Thursday, June 9, 2011
Tuesday, June 7, 2011
Worksheet 5/26/11
Making Excuses!
Directions: Match the questions with the correct excuses.
1. Do you want to go to the grocery store after work?
2. Do you want to go to Columbus this weekend?
3. Do you want to go to a music concert on Sunday?
4. Do you want to come to my party tonight?
5. Do you want to watch the soccer game tomorrow at 5 p.m.?
6. Do you want to go shopping after class?
7. Do you want to go for a walk in the park?
8. Do you want to go to the movies on Friday?
9. Do you want to come over and study for our math test tomorrow?
A. I’m busy that night.
B. I just got a new puppy, I have to stay home with it.
C. My favorite TV show is on that night.
D. I’m not feeling well.
E. I just got a new puppy, I have to stay home with it.
F. I have to work.
G. I have to get up early the next morning.
H. I’m sorry, I can’t find a babysitter.
I. I can’t, my parents are coming in from out of town.
J. I have class that night.
_________________________________________________
The Future!
When you ASK a question in the future:
Where are
What + is + subject + verb + ing
When am (person or thing)
Why
Who
When are you going to the bookstore?
What are you doing after class?
Why is Sarah studying?
Where is he playing soccer?
Who are you walking home with after class?
When you ANSWER a question in the future:
Subject are
(person or thing) + is + verb + ing
am
I am going to the bookstore at 3 p.m.
I am doing my homework after class.
She is studying because she has a test.
He is playing soccer at the field near Riverpark.
I am walking home with Katie after class.
Lesson Plan, 5/26/11
English for All - Beginners 2
| Lesson Objectives | 1. Students will be able to understand how to make excuses 2. Ss will be able to have a conversation about making plans. 3. Ss will be able to use future with the present continuous. 4. Ss will be able to use “be going to.” 5. Ss will be able to use vocabulary to discuss leisurely activities. |
| Materials | Blackboard and chalk, Interchange, computer, photocopies (pages- 101), scan (pages: 100) Powerpoint. |
| Procedure | 1.) WARM UP (5 min) Objective: T will get Ss talking by having an informal conversation. a.) Brief icebreakers (T asks: Hello! How was your weekend? What did you do?) Evaluation: T will gauge Ss motivation for the day by the way they begin the class. 2.) Vocabulary: PPP (15 min) (Marika) Objective: T will assess Ss ability to understand new vocabulary based on their participation in class and the answers that they give to questions asked. Transition: Ok, now let’s get started with class. Last week we talked about types of food and using neither or either and too or so. a.) Presentation: On PPT, have a slide that has several excuses, like I’m sorry, I can’t; I’m busy that night; I have to work tonight. “Do you know what these mean? These are excuses. An excuse can be something you say when you want to explain why you can’t do something. If someone asks you a question, you can answer with an excuse.” b.) Practice: Have a PPT slide with the Snapshot (p. 100) and ask Ss to read each excuse. As we go through each excuse, ask “Do you know what this excuse means? Which of these excuses have you used?” c.) Production: Pass out worksheet for Ss to complete. If there is not enough class time, this will be a homework assignment. d.) “What excuses are rude? What excuses do you think are good to use? What is another excuse you can say? Maybe you could say: I have a headache or I can’t, I have class tonight.” Evaluation: T will gauge Ss understanding of making excuses by how well they do during the practice and production. 3.) Grammar: PPP (20 min) (Marika) Objective: Ss will be able to use future tense with present continuous and be going to. Transition: Now we are going to learn about something new! a.)Presentation: Have fill-in-the-blank sentences on the powerpoint. “Do you know how to fill in these sentences What words are missing from these sentences?” Ex: Jamie: What ______ you ______ tonight? (are - doing) Marika: I’m working. _______ you _______ anything tomorrow? (are - doing) “Do these words look familiar?” b.) “We are going to talk about these words in the future. So, tomorrow, or a week from now or a year from now.” c.) Practice: Pass out worksheet that I created for future tense. d.) Then, have Ss create sentences using these words. (Time permitting) e.) Presentation: “We can also use the words be going to, to talk about the future.” f.) Practice: Pull up a picture of an up-to-date calendar. Ask these questions: “Are you going to do anything Friday, Rayan? How about you, Millen?” g.) Production: Pass out p. 101 “OK, now we are going to do this activity right here. (Activity 3.A) Let’s do the first one together. For the first blank, you will use “to be” for the second blank, you will use the word in the parenthesis. (Show what a parenthesis is on their worksheet.) To save time, instead of having Ss write answers, I will call on them to fill in the blanks. h.) Do Activity B, time permitting. Evaluation: T will gauge Ss understanding of how to use the future tense with present continuous and ‘be going to’. HOMEWORK: |
| Assessment | Ts will assess Ss’ retention of the material from last week by continuing the use what we have discussed in previous weeks. T will introduce new material and will asses Ss understanding of new vocabulary and a new grammar point. |
| Anticipated Problems |
|
**Note: This day I taught with my two co-teachers. This is my portion of the lesson for the day and is only 1/3 of the lesson plan.
