Note:
the numbered titles are all bold faced.
All other bold-faced words are to be written on the blackboard. Words in quotations are to be spoken
by the teacher. Materials are
underlined. Include the time allotted for each activity.
1. WARM UP (Time allotted: 5
min.)
Objective:
- SWBAT ready to
participate and get started with class and demonstrate that they remember
yesterday’s lesson.
Procedure:
- T asks Ss about how
their day is going or weekend plans.
- Ss respond briefly.
- T may ask further questions to encourage Ss to provide more information.
Evaluation:
- T will be sure that all
Ss are able to participate and that they recall yesterday’s material .
TRANSITION (to the next
activity)
- T: “Alright we’re going to continue
with some of our lesson from yesterday since we ran out of time. We're going
to read about Alexis. She has written about some of her regrets and doubts
about how her relationship with Peter ended.”
2. READING ACTIVITY (Time allotted: 10 min.)
Objective: SWBAT read and then discuss a selection to
demonstrate comprehension.
Procedure:
- T: “Before we read,
let’s discuss some key words that are in the story.”
- T shows the slide with the key words.
- T: “Look at these and see if there are any that you don’t know.”
- T gives Ss a minute to look over the words and then calls on Ss to
define/explain them. T will do so when Ss cannot. [Pre-reading activity]
- T: “Alright everyone, looks like we’re ready to get started. I want you to
read this on your own, and you can take about 3 minutes to do that, then get
with your partner and discuss the two questions below the story. If you don’t
know what a word means, call it out and we can go over it.”
- T helps Ss with unknown vocabulary as they read silently.
- T: “Okay, go ahead and discuss the questions with your partner. Make sure
to use the unreal conditional clause format.”
- T monitors Ss’ discussions and helps them when necessary.
- T: “Okay, so what did you and your partner discuss?”
- T calls on a few Ss to share what they discussed about the story.
- T: “Great job everyone!”
Evaluation
- T will monitor Ss as
they work and help them out when necessary.
TRANSITION (to the next
activity)
- T: “Okay everyone, now we’re
going to have a quick discussion in pairs based on this activity.”
3. READING DISCUSSION (Time
allotted: 10 min.)
Objective:
- SWBAT talk about a big decision they made using the unreal
conditional clause form.
Procedure:
- T: “Now I want you to
talk to your partner about your own life just like Alexis did. Think about a
time when you made a big decision and how that affected your life. I know
some of you might have had these discussions at home with your family
already, so if you have that's great too. This will be some extra practice
for you.”
- T provides her example on the slide.
- T: “I want you to talk to your partner about a time in your life when you
made a big decision. Tell them what happened, what you could have done
differently and how your life might be different if this situation had been
different. Make sure you’re using the unreal conditional clause structure
we’ve been working on. If you're confused, the directions are up on the powerpoint
and at the bottom of page 131 of your handouts. Are there any questions
about what you’re supposed to do? Good let’s get started!”
- T monitors partner conversations and corrects Ss when necessary.
- T: “Great job everyone! Did you learn something new about your partner
today? I hope so! It never hurts to learn something new. Who can share what
they learned about their partner or what they told their partner about
themselves?”
- T selects volunteers to share information, correcting grammar/pronunciation
when necessary.
Evaluation
- T monitors partner
conversations and corrects Ss when necessary.
TRANSITION (to the next
activity)
- T: “Great work everyone. It's
fun to learn about why people do the things they do. Now we're going to spend
the rest of class discussing invitations and making plans."
4. CATEGORIZING INVITATION
RESPONSES (Time allotted: 15 min.)
Objective:
- SWBAT discuss accepting
and declining invitations.
Procedure:
-
T: “Yesterday,
you all did an activity where you learned about Clark and the women that
turned him down for a date to the movies. Today, we're going to discuss Mark.
He really wants a date for Friday night and has asked many women if they
would like to go with him. Let's look at Activity A at the top of page 132
of your handouts. Could someone read the directions there for me?"
-
S
responds and reads aloud
-
T:
"Okay so with your partners you're going to discuss which girls are
interested, which ones maybe would like to go, and those who are definitely
not interested in going on a date with Mark. Take about 10 minutes and fill
in your answers. Does everyone understand?"
-
If Ss
are confused T does first one with them.
-
Ss
work and T monitors and helps as needed.
-
T:
"Okay, it look's like everyone is about done. I've written 1-8 on the board
each person come up and write your answers in."
-
Ss
write and T clarifies correct answers and asks Ss why they got those answers
as needed
Evaluation
- T will ensure Ss have
the correct answers for their activity and understand why the answer is
right.
TRANSITION (to the next
activity)
- T: “Good everyone. Poor Mark, a
lot of girls turned him down, but a few said yes. Now we're going to do an
activity where we decide what Mark should to the girls."
5. CATEGORIZING INVITATION
RESPONSES (Time allotted: 10 min.)
Objective:
- SWBAT discuss accepting
and declining invitations.
Procedure:
- T: “When you're discussing with someone whether or not you want to go
on a date with them it's important to be polite. In Activity B Mark
has some responses that he is going to use to answer the girls in Activity A.
Could someone read he instructions for us?"
- S volunteers and reads aloud
- T: "Thank you, so with a different partner now match which of
Mark's replies you think would be appropriate to the girl's responses to
Mark's first invitation for a date. Does everyone understand what we're
doing?"
- If Ss are confused T clarifies what some of the responses indicate,
whether the response is to a girl who's interested, maybe interested, or not
interested.
- T: "Good work, let's look at these together now."
- Ss go over answers verbally and T asks questions and clarifies
explanations for answers as needed while trying to allow the Ss to clarify as
much as possible.
- T: "Nice job everyone, let's take a 10 minutes break now."
