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ACE English Program Lesson Planner |
| Teacher: | Level: | ACE (Low – High beginner) | |
| Skill: | Date: | July 12, 2006 | |
| Subskills: | Topic: | CBT Question forms | |
| Objective: | Lexis: | Modals: Can can’t | |
| Language point(s): | I/you/he/she/we/they can … I/you/he/she/we/they can’t … Can I/you/he/she/we/they …? |
Anticipated problems: |
| STAGE | E | S | A | TARGET LANGUAGE | TEACHER | STUDENT | MATERIALS | TIME | TEACHER’S EVALUATION |
| 1 | E/S | CBT homestay | Recaps the CBT homestay lexis from homework #6 | Chorus: “What is it?” Individual holding flashcard says “Toilet paper.” | Flashcards? | 10 min | Did this at the end of first class (see notes for stage 14). They knew it cold, but couldn’t pronounce certain words (mosquito coil). |
| 2 | E | CBT Activities | Elicits/recaps the CBT activities from previous weeks [1] | Responds | Flashcards | 6 min | Fekkin’ incredible! They totally know this stuff like the back of their deft and adroit hands. Blasted through it. (I’m too used to long recaps from general class.) |
| 3 | E/S | CBT Activities and Itineraries | Draws an itinerary on the w/b. Models placing a couple flashcards in the “activities” column. Writes a time. Has Ss fill in the other times. Asks Ss “What’s this?” | Responds, “Itinerary!” | w/b, flashcards | 7 min | Ss had fun picking random activities from the deck, as if picking cards in a magic act. Drawing the itinerary on the whiteboard was time consuming—consider an OHT next time. Had Ss write their own times in first class—times were too random. Spaced eliciting “itinerary” altogether in the first class. Second class had a difficult time with it. Drilled. |
| 4 | E/S | Itineraries | Using sample itinerary, recaps WH-question forms: What (do we …) When (do we …) How long (do we …) How far (is the …) |
“At 9 o’clock we go fishing.” “We go fishing at 9 o’clock.” “For about two hours.” “It’s 3 km.” |
Itinerary drawn on whiteboard. | 10 min | Almost no problem. Some Ss struggled a bit with “how long do we…?” (i.e., the math) but they understand the concept. They also grasped “How far…?” I used a ruler with two markers on each end to demonstrate the idea of distance. |
| 5 | E/S | Itineraries | Repeats the above two stages once more with different activities. [2] | Responds | Same | 5 min | Yup. |
| 6 | E | Modals can/can’t | Asks Ss at random: “Can you swim?” “Can you sing?” “Can you dance?” “Can you open the door?” “Can you open the window?” |
Responds (maybe) | None | 3 min | Most Ss knew the modal “can,” as evidenced by their ability to almost instantly grasp what I was asking each time. |
| 7 | E/S | Modals can/can’t | Does the funtastic grammar table thing. Get Ss as involved as possible. Ask them “What can you do?” [3] | Listens, responds | Whiteboard, makers, patience | 5 min | They remained engaged. Good. That new whiteboard takes forever to erase, which really strikes you when you’ve covered it with a massive table and you want to get on to the next thing. |
| 8 | S | Modals can/can’t | Close your damn books! Pens down! Hands out PT1: Can/can’t. | Accepts gleefully | PT1: Can/Can’t | 1 min | Handed it out flawlessly. |
| 9 | S | Modals can/can’t | Part A. Tells Ss to listen and fill in the bank. Model with a quick sentence on w/b: “I ___ read.” | Listens, fills in the blanks. Gets practice writing and recognizing the modals can and can’t | PT1: Can/Can’t | 5 min | The listening was great! They were really concentrating. Maybe beef up the activity considering their skill level, though. Perhaps a whole paragraph with blanks would have been more challenging. |
| 10 | S | Modals can/can’t | Tells Ss to complete Part B on their own. | Checks off the correct box. Develops understanding of abilities. | PT1: Can/Can’t | 2 min | Good activity for demonstrating the “ability” aspect of the modal. Also could use some more muscle given the more advanced nature of ACE cadets. Also very confusing was the X mark. Ss thought it was the opposite of what it should be; they wanted a check for yes and an X for no. |
| 11 | S | Modals can/can’t | Corrects the entire task using OHP. | Fills in the blank or checks the correct box on the w/b | PT1 OHT, w/b, markers | 4 min | Fabulous. |
| 12 | S | Questions | Tells Ss to turn over PT1. Model. Listen and fill in the number of the matching question. [4] | Listens, decides which answer matches the question he or she heard. | PT1: Questions | 5 min | Nice one. They didn’t struggle nearly as much as I’d imagined they would. Pet copied the question as I read them, which I should have anticipated as an impending problem. |
| 13 | S | Questions | Corrects the chumpie using OHP. | Writes the number on the w/b as called on by the teacher. | PT1: Questions OHT. | 4 min | Sure. Yeah. OK. |
| 14 | A | Questions | Has Ss count off 1, 2 … Have them choose team names. Play “Slap the answer!” and “Slap the question” game. [5] | Slaps the correct answer or question on the w/b. | OHT of answers and questions | 15 min | Fun; great game. Ss found this much easier than I expected they would. Thailand beat Italy 8-5 |
| 15 | S/A | Questions | If you’re hauling through this lesson, add this task: Tell them to write numbers 1-7 under the table on PT1: Questions. Have Ss write their own questions. Save this for homework otherwise. | Responds | PT1: Questions | Oh was I hauling! First class (with only eight SS for the first hour) was done with activation (stage 14) at something like 9:45. So I did do this activity, which turned out to be pretty valuable, except that in the first class everyone simply copied Pet’s answers (while I tried to catch some latecomers up.) In the second class they all seriously worked at it and several were properly challenged. | |
| 16 | A | Questions | Have Ss read their answers? Maybe in pairs. | Reads answers | PT1: Questions | First class I had them do this, which was pointless since they all copied Pet. In the second class I elicited the question forms from them and wrote the possible answers on the whiteboard. The fact that there were so many variables made the task too broad. But as a last minute thing it was successful. |
| NOTES: | ||||||||||||||||||
| Pre-Lesson:
[1] [2] Make sure “hiking” and “biking” end up as options for each. Next to these write (for example) “3 km.” [3]
[4] [5] Can I use the bathroom? [6] Slap the Board Game! Place an OHT on the whiteboard with six or seven answers. Read a question. S who slaps the correct answer or question first earns a point for his or her team. Round 1: Round 2: Post-Lesson: 1. Start taking attendance! There were at least four Ss missing to today (that many leftover paper tasks) and I have no idea who two of them were. 2. Christ, I wish the Boon Piya laundry man would use soap when he washes clothes. I small like a wet dog today. ELLP Report (if applicable): 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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