DATE: May 3, 2011
Teacher(s): Marika Kroll
____________________________________________________
Lesson Objectives
1. Students will be able to ask questions about and describe appearances.
2. Ss will be able to identify people using modifiers with participles and prepositions.
3. Ss will be able to answer questions using simple past.
4. Ss will be able to answer questions using present perfect with already and yet.
5. Ss will be able to speak about past experiences and events.
Lesson Objectives
1. Students will be able to ask questions about and describe appearances.
2. Ss will be able to identify people using modifiers with participles and prepositions.
3. Ss will be able to answer questions using simple past.
4. Ss will be able to answer questions using present perfect with already and yet.
5. Ss will be able to speak about past experiences and events.
Materials: Blackboard and chalk, Interchange textbooks, photocopies (pages: t-144, 70-73), Powerpoint, cards for the game.
1. WARM UP (10 min)
Objective: Have Ss use descriptive vocabulary to describe people in a picture.
a.) Brief icebreakers (T asks: Hello! How was your weekend? What did you do?)
b.) Review homework assignment Jamie handed out on Thursday.
c.) The picture on page 70 will be displayed on the PPT.
d.) T will explain that in this activity, we will be writing sentences to describe the people in this picture.
e.) Next, an example sentence will come up on the PPT slide.
f.) Ss will then write three-five sentences using descriptive vocab.
Evaluation: T will gauge Ss understanding of descriptive vocabulary and use of modifiers with participles and prepositions.
2. REVIEW: Present Perfect – Already, Yet (15 min)
Objective: Have Ss create sentences/questions using present perfect with already and yet.
Transition: Next, we will be reviewing already and yet. Remember talking about this last week?
a.) This activity is similar to Activity 3 in Chapter 9 & 10 Progress Check.
b.) T will pass out a list with verbs and vocabulary words
i.) Verbs: borrow, buy, get, be, forget
ii.) Vocab: pencil, book, homework, library, notebook
c.) Ss will have to create present perfect sentences using verbs and vocabulary words.
d.) Ss will also try to include already/yet in their sentences/questions. If this proves to be too difficult, #4 will re-iterate when to use for and since.
e.) T will model a sentence so Ss understand what is expected.
f.) Ss will read their sentences out loud; T will gauge Ss speaking ability.
Evaluation: T will gauge Ss’ comprehension of already/yet and question and sentence formation using present perfect.
3.) REVIEW: past experiences (15 min)
Objective: Ss will listen to and understand descriptions of past experiences and be able to ask and answer questions using present perfect and simple past.
Transition: Next we will be doing a listening activity about entertainment. Remember when we talked about entertainment last week?
a.) Pre-Listening: T will explain the activity: Jamie is on a cruise (a ship or boat, usually large, that people go on for fun. They usually travel to different places during the cruise) and she is telling someone what she had done. We are going to listen to the CD and put a checkmark next to what Jamie has done.
b.) Pre-Listening: T asks, Before we listen, do you have any questions about these words? Are there any words that you don’t know? (I may just post pictures of these different activities so they can connect a picture with the vocab. I will also include a picture of Miami, FL so they can better understand place).
i.) Windsurfing: combination of surfing and sailing
ii.) Contest: kind of like a game where a bunch of people are competing for a prize. Like a contest to win a car or a free vacation.
c.) While Listening: Ss will listen to audio: CD 2, Track 37.
d.) Post-Listening: T will ask Ss if they heard what Jamie did on her cruise. T will call on Ss for correct answers.
Evaluation: T will gauge Ss listening comprehension, comprehension of entertainment vocabulary and ability to answer questions using both present perfect and simple past.
4.) REVIEW: for and since (15 min)
Objective: Ss will answer questions using for and since in the present perfect.
Transition: Now we will be moving on to review for and since. I know this is difficult to understand when we introduced it last week, so this activity will help us to practice more.
a.) T will pull up the slide on the PPT with questions asking “How long have you…” and then subsequent answers.
b.) Ss will first have to read the questions out loud and then answer using the correct verb and using for/since.
c.) The T will go over the first one so Ss understand what is expected and how to give the correct answer.
Evaluation: T will walk around, making sure Ss complete task and see if any questions arise.
