English for All - Beginners 2
| Lesson Objectives | 1. Students will be able to produce sentences with can and should. 2. Ss will learn vocabulary for common health problems, and talk about health problems. 3. Ss will be able to have a conversation about health problems. 4. Ss will be able to use infinitive complements. 5. Ss will be able to discuss difficult decisions using infinitive complements. |
| Materials | Blackboard and chalk, Interchange, photocopies (pages- 85, 86 TR:29,45), scan (pages 85, 86, 87) Powerpoint. |
| Procedure | 1. WARM UP/Review (15 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.) Now we are going to practice with the letters /b/ and /p/. c.) “Say the letters /b/and /p/” (say the letters with emphasis). d.) T hands out minimal pairs worksheet. e.) “Ok, so we are going to do a worksheet that will help us practice with these letters. For now, fill in the blank with the correct word. Ask me if there are any words you do not understand. Let’s do the first one together.” f.) After Ss finishes worksheet, T will call on Ss to read the sentences out loud, so they can practice pronunciation of /p/ and /b/. Evaluation: T will gauge Ss motivation for the day by the way they begin the class. 2. Review (45 min) Objective: T will assess Ss ability to listen to and describe cities and places using adjective, adverbs and conjunctions. T will assess Ss ability to ask for and give advice using can and should and infinitive complements. T will assess Ss ability to give instructions. Transition: Ok, now let’s get started with class. We are going to review what we learned last week. a.) Review of places: listening activity. (15 min) i.) Pre-Listening: “We are going to do a listening activity. Jenny lives in Honolulu, which is her hometown. You remember what hometown means, right? We are going to listen and then write about the size of her city, weather, prices of things, and famous places.” ii.) Hand out script of audio for Ss to follow along to. iii.) While-Listening: Play the audio: CD 3, Track 14. Listen twice if necessary. iv.) Answers: 1. Not too big. 2. Very comfortable; warm, but not too hot. 3. Pretty expensive. 4. Waikiki Beach. v.) Post-Listening: “So, what’s your hometown like? How big is it? What’s the weather like? What are the prices of things? Are there any famous places?” b.) Review of medicine: speaking activity. (15 min) i.) T explains task: “Let’s look at these four pictures” (scan on ppt) “We want to ask questions and give advice to these people. We will use it’s a good idea to, it’s helpful to, or, you should, in each sentence.” (write on the BLACKBOARD) - For example: What can you do for a headache? I think it’s a good idea to take aspirin. Yes, it is also helpful to get some rest. ii.) “Write down sentences and then we will go over them as a class. Ask if you need any help.” iii.) Possible answers: stomachache- drink tea, take medicine, take a nap. Insect bite- put on ointment. Nosebleed- lay down in bed, go to a doctor. Hiccups- drink water, relax. iv.) When Ss finish sentences, they will read out loud to the class. c.) Review of medicine: conversation activity. (10 min) i.) T will hand out strips of paper from pg. 28 in the Teacher’s Resource Book. Ss will have to put together the pieces in the correct order, so that the conversation will make sense. d.) Review of advice: speaking activity (10 min – time permitting) i.) T will hand out page 85. ii.) “Let’s look at these problems people are having. How can we give advice to each person?” iii.) T will give examples of advice for each problem in order to give Ss an idea of what kind of answer is expected. Evaluation: T will gauge Ss understanding of places and their ability to complete a listening activity. T will gauge Ss ability to give and ask questions about advice. T will gauge Ss understanding of medicine and health vocabulary ***BREAK 5-10 MIN*** 4.) PRESENTATION/PRACTICE: food vocabulary (15 min) Objective: Ss will learn about popular food and talk about favorite food. Transition: Now we are going to learn about something new! a.) Presentation: “Now we are going to talk about food. What are your three favorite foods?” b.) T will show PPT slide with vocabulary. First just the food words will come up. T will elicit answers from Ss and ask, “Where do you think each food item is from?” T will then show the PPT slide with scanned page 86. c.) Practice: Ask Ss to read some of the facts. d.) Ask Ss, “Is there any vocabulary you don’t understand?” i.) Circa: around ii.) B.C.: before Christ iii.) Farmed: grown iv.) Earl: a British man of high social rank e.) Production: T will hand out vocabulary steps to Ss. “Remember the last time we used vocabulary steps? This time we are going to put in order the foods that we like the most on our list to the food that we like the least.” Evaluation: T will gauge Ss comprehension of food vocabulary and their ability to form opinions and ask questions about food. 5.) PRACTICE: conversation, food vocabulary (15 min) Objective: Ss will practice with food vocabulary by listening to and then role playing a conversation. Ss will see so, too, neither and either in context. Transition: Now we are going to listen to a conversation. a.) T writes these questions on the board: What two kinds of food do they talk about? What kind of food do they decide to eat? b.) T hands out page 86. c.) Play audio, CD 3, Track 16. d.) Answers: Indian and Japanese. They decide Japanese. e.) T plays audio program again if time permits. f.) T asks Ss “Are there any words you do not understand?” i.) I’m not in the mood for: I don’t really want ii.) a bit: a little iii.) spicy: a hot or strong flavor Evaluation: T will gauge Ss listening comprehension skills and their ability to understand the vocabulary in the text. 6.) PRESENTATION of grammar (25 min) Objective: Ss will practice agreeing and disagreeing using so, too, neither and either. Transition: Ok, now we are going to talk about words that help us to agree or disagree. a.) T shows scanned picture of grammar box on page 87, on the PPT. b.)“Let’s look at this box. What column shows negative statements and what column has positive statements? A negative statement is when the sentence uses no or never or words like that. A positive statement is when the sentence is agreeing with someone or is saying ‘yes’.” c.) “We can use so or too when we agree with a positive statement.” d.)PPT slide: So do I; So am I; So can I. “These are answers to questions.” e.) “Do you know how we know to respond with these answers? When the verb in the answer is also in the question.” f.) Give examples of these questions and answers on PPT g.) So is used in the beginning of a sentence and too is used at the end of a sentence. h.)“Which answers in the first column are not agreeing with the statement?” Give the answer to the first statement if Ss don’t seem to understand what I am asking. i.) Give a list of ten short statements for Ss to answer to in agreement. For example: I can speak English. So can I. I do live in Athens. I do too. I am a student at OU. So am I. j.) Neither & Either: neither is usually used at the beginning of a sentence. Either is used at the end of a sentence, with a negative word like “can’t, not or don’t.” For example: If someone says ‘I don’t like apples.’ You can say: Neither do I or I do not like apples either or I don’t either. k.) Give another list of ten short statements for Ss to answer to in disagreement. For example: I don’t like vanilla ice cream. Neither do I. I am not hungry. Neither am I. I can’t go to class tonight. Neither can I. l.) Practice: Explain chapter 13, part 3, activity A to students. m.) “You will write a response to show that you agree with the statement. Let’s do some together.” I will do one negative and one positive sentence so Ss understand how to complete the task. n.)For more practice, Ss will complete the activity in the TR Book on page 29. o.) Production: Ss will read the conversation they completed on TR-29. Evaluation: T will gauge Ss comprehension of grammar based on the tasks we do in class that are in accordance with the grammar point. There is much practice for Ss to do along with the grammar point so they will be able to let the information soak in and practice a bit before the class period is over. HOMEWORK: Hand out page 45 to students to further study vocabulary. Have them draw pictures or write a definition of each food item an also fill in the chart with the appropriate food items. |
| 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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