LESSON PLAN #3

English For All CLASS NAME: Beginning DATE: June 19, 2013 Teacher(s): Andre Sun Lesson Objectives -SWBAT understand and conjugate verbs in their simple present form. (Play, go and practice) -SWBAT understand and apply the preposition of time in contextualized sentences. -SWBAT remembers the vocabulary of different sports and the verb that goes along with the sports. -SWBAT differentiate which sports are being played in which season in the American/Canadian culture. -SWBAT look up at a weekly calendar and construct the sentences with a sport assign to each student with the correct preposition of time answering the question when do you play/go?. (I play baseball on Saturday) -SWBAT understand the concept, usage and vocabularies in adverbs of frequency. -SWBAT understand the wh-question regarding adverbs of frequency and construct sentences with correct grammar conjugation, vocabulary of sports, correct adverbs of frequency, and preposition of time. Materials Computer with projector capabilities Jump drive/file with presentation Review Worksheets Sports power point 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. INTRODUCTION: Greeting and write the agenda for what will be taught today. Students are encouraged to sit together for partner work in class. 1. Reviews of b/p pronunciation, simple present verbs conjugation and preposition of time. (Time allotted: 20 minutes) Objective: -SWBAT produce the correct enunciation of /b/ and /p/ sounds with practice of

Procedure

words containing /b/,/p/ sound -SWBAT understand and conjugate verbs in their simple present form. (Play, goes and practice) -SWBAT understand and apply the preposition of time in contextualized sentences. Pre-Activity: T will open up the power point and hand out the worksheets to students. T will go through the vocabularies containing /b/ and /p/ sounds for students to practice their enunciation. (words such as: boy, bull, bush, bad, bun, booth, push, pull, play, practice, penny and park) Activity: T will ask students to practice conjugation of verbs in the simple present form on blackboard. Conjugating verb: play, go, to be, to do and practice in the form of I/you/he/she/it/we/they. Post-Activity: T will go through the concept of preposition of time students, explaining the days of the week and go through application of in/at/on in different contextualized sentences. Evaluation: TWBAT evaluate if students are able to produce the right pronunciation of b/p. TWBAT evaluate if student can conjugate irregular and simple verbs from their simple present form and distinguish patterns between irregular and regular verbs conjugation. TWBAT evaluate if student can use new learned material and produce sentence within a contextualized setting. TRANSITION: Do you guys play any sports? Basketball? Volleyball? 2. Sports (Time allotted: 25 minutes) Objective: -SWBAT remembers the vocabularies of different sports and the verb that goes along with the sports. -SWBAT differentiate which sports are being played in which season in the American/Canadian culture. -SWBAT look up at a weekly calendar and construct the sentences with a sport assign to each students, with the correct preposition of time answering the question when do you play/go?. (I play baseball on Saturday) Pre-Activity: T will put up the sports power point, pre-teaching the vocabulary of sports in different sport seasons in the USA and Canada. Activity: T will ask students to go up to the blackboard, putting the right vocab sheet (containing sports vocabularies) in the right season. Then

students are asked to write the correct verb matched with the sports. (play or go?) The activity should be done as a class, so everyone in the classroom would know the right answer. Post-Activity: T will pull up the weekly calendar containing different sports on the calendar. Assigning each students with a different days of the week/sport and ask them to construct a sentence ( I play/go + vocabularies of assign sport + on (days of the week) Evaluation: TWBAT evaluate students ability to grasp the vocabulary of sports and ability to construct a sentence with the new learned material. TRANSITION: So how often do you play sports? How often do you practice? How often do you eat?

3. Adverbs of Frequency & Wh-question regarding adverbs of frequency (Time Allotted: 25 minutes) Objective: -SWBAT understand the concept, usage and vocabularies in adverbs of frequency. -SWBAT understand the wh-question regarding adverbs of frequency and construct sentences with correct grammar conjugation, vocabulary of sports, correct adverbs of frequency, and preposition of time. -SWBAT play a board game and further understand the usage in adverbs of frequency. Pre-Activity: T will pre-teach and explain the concept, usage and vocabularies in the adverbs of frequency. Activity: T will introduce wh-question with adverbs of frequency in them. Then show example of how to answer the question by writing the correct sentence form on blackboard. (What sports do you play? How often do you practice? When do you practice?) then students are expected to answer the questions with different character packet that indicates the answers. ( I play ______, I + (correct adverbs of frequency) + (correct verb), I practice +Correct preposition of time + correct days of the week) Post-Activity: T will hand out board game sheet to students, then explain how the board game would work and ask students to roll the dice to participate. Evaluation: TWBAT evaluate if students are able to learn the material and construct sentences with correct grammar. Assessment TWBAT assess if students are able to conjugate irregular/regular verbs in a contextualized sentence.

TWBAT determine if students are able to produce sentences answering whquestion regarding different sports/verbs. TWBAT determine if students can grasp the correlation between sports and seasons. TWBAT assess students ability to understand the adverbs of frequency and create a respondent sentence from a how often question. Anticipated Problems Students could be frustrated with the practice of enunciation of /b/ and /p/ sound if they cannot get it right. Students could need more time to grasp the vast amount of information shown to them, more practice time and even more practice. Students could be confused with the connection between sports with the verbs go/play. Students might have a hard time differentiating the right verb to connection to sports.