ACE Lesson 16






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Teacher:	Helen Harper	Level:	ACE (Low – High beginner)
Skill:	Speaking	Date:	2 July 2006
Subskills:	Listening	Topic:	Time & Itineraries 2
Objective:	To increase fluency telling the time, interpreting digital time to speaking time. Recognising question forms :when, what are we doing at….o’clock	Lexis:	Digital times à speaking times. 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 are we doing at….4 o’clock? When do we?	Anticipated problems:	running out of time

STAGE	E \| S \| A	TARGET LANGUAGE	TEACHER	STUDENT	MATERIALS	TIME	TEACHER’S EVALUATION
	Elicit/ Recap	Digital times/speaking times	Put digital times on board – all past.	Drill digital times	Digital times on w’tbd	3	This went well, I drilled both past and to times at once.
	Practice	Digital times – speaking times	Read out past speaking times, students put digital times in the order they hear them.	Write down digital times. Check with partner		3	Did this as written – checked past times, then moved straight to ‘write down digital times’ for ‘to’.
	Elicit/recap	Digital times/speaking times	Digital times on board – all ‘to’ the hour. Drill to the hour speaking times.			3	DND (see above)
	Practice	Digital times/speaking times	Read out to speaking times, put digital times in the order they hear them.	Write down digital times. Check with partner		3
	Produce	Digital times & clock times	Write digital times on the board. Split students into two teams. Volunteer from each team stands facing the board, each holding a pen. Nominate student to say the clock face time. Volunteers have to compete to be the first to circle the right time.		Clock face times.	5	This went well, a good warmer and the whole class was focused. The get quite competitive easily 18mins
	Elicit/recap	Itinerary activities visit a fish farm, visit a rubber plantation go swimming, go fishing, go hiking, go biking, have (breakfast, lunch, dinner), relax, take a boat ride through the mangroves, make tie die,	TPR Drill in groups. Emphasise ‘go…..swimming’ ‘go…..hiking etc’	TPR		6	This went well, TPR went fine.
	Practice	Matching ‘visit’ ‘go’ ‘make’ ‘take’ ‘have’	Shout out ‘have’ and get students to say the rest of the activity, continue for ‘visit’ ‘go’ ‘make’ ‘take’ ‘have’…. Then do the reverse – say the activity, they say the verb (..ahem…’backchaining’ ….I thank yaw..)	Students respond.		7	Didn’t backchain!! But grouping the verbs worked fine. 31mins
	Practice	Matching ‘visit’ ‘go’ ‘make’ ‘take’ ‘have’	Demo worksheet	Students put the right verb in the circle, or the right activity going from the circle.	Match verb& activity worksheet.	4	Did the dice task first (next, below) then did the worksheet.
	Produce	Itinerary activities	Demo task In pairs Write on board; 1.visit 2. take 3. make 4. have 5. go 6. relax	Roll dice: e.g. ‘1’ S1: TPR visit activity S2: guesses TPR. S2 Rolls dice. Etc.	Dice	5
	Elicit	Itinerary activities with ‘we’ll’	Hook arm through student’s arm. Say ‘go….’ Students respond (e.g. ‘fishing’) Then motion that there’s two of us and they need another word. Students say ‘we’ll’		Drill ‘we’ll	3	ok
	Elicit	Itinerary activities with ‘we’ll’	Drill ‘we’ll go, have, take, visit, make’	Responds.		2	Could have done this more thoroughly. Put off drilling sometimes because I don’t want to kill their interest.
	Elicit	At 6 o’clock we’ll… go fishing’	Mini itinerary on board. – recap digital times à speaking times.		Pre-lesson mini itinerary	3
	Practice	At 6 o’clock we’ll… go fishing’	Go around the class, making up a new time and someone guides the activity doing TPR in the middle.. Note down activities TPRd	Stand in a circle. One person (teacher?) stands in the middle doing TPR to guide what activities they say. S1: At 7 o’clock we’ll visit… S2: At five past 7 we’ll go fishing’ etc.		8	Did this better with the second class, although it turned into just going around the class as each person said a time and then an activity. 56 mins
	Elicit	What are we doing at 6 o’ clock?	In circle, return to a student who said a time. Drill	‘At six o’ clock we’re going fishing.’		4	Couldn’t do this as well because didn’t do the previous task properly, but used itinerary on whiteboard.