Worksheet (Comparing Adjectives) 5/24/11
Comparing = looking at how something is similar or different from something else.
When a word ends in a two consonants then you just add ER (+than) when comparing two things or (the+) EST when comparing three
Smart > My sister is SMARTER than your sister.
Smart > My brother is the SMARTEST person in his class.
Small > My cat is SMALLER than your cat.
Small > My cat is the SMALLEST cat in my neighborhood.
But, if a word ends in an e then just add R (+than) and (the+) ST.
Large > My bag is LARGER than your bag.
Large > My room is the LARGEST room in my apartment.
When a word ends in a y then you replace it with an i and then add ER (+than) or (the+) EST.
Dry > This chair is DRIER than that one.
Dry > The bench over there is the DRIEST one in the park.
When a word ends in a vowel + a consonant then you double the last letter and add ER (+than) or (the+) EST.
Big> My grandfather’s house is BIGGER than my aunt’s house.
Big> Her house is the BIGGEST house in Athens.
Thin > She is THINNER than I am.
Thin > That women is the THINNEST women I have ever seen.
When a word has two syllables then you keep the word the same. When you are comparing two things you add MORE (+word +than). When comparing three or more things you add (the+) MOST (+word)
Famous > Brad Pitt is MORE FAMOUS than Colin Ferrell.
Famous > Brad Pitt is the MOST FAMOUS actor in Hollywood.
Beautiful > Katie is MORE BEAUTIFUL than Jessica.
Beautiful > She is the MOST BEAUTIFUL girl I have ever seen.
Irregular words (words that have different rules).
Good > Italian food is BETTER than American food.
Good > My mom’s food BEST food I have ever eaten.
Bad > Your food tasted WORSE than my food.
Bad> That steak was the WORST steak I have ever eaten.
Far > My house is FARTHER from school than your house is.
Far > Sarah’s house is the FARTHEST away from my house.
Little > She likes cats LESS than I do.
Little > My dad likes cats the LEAST out of all the people in my family.
Many > I like reading books MORE than my sister does.
Many > I like reading books the MOST out of everyone in my family.
Lesson Plan, 5/24/11
English for All - Beginners 2
| Lesson Objectives | 1. Students will learn geography vocabulary. 2. Ss will learn to use geography vocabulary in a conversation. 3. Ss will learn how to use adjectives to compare. 4. Ss will ask and answer questions using comparisons with adjectives. 5. Ss will give recommendations using comparisons with adjectives. |
| Materials | Blackboard and chalk, Interchange, computer, photocopies (pages- 92, 93, 94, T-148, T-173, TR 30 & 46), scan (pages: 92, 93, 94) Powerpoint. |
| Procedure | 1.) WARM UP/Review (10 min) Objective: T will get Ss talking by having an informal conversation. a.) Brief icebreakers (T asks: Hello! How was your weekend? What did you do?) b.) Possibly do a quick review for Millen. Rayan seemed to get through all the material last week quickly and efficiently, so I don’t want to bore him. c.) T will have an activity prepared from Interchange website in order to get Ss thinking about what we talked about last week. Evaluation: T will gauge Ss motivation for the day by the way they begin the class. T will also gauge Ss understanding of the weeks previous lesson based on how well they do with the computer activity. 2.) Vocabulary: PPP (15 min) Objective: T will assess Ss ability to understand new vocabulary based on their participation in class and the answers that they give to questions asked. Transition: Ok, now let’s get started with class. Last week we talked about types of food and using neither or either and too or so. a.) Presentation of geography vocabulary (15 min) b.) T will pull up either PPT or a website with a world map. c.) T says, “So, today we are going to learn about world geography. Do we know what geography means? Geography is when you study, read or write about the Earth.” d.) “So, let’s look at this picture (pg 92 on PPT). Before we start, read over this list and let me know if there are there are any words that you don’t know. Now we are going to label or match each word with the correct part of the picture. Who knows where letter B goes?” e.) Walk around and make sure everyone is on task. f.) “Ok, now let’s go over the answers!” g.) Practice: Pull up a slide on PPT with a picture for each word on page 92. Ask Ss to name what each picture is. h.) Put these four different categories on different pieces of paper: Land-related words, water-related words, climate-related words and other. i.) “Let’s look at the list of the vocabulary words that we have on this list and decide what category they will go under. Let’s also try to think of words that are not on this list but can fit under these lists. Like, river or grass or flowers or dirt.” j.) Ss will physically places cut up words in to each category. k.) Production: For more practice, play the game Odd Man Out. This is where the T will cluster 4 words together and the Ss will choose which word does not belong (Q: river, lake, volcano, ocean. A: volcano). Evaluation: T will gauge Ss understanding of geography vocabulary by how well they do during the practice and production. 