For each time of day, asks Ss, what time is it? Get range of times. morning 6:00 – 12:00 afternoon: 12:00 – 5:00 evening: 5:00 – 9:00 |
Responds | whiteboard | 3 min | First class had no trouble with the time ranges; second class needed a lot of coaching. |
| 6 | E/S | Daily routines | Models the first time. Then has Ss come to the board and fill in the times. Elicits schedule and itinerary | Adds times to the chart. Says the time with in the [morning, etc.] | whiteboard | 5 min | Asked the Ss for times they do these activities but I did the boardwork myself. Didn’t bother with schedule the second time around (why did I in the first place???). Massive trouble pronouncing “itinerary.” |
| 7 | E | Time | Asks Ss “What time does class start?” and “What time does class end?” Elicits “in the morning” |
Responds | Didn’t do this. | ||
| 8 | E | Time | Asks Ss “What time do you come to TREC?” and “What time do you leave TREC?” give other examples to drill: When do you eat breakfast/lunch/dinn? When do you go to sleep? |
Responds [time] in the morning, in the evening, in the afternoon | whiteboard | 5 min | This worked well. First class was lost as soon as I switch question form from “what time do you…?” to “What do you do at half-past eight?” even after saying “At half past eight I study English.” |
| 8 | E | CBT Activities | Elicits CBT lexis with flashcards. Drills by pointing repeatedly and taking cards away ala Helen. Do not write on board! | Responds | CBT Flashcards | 10 min | Broke it up into sections: Did 1 – 3, 4 – 6, and 7 – 11 in chunks as this is lexis-heavy eliciting! For some flashcards I just gave them the lexis and drilled (i.e., relax). |
| 9 | S | CBT Activities | Hands out PT2: Matching. | Does it. | PT2: CBT Activities | 10 min | Ss blasted through this, leaving me no other conclusion other than that it was a pedagogical failure. |
| 10 | S | Daily routines | Concept checks by asking Ss 1. What time do we - learn English? - learn computers? - eat lunch? 2. What are we doing at - half-past eight? - quarter past ten? - twelve o’clock? |
Responds | whiteboard | 5 min | I erased a time or an activity before asking the question in hopes of both modeling the gap activity while simultaneously drilling the two question forms. For example, erase 8:30 and ask “When do we study English?” |
| 11 | S | Itineraries | Hands out PT3: Gaps in the Itinerary. Models asking questions with a Ss “What time do we visit the fish farm?” What do we do at half-past ten?” | Asks each other questions to fill in the missing activities or times in their itineraries. | PT3: Gaps in the Itinerary | 10 min | I was taken aback by the intensity with which the Ss tackled this activity. I had to snatch up their copies of paper task 2 to keep them from simply copying answers. |
| 12 | S/A | Itineraries | Has each Ss stand up, introduce themselves, and talk about their itinerary to the class. | I added this stage during the lesson when it became apparent that a. there wasn’t sufficient time for the activation b. the existing activation has so many degrees of freedom that would probably seep chaos like soup through a fork. |
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| 13 | A | Itineraries | Cuts number strips (four numbers per strip cut along the lines). Puts in bag. Ss reach in and pick a strip. Numbers correlate to numbers on the CBT lexis flashcards | Picks a strip of four numbers. Identifies his or her four CBT activities. | Number strips, plastic bag | 3 min | This activation was like a dream built on a loose foundation; in the end, ‘twas not to be. |
| 14 | A | Itineraries | Teacher models with his four numbers. Writes the four activities on the board and assigns a time to each | Observes, says, “Oh, of course!” Writes his or her itinerary. | whiteboard, extra paper | 3 min | |
| 15 | A | Itineraries | After Ss finish, model reading the itinerary. Says: Hello, my name is Erik. I’ll be your guide today. at eight in the morning we’ll go hiking at quarter past ten in the morning we’ll relax. |
Ss take turns reading their itineraries to the class | students, mouths | 15 min |
| NOTES: | ||||||||||||||
| Pre-Lesson: [1] 1. twenty to one 2. half past one 3. ten past three 4. quarter to seven 5. quarter past nine 6. ten to ten 7. twenty-five to twelve 8. five to four 9. five past four 10. twenty-five past six [2]
Post-Lesson: |
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