	Elicit	What are we doing at…? At …. We’re going fishing	Demo dialogue with a student. Split class in two.	Half class substitute drill.	Flashcards & times for substitution drill.	3	This language was more complicated than it needed to be, the second class just answered with ‘we’ll go fishing’ instead of: ‘at 4 o’clock, we’re going fishing’.
	Practice	What are we doing at? At 6:00 we’re going fishing…’	Demo task with student. Nominate pair to demo.	In pairs. S1 - Pictures matched with times S2: Pictures and times unmatched. Swap with new worksheets.	Match up activity to time info gap worksheet 1 & worksheet 2	4	Info gaps worked well
	Produce	What are we doing at? At 6:00 we’re going fishing…’	Demo mingle. Pin time to chest, look at flashcard then put it away. Nominate student to ask: What are we doing at…? Answer student. Demo with two students.	Students respond.	Digital times to pin to students. Flashcards of activities.	2	Again, did this more thoroughly with the second class and it worked well. 69
	Produce	What are we doing at? At 6:00 we’re going fishing…’	Give out times, give out flashcards, take them in again. Monitor mingle.	Mingle.		5	Mingle went well.
	Elicit/ Feedback	When do we…go fishing?	Feedback from mingle. When do we go fishing? We go fishing at…	Half class drill. C1: When do we..? C2: ‘We go…at…’		2	Feedback à next language point worked well, easier to elicit using the feedback than trying to elicit a new point – keeping it associated with what they’d just done seemed to work ok.
	Elicit	When do we go fishing? We go fishing at….	Drill	Half class substitute drill.		2	Half class drills worked well in this class – seems to be a good precursor to pair work, especially information gaps.
	Practice	When do we go fishing? We go fishing at….	Demo information gap.	Information gap S1: When do we go fishing? S2: We go fishing at….	Information gap worksheet itineraries 1 and 2	4	This went ok – although felt the information gaps were a bit repetitive. They still worked though and the students didn’t seem to mind.
	Produce	When do we go fishing? We go fishing at…	Activity pinned to chest. Look at time, put it away. Nominate student to ask: When do we go fishing? We go fishing at… Monitor mingle	Mingle.	Activities to pin. times	5	Again, did this better with the other class. 86
	Elicit	When do we go fishing? We go fishing at… What are we doing at…? At …. We’re going fishing.	Mini itinerary on board. Nominate students to ask the right questions.	Students respond.		3
	Produce	When do we go fishing? We go fishing at… What are we doing at…? At …. We’re going fishing.	Demo info gap using original mini itinerary x 2 on whiteboard, wipe out some missing times & activities.			4	Disaster – info gap not actually doable!! Re-did for next lesson.
	Produce	When do we go fishing? We go fishing at… What are we doing at…? At …. We’re going fishing.	Demo info gap.	In pairs.	Itinerary info gap 1 & 2	5	Disaster – info gap not actually doable!! Re-did for next lesson. 98

NOTES:

Pre-Lesson:

Digital times for slap the board game:

9:45 5:50 2:40 4:55 10:30 4:30 11:00 8:05 9:25 1:15 9:20 7:10

Dice TPR CBT activities worksheet.
1.visit
2. take
3. make
4. have
5. go
6. relax

Mini Itinerary

9:00	breakfast
9:40	Hike to Eagle Mountain
11:10	relax
12:00	Lunch
1: 15	Visit rubber plantation
2:00	Boat ride through the mangroves

ELLP Report (if applicable):

ELLP Chapter No: 12 & 13

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

Similar question forms: what/what time/when? Doing all the question forms at once would be too much.

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

The context was itineraries so many of the activities were not really suitable and we wanted to relate these question forms directly to CBT itineraries.

Which activities did you use/adapt for your lesson?

Made up our own tasks & activities using CBT itineraries, and CBT activities.

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)

Reduce number of question forms and contexts used to elicit question forms.

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