3.) Conversation: geography (15 min) Objective: Ss will practice listening to a conversation about geography and then practice using role play. Ss will also see comparisons with adjectives in context. Transition: Now we are going to listen to a conversation. First just listen, then we will practice in pairs. a.) Pre-Listening: “The girl is Wendy and the boy is Mike. Mike is asking Wendy questions about geography. Wendy got some of the questions wrong on the quiz so she is trying to figure out the right answers.” b.) I will show pictures comparing the two items that Wendy is talking about on the PPT so they can actually see what she is talking about. c.) While-Listening: “Now, let’s just listen to the conversation.” Play CD 2, Track 22. Pass out script. d.) Post-Listening: “OK, so what answers do you think Wendy got right? Do you think she got any of them right?” e.) Pre-Listening: “Let’s listen once more and see if we can find which questions Wendy answered correctly.” f.) While-Listening: Play the rest of CD 2, Track 22. g.) Post-Listening: “OK, let’s go over the right answers.” h.) Time permitting: Ss will do a role-play of this conversation. Evaluation: T will gauge Ss comprehension of geography vocabulary by their ability to answer questions during the pre-listening and post-listening activities. ***BREAK 5-10 MIN*** 4.) Grammar: PPP (35 min) Objective: Ss will be able to ask and answer questions using comparisons with adjectives. Transition: Now we are going to learn about something new! a.)Presentation: “Let’s look at the conversation we just listened to. Do you see how there is a sentence that says ‘Which country is larger, Canada or China’? This sentence is talking about two countries, right? Which two countries are they talking about? Right! Canada and China.” b.) “Now I want you to write down two sentences comparing two different things in your country. Do you know what compare means? It means to talk about two things and look at how they are the same and how they are different.” For example, you could say: The United States is larger than Haiti. c.) Show a chart on powerpoint that shows the difference between 1. LARGE – 2. LARGER – 3+ LARGEST. d.) Large is used when we are just talking about one thing, like one country, one river or one city. The Atlantic Ocean is large. e.) Larger is used with the word than and is used when we compare two things. California is larger than Ohio. f.) Largest is used when we compare three or more things. California is the largest state in the United States. g.) So, when we are comparing anything at all, if it is two things we add “-er” on the end of the word. If it is three or more things we add “-est” on the end. h.) When there are two consonants in a row we just add on ER or EST. i.) Practice: Give Ss a list of adjectives and ask them to write the superlative and comparative. Ex: Small > Smaller > Smallest. j.) “OK, so now we are going to practice. (Combine pg 93 & TR-30) So what do you think the first answer is? Right, great job! We would say ‘smaller’. OK so finish the rest of these and let me know if you need any help.” k.) Production: Play tic-tac-toe game (T-148) to further practice with these words. Evaluation: T will gauge Ss understanding of how to use comparative and superlative adjectives by their ability to complete the activity. 5.) Speaking (10 min) Objective: Ss will give visitors recommendations using comparisons with adjectives. Transition: Ok, now we are going to do a speaking activity. a.) “We are going to read the sentences under these pictures and give these people recommendations about what to do in YOUR home country. A recommendation is kind of like advice. Remember when we talked about giving advice? OK, so let’s move on to the activity. Does everyone understand what we are going to be looking for?” b.) Pull up the 3 pictures on page 94. c.) “Can someone read the sentences under the first picture?” d.) “Where do you think Molly should go? What should she do?” e.) Give Ss examples of what they can say so they understand how the activity should be done. Evaluation: T will gauge Ss comprehension of geography vocabulary and giving recommendations based on their involvement in the speaking activity. 6.) Listening (10 min) Objective: Ss will develop skills in listening for details. Transition: Now we are going to do a speaking activity. a.) Pre-Listening: “We are going to hear three people who are on a TV game show.” b.) Write 6 focus questions on the board. c.) “Now let’s listen and fill in the blank for these questions.” d.) While-Listening: Play CD 3, Track 25. e.) Post-Listening: “Now let’s go over the answers.” f.) Pre-Listening: “Ok, let’s listen one more time. This time we will listen and check the correct answers for Activity 6.” g.) While Listening: Play CD 3, Track 25. h.) Post-Listening: “Now let’s go over the right answers.” Evaluation: T will gauge Ss comprehension of geography vocabulary and ability to listen for details based on the answers they find for the focus questions. HOMEWORK: Hand out page T-173 and have Ss pick the right sentence out of the two worksheets. Write C if the sentence is correct and NC if the sentence is not correct. Also, make copies of TR-46 so Ss can have the vocabulary log. |
| Assessment | Ts will assess Ss’ retention of the material from last week by continuing the use what we have discussed in previous weeks. T will introduce new material and will asses Ss understanding of new vocabulary and a new grammar point. |
| Anticipated Problems |
|
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