ACE Lesson 29






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Teacher:		Level:	ACE (Low – High beginner)
Skill:	Reading, Writing	Date:	August 28, 2006
Subskills:		Topic:	Village Descriptions
Objective:		Lexis:	Emotions: proud Senses: to hear, to smell, to taste, to feel, to touch
Language point(s):		Anticipated problems:

STAGE	E \| S \| A	TARGET LANGUAGE	TEACHER	STUDENT	MATERIALS	TIME	TEACHER’S EVALUATION
	E	Conversation and recap: describing things	Asks various Ss to describe various realia. Can you describe it?	Responds	various classroom objects of contrasting descriptions	10 min	Possibly have them recite something from their homework. Could use this for guessing game instead.
	E	Conversation and recap: describing people	Holds up a picture from a magazine. Asks Ss “Can you describe him/her?” Writes responses on the whiteboard. Correct for use of “to be” versus has/have.	Responds	magazine photos, whiteboard, markers	10 min	Made two columns on the whiteboard He/She is … and He/She has … and as Ss shout out descriptions have them choose the correct column. This might make a good game in the future.
	S/A	Conversation and recap: describing people	Break Ss into groups of three or four. Tell them to write a description of someone in class or at NATR. Keep secret from the rest of the class. Model the activity on the board, taking advantage of the opportunity to review “to be” vs. have/has. Monitor and correct.	Works in groups; writes descriptions.	paper, pens, whiteboard, markers	10 min	Did this with first class, but skipped in second due to time constraints. The heart of this lesson required far more time than I budgeted.
	A	Conversation and recap: describing people	Have each group read their description to the class. Class has to guess the person.	Reads descriptions or guesses person	Ss descriptions	10 min	Fun, but time consuming.
	S	Village Descriptions	Hands out reading Dialog. Give Ss a few minutes to read it on their own. Ask Ss to circle all the describing words.	Reads the dialog alone. Asks questions. circles the describing words.	PT1: Village Description Dialog	5 min	Ss had a remarkably hard time with the seemingly simple idea of circling the describing words. Some did get Muslim. Others circled the professions as describing words which I actually hadn’t thought of.
	S	Village Descriptions	Pair Ss and have them role play. Model with a weaker Ss. After they read it once, have them switch roles. Monitor for pronunciation and grammar. Elicit secondary lexis. Have them do it again if necessary.	Then work in pairs and role play	PT1	5 min	Only did this in the second class due to time constraints.
	E/S	Village Descriptions	Asks Ss, “What are some things we use to describe village?” Elicits village descriptions [2]. Build on this if Ss can offer more feedback.	Responds	whiteboard, markers	5 min	I was weary of too much new lexis in this lesson, so the tree was probably inadequate (bubble: “What does your village have?”). Ss provided some good feedback.
	S	Village Descriptions	Group Ss according to their villages. Have one strong Ss take notes. Have Ss brainstorm village descriptions and attributes. Monitor and provide secondary lexis.	Works in groups; brainstorms descriptions for their villages in English	paper, pens, pencils, whiteboard, markers	12 min	Unfortunately, there were two Ss in each class (Laem Naew and Pak Triam) that were solo. They worked together.
	S	Village Descriptions	Using the list they’ve created, have them write a paragraph about their village. Model this using the Hamburi example from PT1.	Ss write descriptions of their villages.	paper, pens, pencils, whiteboard, markers	13 min	Using the paper task, I modeled the writing task. I assigned it as homework.
	A	Village Descriptions	Mingle: Have Ss walk around the classroom Asking each other “Can you describe your village?” (Usage note: “Tell me about your village.” = same same.) Monitor and correct.	Ss ask each other to describe their villages and respond	village descriptions	15 min	Will have them do this as warm-up in the next class.
	A	Village Descriptions	Have Ss read their village descriptions to the class.	Listens, reads	village descriptions	15 min
	E/S	Family Descriptions	Repeat stage 7 for family. Elicit big/small, how many people, what do they do.	Responds	whiteboard, markers	5 min
	--	Family Descriptions	Assigns homework: Write a description of your family. Work together. Practice reading it to each other. Due tomorrow at 1:00	Groans	whiteboard, markers	1 min
	E	Descriptions wrap-up	Asks Ss questions related to descriptions [3]. Categorizes the different descriptions by sense. Elicit any additional descriptive English lexis Ss may know.	Responds	whiteboard, marker	10 min
	E	New lexis: verbs	TPR: Ask OC questions and/or have Ss act out the list of verbs.	Responds

NOTES:

Pre-Lesson:
[1] Warm up conversation:
1. How do you feel?

[2]
[Describe your village]
Branch 1: What size is it? Large or small
Branch 2: How many people? Population?
Branch 3: What do people in your village do?
Branch 4: What religion is your village? Buddhist or Muslim
Branch 5: What does it have? Features? Mountain, mangroves, river, rubber plantation, community center, handicrafts center …
Branch 6: How do you feel about your village?

[Describe your family]
Branch 1: What size is it? Large or small
Branch 2: How many people?
Branch 3: What do people in your family do?

[3] Descriptive language:
1. Can you touch the wall? How does it feel? Is it smooth or rough? (Repeat with rock)
2. What do you hear? Is it loud or quiet?
3. Look out the window. What do you see?
4. How does durian taste? Rambutan?
5. How does a flower smell?

[4]
1. When does class begin? When does high season begin? [board: begin = start]
2. Can you bring me a book? What did you bring to class?
3. [picks up a book] What am I carrying? Can you help me carry this box? [secondary lexis: to help]

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