***BREAK 5-10 MIN***
5.) PRESENTATION of adjectives that describe place (15 min)
Objective: Ss will learn the vocabulary for describing places
Transition: Now we are going to talk about places! Everyone knows what the word ‘place’ means, right?
a.) T asks Ss to say some words that could describe places. Write them on the board.
b.) T will pull up PPT slide with full list of adjective.
c.) T will go over the list with the Ss, having them pronounce each word and ask questions about words that are unfamiliar to them.
d.) Ss match the vocab with its opposite.
i.) ANSWERS: 1. H 2. D 3. F 4. A 5. E 6. G 7. C 8. B
e.) Once completed, T will go over answers.
Evaluation: T will gauge Ss comprehension of newly introduced adjectives.
6.) PRACTICE with adjectives (15 min)
Objective: For Ss to practice with vocabulary and to practice matching words that are opposite and similar.
Transition: Ok, now we are going to play a game that will give us more practice with words that similar and words that are opposites.
a.) Depending upon time/how well Ss understand how to match opposites, we will play the game “Concentration” (pg T-144).
b.) There will be one set of cards: a vocabulary word + the opposite.
c.) Ss will get a set of cards, 8-10 different sets of cards.
d.) T explains the task: Ss will take turns choosing two cards, turn them over and say whether or not they are a match. If they match, the S keeps the cards. If the cards do not match, the S must flip them back over.
e.) T will model how to play this game.
f.) Ss play the game; the person with the most cards wins.
Transition: Next, we will be reviewing already and yet. Remember talking about this last week?
a.) This activity is similar to Activity 3 in Chapter 9 & 10 Progress Check.
b.) T will pass out a list with verbs and vocabulary words
i.) Verbs: borrow, buy, get, be, forget
ii.) Vocab: pencil, book, homework, library, notebook
c.) Ss will have to create present perfect sentences using verbs and vocabulary words.
d.) Ss will also try to include already/yet in their sentences/questions. If this proves to be too difficult, #4 will re-iterate when to use for and since.
e.) T will model a sentence so Ss understand what is expected.
f.) Ss will read their sentences out loud; T will gauge Ss speaking ability.
Evaluation: T will gauge Ss’ comprehension of already/yet and question and sentence formation using present perfect.
3.) REVIEW: past experiences (15 min)
Objective: Ss will listen to and understand descriptions of past experiences and be able to ask and answer questions using present perfect and simple past.
Transition: Next we will be doing a listening activity about entertainment. Remember when we talked about entertainment last week?
a.) Pre-Listening: T will explain the activity: Jamie is on a cruise (a ship or boat, usually large, that people go on for fun. They usually travel to different places during the cruise) and she is telling someone what she had done. We are going to listen to the CD and put a checkmark next to what Jamie has done.
b.) Pre-Listening: T asks, Before we listen, do you have any questions about these words? Are there any words that you don’t know? (I may just post pictures of these different activities so they can connect a picture with the vocab. I will also include a picture of Miami, FL so they can better understand place).
i.) Windsurfing: combination of surfing and sailing
ii.) Contest: kind of like a game where a bunch of people are competing for a prize. Like a contest to win a car or a free vacation.
c.) While Listening: Ss will listen to audio: CD 2, Track 37.
d.) Post-Listening: T will ask Ss if they heard what Jamie did on her cruise. T will call on Ss for correct answers.
Evaluation: T will gauge Ss listening comprehension, comprehension of entertainment vocabulary and ability to answer questions using both present perfect and simple past.
4.) REVIEW: for and since (15 min)
Objective: Ss will answer questions using for and since in the present perfect.
Transition: Now we will be moving on to review for and since. I know this is difficult to understand when we introduced it last week, so this activity will help us to practice more.
a.) T will pull up the slide on the PPT with questions asking “How long have you…” and then subsequent answers.
b.) Ss will first have to read the questions out loud and then answer using the correct verb and using for/since.
c.) The T will go over the first one so Ss understand what is expected and how to give the correct answer.
Evaluation: T will walk around, making sure Ss complete task and see if any questions arise.
***BREAK 5-10 MIN***
5.) PRESENTATION of adjectives that describe place (15 min)
Objective: Ss will learn the vocabulary for describing places
Transition: Now we are going to talk about places! Everyone knows what the word ‘place’ means, right?
a.) T asks Ss to say some words that could describe places. Write them on the board.
b.) T will pull up PPT slide with full list of adjective.
c.) T will go over the list with the Ss, having them pronounce each word and ask questions about words that are unfamiliar to them.
d.) Ss match the vocab with its opposite.
i.) ANSWERS: 1. H 2. D 3. F 4. A 5. E 6. G 7. C 8. B
e.) Once completed, T will go over answers.