Evaluation
- T will ensure Ss have
the correct answers for their activity and understand why the answer is
right.
10 MINUTE BREAK
TRANSITION (to the next
activity)
- T: “So we've seen how Mark
handles planning for the weekend. Now let's practice making our own
plans."
6. PLAN IDEAS (Time allotted: 15 min.)
Objective:
- SWBAT create and rank
possible plans for a weekend.
Procedure:
- T: “In Athens, there's lots of thing you can do on the weekends,
especially since the weather is so nice now. You can see a movie at the
Athena Grand. You can have lunch at Casa Nueva. You can even go to the beach
at Stroud's Run. What are some of you favorite things to do in Athens?"
- Ss respond and T guides discussion
- T: "Those all sound like a lot of fun. In Activity C
we're going to write in some possible plans. Can someone read the directions
there?"
- S volunteers and reads aloud
- T: "So here we're going to fill in the blanks on the left with
some specific things like a particular movie or a sport you like to watch. It
doesn't have to be a real event this weekend. And on the right side you're
going to rank them 1-5 with one being the thing you most want to do
and 5 being the thing you least want to do. On the power point I
filled out the chart myself. If you're confused you can try looking at my
answers or just ask. Let's take about 5 or 10 minutes to do this on your
own."
- Ss work and T monitors
- T: "Okay, let's come back together now. It looks like everyone
has some fun weekends planned."
Evaluation
- T will ensure each S has
filled in the chart with relevant information.
TRANSITION (to the next
activity)
- T: “So now that you all have
some great activities you can do on Saturday we're going to see if we can
find someone to do the activities with us. Because our weekends are just more
fun when we're with someone else right?"
7. MAKING PLANS (Time allotted: 15 min.)
Objective:
- SWBAT role-play making
plans.
- SWBAT create and rank possible plans for a weekend while using
vocabulary phrases.
Procedure:
- T: “So now we're going to take our plans and see if we can get
someone to do it with us. Can someone read the directions for Activity D?"
- S volunteers and reads aloud
- T: "Good, so you'll have about 10 minutes to go around the class
and find one person who will do each activity with you. Remember when someone
asks you to do something with them only accept invitations for your top 2
activities. It's okay if their type of lecture or movie is different from
yours, if it's the activity you ranked 1 or 2, you should accept their
invitation. For the activities you ranked 3-5 I want you to politely decline.
And most importantly, I want you to use the phrases from Activity B to
either accept or decline. Make sure to write down the names of the people who
accept your invitations. If you get lost the directions are on the power
point. Does everyone understand?"
- Ss work in groups and T monitors discussions and reminds them to
target phrases.
- T: "Okay, let's come back together now. Good work everyone. It
sounds like you have your weekends all planned out."
Evaluation
- T will monitor
discussions and ensure each Ss is using the target phrases.
TRANSITION (to the next
activity)
- T: “So now that you have some
great plans for the weekend and unfortunately we have to break them. Or at
least practice breaking them."
8. BREAKING PLANS (Time allotted: 20 min.)
Objective:
- SWBAT create and use
excuses.
Procedure:
- T: “Sometimes we make plans with people and then something comes up
so you can't do what you promised you would do. When this happens, we make an
excuse to the person we promised we would do something. An example
would be 'I'm sorry Sally. I know I promised to go to the mall with you
Saturday, but my mom is making me clean my room so I can't come.' Can I have
a volunteer read Activity E's instructions."
- S volunteers and reads aloud
- T: "Thank you, so unfortunately we have to cancel our Saturday
plans. We'll have about 10 minutes so you can go back to all the people you
promised to do something with this weekend and tell them you can't come.
We're going to be using the phrases listed in Activity E to do this.
They're also up on the power point. Does everyone understand how to
use these?"
- Ss and T discuss as needed
- Ss work in pairs and break their plans, T monitors and guides
- T: " Great work everyone. It can be sad to have to make excuses
because we don't want to hurt anyone's feelings, but sometimes we're forced
to break plans. Who thinks they came up with a really good excuse? Could you
role play for the class?"
- Ss role play and T guides and repeats with other Ss
Evaluation
- T will monitor
discussions and ensure each Ss is using the target phrases.
TRANSITION (to the next
activity)
- T: “Nice work with those
discussions everyone. Now we're going to do some fun review."
9. TIC-TAC-TOE GAME [Extra]
(Time allotted: Whatever is left)
Objective:
- SWBAT provide definitions and use
vocabulary words in a sentence
Procedure:
- T: "We're going to play a game called tic-tac-toe. Has anyone
ever played this game?"
- Ss respond
- T clarifies what it is by drawing on the board and illustrating how
one wins
- T: "So we're going to play this game with a twist. In each box
we'll have a different vocabulary word. You'll have 30 seconds to think of
either a definition for a word or use a word in a sentence. If you answer
correctly, you can put an X or an O on that spot."
- T select words from the vocabulary list and fills in the tic-tac-toe
boards
- T: "We're going to split the class into two teams and each
person will take a turn. One team will be Xs and the other will be Os."
- T and Ss organizes teams
- T: "Okay let's look at our vocabulary on our power point
from this past week. Are there any words that you just have no idea about
their meaning?"
- Ss responds and T clarifies meanings
- Class beings games
- T: "Okay everyone I know we're having fun, but unfortunately
we're all out of time today. Nice work defining and using the words in
sentences!"
Evaluation:
- T will ensure that if the students make mistakes the definitions of
the words are clarified and each student knows the correct definition and
usage.
TRANSITION (to the end of
class)
- T: “Nice work today! If you have the corrections you made to the
papers that Tiffany handed back yesterday I can take those now. I hope you
have a great weekend and I’ll see you all next week!”
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