Lesson Plan #8 - Grammar

Narrative: students come from various different backgrounds and speak different languages. They have a variety of educational levels in their native language.

Rationale: students need to learn how to use present continuous on a daily basis. Students need to expand their vocabulary words. Students need to memorize information in chunks to be able to retell it to others or write it down.

Goal: students will be able to use correct pronunciation in verbal descriptions of places, people, and things.

Objectives:

-       Students will be able to identify action words in English.

-       Students will be able to create sentences in present continuous.

-       Students will be able to complete an activity using present continuous.

-       Students will be able to do a running dictation with a partner using present continuous.

-       Students will be able to role play in small groups using present continuous.

Materials: Stand Out Grammar Challenge textbook, running dictation handout, pictures

Procedure:

Warm up (10 minutes): review contractions from last lesson.

1.Introduction (10 minutes): teacher shows pictures of people in action and students say out loud the name of the action (jumping, drinking, smoking, eating, etc).

2.Presentation (25 minutes): using those pictures, teacher elicits from students sample sentences in present continuous and asks them to write them on the board. Teacher reviews the spelling and the meaning. Teacher explains the use of present continuous by drawing a timeline.

3.Practice (30 minutes): students complete exercises on present continuous from the textbook page 69. Teacher prepares for running dictation activity. Students complete a running dictation exercise with lyrics from the song.

4.Application (25 minutes): with a partner, students create a small dialogue from the pictures. Students decide how they will act it out when someone asks what they are doing. For example, student 1 asks student 2, “what’s she doing?” student 2 says, “she’s jumping.”

5. Closure (15 minutes): students choose a scenario to act out for another small group. Students have to say a complete sentence in order to guess the scenario and get it correct. For example, student 1 pretends to play soccer and student 2 pretends to eat. Student 3 must say, “he’s playing soccer while she’s eating.” If two students do the same action, student 3 must say, “they are playing soccer.” If student 3 guesses wrong, student 1 and student 2 say, “No, I’m playing football.” Students take turns in guessing and acting it out until the whole class performs.

Evaluation:

-       Teacher assesses students’ ability to identify action words in English.

-       Teacher evaluates students’ ability to create sentences using present continuous tense.

-       Teacher monitors as students complete an activity using present continuous.

-       Teacher assesses students’ ability to do a running dictation with a partner using present continuous.

-       Teacher evaluates students’ ability to role play a scenario in a group using present continuous.

-       Teacher assesses students’ ability to act out scenarios and guess their classmates’ scenarios using present continuous. 

Lesson Plan #7 - Grammar

Narrative: students come from various different backgrounds and speak different languages. They have a variety of educational levels in their native language.

Rationale:native English speakers usually use contractions in speech. Students need to learn how to use contractions as well. Students also need to know how to describe places, people, and things and their locations in relation to each other in written or verbal language.

Goal: students will be able to use correct pronunciation in verbal descriptions of places, things, and people.

Objectives:

-       Students will be able to complete a matching handout connecting the names of rooms in a house to activities people do in those rooms.

-       Students will be able to ask and answer questions using contractions with their classmates.

-       Students will be able to create sentences about their classmates using contractions.

Materials: Stand Out Grammar Challenge (Unit 1, pg. 9 and Unit 2, pg. 21), handout

Procedure:

1.     Introduction (15 minutes): students are given the activity to match the activity to the room people do the activity in or at. After completing the first activity, students add other activities they can do in those rooms.

Exercise 1: Draw a line to match the answer.

1. Where do you usually have dinner?                Garage | Attic | Garden | Dining Room

2. Where do you usually clean your clothes?     Laundry Room | Garden | Attic | Balcony

3. The TV set is in the _________.                    Bathroom | Living Room | Toilet | Cupboard

4. The sofa is in the __________.                      Bathroom | Living Room | Dining Room |Kitchen

5. The wardrobe is in the________.                   Bathroom | Living Room | Garage | Bathroom

6. The dinner table is in the _________.            Bath | Bathroom | Kitchen | Attic

7. The clock is on the _____________.              Wall | Toilet | Picture | Bin

8. The rug is under the ____________.              Coffee Table | Balcony | Bath | Floor

9. The cupboard is on the ____________.         Bathroom | Wall | Floor | Sofa

10. The sink is in the ________________.        Wardrobe | Bedroom | Chair | Kitchen

Adapted from http://www.kidseslgames.com/vocabulary%20games/Household/Household%20&%20Furniture%20using%20Prepositions.html

(If teacher can bring students to a computer lab, students can play these interactive games online so they will be more excited to learn since they get to see the actual games with sounds and pictures)

2.     Presentation (15 minutes): teacher writes on the board the question words (How, When, Why, What, Who) with sample sentences and the contractions. For example, what is the date today? What’s the date today? Who is she? Who’s she?

