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ACE English Program Lesson Planner |
| Teacher: | Helen Harper | Level: | ACE (Low – High beginner) |
| Skill: | Speaking | Date: | 4 July 2006 |
| Subskills: | Question forms | Topic: | Itineraries 3 Guiding on the community trail. |
| Objective: | To recognize and be fluent in using ‘how long/far’ next, then when showing people around their community trails. | Lexis: | New Activities: See Sunset on the beach Free time Lunch on krachang Snorkeling Kayaking Wildlife sanctuary Visit fruit farm Go on Trip to island Roasting and shelling cashews See handicraft demonstration/tie dye/soap Community trail labeling How long? |
| Language point(s): | How long will we be doing it/fishing/kiking/there for? How far is it? Will we come back here? Next, then, now. |
Anticipated problems: | Using the language in the right place. Associating ‘there’ with place, ‘doing it’ with action. Using ‘next’ & ‘then’ when we describe itineraries ahead of time. And ‘now’ in actual time. |
| STAGE | E | S | A | TARGET LANGUAGE | TEACHER | STUDENT | MATERIALS | TIME | TEACHER’S EVALUATION |
| Elicit | New itinerary activities
See Sunset on the beach Visit Wildlife sanctuary Go rowing in mangroves |
TPR – all new activities, one group at a time. Emphasise different verbs to go with activities. |
10 | TPR’d the old activities first, then elicited these using flashcards instead of TPR. | |||
| Practice | Matching ‘visit’ ‘go’ ‘see’ ‘have’ | Shout out ‘have’ and get students to say the rest of the activity, continue for ‘visit’ ‘go’ ‘see ‘ ‘have’…. Then do the reverse – say the activity, they say the verb (..ahem…’backchaining’ ….I thank yaw..) |
Students respond. | 5 | Carefully drilled verb first, then students called out relevant activities: e.g. Me: ‘go’ Students: ‘go kayaking, go snorkeling, go to island’ Me: ‘visit’ Students: ‘visit wildlife centre’ etc. Forgot to do sunset on beach – didn’t have the flashcard so elicited it using whiteboard, ooing noises etc. |
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| 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 game first and then the worksheet with written form. | |
| Produce | Itinerary activities | Demo task In pairs |
Roll dice for verb, TPR activity. | Dice | 4 | This is a good, they like the dice and they keep throwing it for ages – the chance element is tiny but seems to be more than enough to keep them going. | |
| Elicit | What are we doing at…? When are we? |
Itinerary on whitebrd | Half class drill. | 3 |
Recap of these question forms went surprisingly well in both classes. 26 |
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| Recap Practice |
What are we doing at…? When are we? |
Demo information gap | Match students in pairs. | what & where information gap 2 | 5 | Re-did this information gap to make it work and they managed it ok. | |
| Elicit | How long will we be there for? About 2 hrs. |
Feedback from last task. | Half class drill | 3 | Eliciting new form from feedback went ok – slightly more of a struggle in the second class but we stuck at it and they got it. ‘How long will we be there for?’ was tricky for them to remember so in the 2nd class I drilled it like this: How long how long will How long will we will we be (did this a lot) How long will we be How long will we be there for be there for How long will we be there for. The second class – despite being lower standard – were able to remember this way better because it I drilled it properly. |
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| Practice | How long will we be there for? About 2 hrs. |
Demo task. | Ask your partner Partner rolls dice to get answer. |
Dice | 3 | Did this in the first class but not the second (see below for what I did do with them…) | |
| Produce | At 9 o’clock we’re having breakfast. How long will we be there for? About 2 hrs. What are we doing at…? At ….we’re going hiking. How long will we be there for? About 2hrs. |
Demo task, use itinerary on whiteboard. Put up breakfast, 9:00 Elicit from students ‘how long’ Say time. Elicit what they next time should be. Put in time. Elicit: what are we doing at? At we’re going….hi etc. Repeat Demo with two students. |
4 |
41 |
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| Produce | At 9 o’clock we’re having breakfast. How long will we be there for? About 2 hrs. What are we doing at…? At ….we’re going hiking. How long will we be there for? About 2hrs. |
Homework itineraries. Blank tables. |