Evaluation: T will gauge Ss comprehension of newly introduced adjectives.
6.) PRACTICE with adjectives (15 min)
Objective: For Ss to practice with vocabulary and to practice matching words that are opposite and similar.
Transition: Ok, now we are going to play a game that will give us more practice with words that similar and words that are opposites.
a.) Depending upon time/how well Ss understand how to match opposites, we will play the game “Concentration” (pg T-144).
b.) There will be one set of cards: a vocabulary word + the opposite.
c.) Ss will get a set of cards, 8-10 different sets of cards.
d.) T explains the task: Ss will take turns choosing two cards, turn them over and say whether or not they are a match. If they match, the S keeps the cards. If the cards do not match, the S must flip them back over.
e.) T will model how to play this game.
f.) Ss play the game; the person with the most cards wins.
Evaluation: T will gauge Ss understanding of present perfect vs. simple past by the completion of the activity.
6.) PRACTICE with places vocabulary (15 min)
Objective: For Ss to listen and speak using present perfect and simple past.
Transition: Now let’s move our seats back to a circle and practice more with places. We are going to do a listening activity. (Pass out handout)
a.) Pre-Listening: T explain the background of the conversation. Eric is asking Carmen about her hometown of San Juan, Puerto Rico
b.) Pre-Listening: T asks Ss if they have ever been to Puerto Rico, if they know where it is or if they know anything about Puerto Rico.
c.) Pre-Listening: T writes on board >>
i.) Weather: OK or great?
ii.) Beaches: Polluted or fantastic?
iii.) Prices: Reasonable or expensive?
d.) While Listening: Ss listen to audio: CD 3, Track 1. Ss find answers while listening.
e.) Post-Listening: Ss compare their answers with the correct answers.
f.) While Listening: T play audio program once more.
g.) Post-Listening: Ss get in pairs and practice conversation with a partner.
Evaluation: T will gauge Ss comprehension and speaking ability when using “places” vocab.
7.) PRESENTATION of adverbs before adjectives (25 min)
Objective: For Ss to comprehend when to use adjectives with adverbs.
Transition: So, now, we will look words that can help us describe places.
a.) T focus Ss attention on the conversation on pg. 72. T asks: What has Eric heard about San Juan? (A: It’s really nice.) How big is San Juan? (A: it’s fairly big.)
b.) T explains “Sometimes we use words like very, really and fairly to describe other words”
c.) Focus Ss attention on the adverb box. Draw a timeline. Describe that somewhat = least and extremely = most. Use a verb like hungry to further explain the meaning. I am EXTREMELY hungry or eh, I’m somewhat hungry.
d.) Ex.: Ohio is very cold. T asks Ss “What’s cold?” A: Ohio. What’s very cold? Ohio. Very tells how cold Ohio is.
e.) T says: another word similar to these words is “too.” Sometimes this word means “more than you want” and you usually use it when you are saying something bad. Ex: The library was TOO noisy, I couldn’t study. I ate TOO much chocolate, now my stomach hurts. I wanted to go to swimming, but it was TOO cold.
Evaluation: T will gauge Ss comprehension of when to use adjectives with adverbs.
8.) PRACTICE with adverbs before adjectives (25 min)
Objective: For Ss to practice using adverbs with adjectives.
Transition: Ok, let’s do one more activity to help us practice what we just learned.
a.) T explains Activity 3, part A (page 73).
b.) Ss match the questions with the correct answer.
h.) 1. C 2. D 3. A 4. B
Evaluation: T will gauge Ss comprehension of when to use adjectives with adverbs.
Assessment: Ts will assess Ss’ retention of the material from last week by doing a review for about 40-50 minutes of the class.
Anticipated Problems:
1. Ss may have trouble remembering when to use the present perfect compared to simple past.
2. The Internet, CD, computer, or projector may not work.
3. Ss may need extra time to complete the practice activities.
4. Ss may be reluctant to participate during the game.
5. Ss may not understand explanation of when to use adverbs before adjectives.
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