3.     Practice (45 minutes): students pair up and talk to their partner using contractions. Students answer questions on page 10 and page 22.

4.     Application (20 minutes): teacher asks students to stand up in front of the classroom, identify where their partner sits, and tell the whole class about their partner using contractions. For example, Bryan sits next to Richard. Bryan’s from China. Lena’s behind Suzie. Lena’s from Japan. Students create a grid and put the student’s name according to their location. 

5.     Closure (10 minutes): each student writes 2-3 sentences about their partner.

Evaluation

-       Teacher assesses students’ ability to match the activities to the rooms.

-       Teacher evaluates students’ ability to create sample sentences.

-       Teacher monitors as students ask and answer questions using contractions with a partner.

-       Teacher evaluates students’ ability to create sentences about their classmates using contractions.

Exercise D: Match the questions and answers.

1. What’s your first name?                                   a. It’s 562-555-3534.

2. What’s your phone number?                            b. It’s Buenos Aires, Argentina.

3. What’s your birthplace?                                   c. It’s Robert.

4. What’s the date today?                                                 d. It’s 01275.

5. What’s your address?                                       e. It’s 3345 Gilbert Avenue.

6. What’s your birth date?                                    f. It’s June 1, 2009.

7. What’s your zip code?                                                 g. It’s June 1, 1965.

Exercise F: Ask a friend questions and write the information in the application.

Adult School Application
Last Name:                          First Name:                      Birth Place:                  Birth Date:
Street Address:                    City:                         State:            Zip Code:          Phone:

Exercise G: Rewrite the sentences with contractions.

1. When is work? It is at 7am. When’s work? It’s at 7am.

2. When is dinner? It is at 2pm.

3. When is school? It is at 8pm.

4. When is breakfast? It is at 9am.

5. When is lunch? It is at 12:30pm.

6. When is bedtime? It is at 10:30pm.

Lesson Plan #6 - Prepositions

Narrative:students come from various different backgrounds and speak different languages. They have a variety of educational levels in their native language.

Rationale: students need to expand their vocabulary skills. Students need to know how to describe where things are and ask/give directions/instructions to other people at school, workplace, or home.

Goal: students will be able to demonstrate their comprehension of oral and written instructions by properly identifying the locations or place.

Objectives:
- Students will be able to use their background knowledge to write names of items on the board.

- Students will be able to pronounce names of items correctly.

- Students will be able to ask and answer questions about the items.

- Students will be able to use correct prepositions to identify the location of the items.

- Students will be able to draw a picture of the items based on what their partner tells them.

Materials: Stand Out Grammar Challenge book unit 3, pictures, whiteboard, marker, eraser

Procedure:
1. Introduction (10 minutes): teacher shows pictures of “canned goods section” and classroom items and tells students the names of the items. Students write down the names. Teacher explains the grammar chart on the textbook about prepositions of location with the sample sentences.

2. Review/Presentation (10 minutes): students pair up and practice pronouncing the names of items and locating the items using correct prepositions.

3.Practice (30 minutes): students do exercise D, E, F from the textbook (Unit 2, page 30).

4.Application: (20 minutes): students find a partner and compare their answers. Students ask their partner about where the things are.

5. Closure (20 minutes): students draw items on the board and ask their partner to write the prepositions corresponding to the pictures.

Evaluation:

-       Teacher assesses students’ ability to use background knowledge to write the names of classroom items on the board.

-       Teacher evaluates students’ ability to pronounce the names of the items correctly.

-       Teacher monitors as students ask and answer questions about the prepositions with their partner.

-       Teacher assesses students’ ability to complete the exercises on the textbook.

-       Teacher assesses students’ ability to identify the prepositions of location.

-       Teacher evaluates students’ ability to ask their partner about where the things are.

Exercises:

Write the correct preposition about the picture “canned goods section.”

1.     The corn is __________ the peas.

2.     The green beans are __________________ the pears. 

3.     The tomato sauce is __________________ the canned goods section.

4.     The corn is ________________ the peas and the green beans.

5.     The tuna fish is _________________ the bottom shelf.

6.     The peas are _________________ the tuna fish.

Ask a partner about the picture “canned goods section.”

Student A: Where are the peas?        Student A: Where is the tuna fish?

Student B:Next to the corn.                Student B:

Student A: Where are the pears?         Student A: Where is the tomato sauce?

Student B:                                           Student B:  

Student A: Where is the corn?           Student A: Where are the green beans?

Student B:                                           Student B:

Complete the sentences.

1.The corn is over the _________.                     4. The green beans are over the_____.

2.The tuna fish is next to the_________.           5. The green beans are next to the_____.

3.The corn is between the ____ and the_____.  6. The tomato sauce is between___and the____.