5 | This was a bit too tricky, the first class got it ok, but it took ages for them to write down each other’s activities so for the second class I didn’t give them any blank tables, just got them to ask each other about their itineraries. They basically just kept practicing ‘how long will we be there for’ which was fine with me. | |||
| Elicit | Community trail | Point to map saying ‘what’s this?’ A map of…. |
A map of our/a/the community trail | Map of community trail. | 1 | DND (was going on Community trails & Pi Lak did in the afternoon) | |
| Elicit | Community trail lexis. | school, hospital, pier, waterfall, beach, mosque, temple, rubber plantation, shrimp farm, trek to…, road to….mangrove, jungle, fish farm, | Students in community groups choose which words are relevant to their map. Write lexis on copied map |
Map lexis & copies of community trail maps. | 5 | DND (was going on Community trails & Pi Lak did in the afternoon) | |
| Practice | Community trail lexis Pronunciation |
Present community trail map – each group says each word in unison. Class practices pronunciation. Nominate students in group to practice pronunciation. |
In groups & the whole class. | 4 | 56 DND (was going on Community trails & Pi Lak did in the afternoon) |
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| Elicit | This is the…. | Stick up lots of words that are relevant to their community trails around the classroom Drill as you go around |
Students respond | Relevant lexis & activities on card & blu tac. | 3 | Just did flashcards relevant to the activities they put in their homework itineraries. | |
| Elicit | Now we’re going to visit/have/… | TPR prompt – go to one flashcard: Students: this is the… TPR next itinerary: Students: Now we’re going to visit/have/go… Nominate students to decide & direct you around the classroom |
Students respond | 2 | This went well, although I could have drilled it better at the start. In the second class I got them (whichever student was the farang) to use ‘how long will we be there for’ as well as they were getting quite fluent. |
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| Practice | This is the…. Now we’re going to visit/have/… |
Demo task- using itinerary, take student around. Demo with two students. |
In pairs S1: takes S2 around community trail. Swap. |
Homework itineraries. | 4 | ||
| Elicit | How far is it?
About….2kms, - ok? |
Feedback from last task. Act as lazy farang. Ok. |
2 | 67 For the second class I did the introduction to this question better – I elicited it, then drilled it, then wrote 1- 6 on the board: 5km, 2. 30mins, 3. 10kms, 4. 1hr, 5. 2 kms, 6. 3hrs Gave out dice. S1: rolls the dice (say, ‘2’) then says the question form which relates to that answer e.g. ‘How long….etc.’ This worked really well, definitely do it again to revise question forms. |
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| Practice | This is the…. Now we’re going to visit/have/… How far is it? About….2kms, - ok? |
Demo with pair of students. Swap pairs. |
S1 takes S2 around community trail. Swap. |
4 | |||
| Elicit | Will we come back here? | Feedback from last task. | 2 | DND for no good reason as I had time – totally missed it on my lesson plan! | |||
| Practice | This is the…. Now we’re going to visit/have/… How far is it? About….2kms, - ok? Will we come back here? |
Swap pairs. | S1 takes S2 around community trail. Swap |
4 | I swapped pairs constantly which helped keep them fresh and practicing the language. Reduced slacking off, and sometimes I paired more advanced students together to give them a bit of respite – Chanu and Phet had a ball ‘cycling’ each other to the next point on their trail. | ||
| Elicit | How long will we be there for? | Feedback from last task. | 2 | ||||
| Practice | Whole dialogue | Swap pairs. | Take partner around community trail. Swap roles. |
6 |
83 |
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| Elicit/drill/practice | CBT lexis on homework | Flashcards elicit Drill pronunciation Rolled up newspaper game |
They’d either learnt it, or they new it already. They totally didn’t get squid man! The rolled up newspaper game I only did with the 2nd class, but they were into it and it was a good way to finish the class. |
| NOTES: | ||||||||||||
| Pre-Lesson:
Divide classes into community groups. Dice TPR CBT activities: Dice Duration of CBT activities: 9:00 – 9:45 (45mins) My itinerary
ELLP Report (if applicable): Could not find a similar chapter that focused on facilitating a tour using an itinerary. ELLP Chapter No: 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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