Lesson Plan

Beginning Community Class

Day 3: Wednesday

Lesson Subject:​ Talking about ourselves and our family

Level:​ Beginning

Materials: ​working whiteboard marker, picture of my family,

Goal:​ Students will practice giving personal information like: name, phone number, and
address, and talking about their family.

Objectives:
Enabling:
1. Students will be able to identify question intonation and practice reproducing it.
2. Students will be able to spell out their names (this continues over 3 days, but they will be
able to do most of it)
3. Students will be able to say their telephone number with proper pausing.
4. Students will be able to talk about their family and move to topics slightly outside
themselves.
Terminal:
1. Students will be able to ask wh-questions with the proper intonation.
2. Students will be able to comfortably exchange their personal information.
3. Students will learn how to start talking about their family.

Sequencing:

6:00 - 6:03 Review/Warm-up: 3 minutes

● Greet students
● Ask them how they are doing?
○ If needed model with a student who knows how to respond or another teacher
○ Tell them to turn to a neighbor and ask greet their neighbor
■ Ie: Hi, how are you?
■ Good, how are you?

6:03 - 6:08 Routine: 5 minutes

● Ask if anyone did the homework
● Remind them that the homework is to practice what we learned in class so far.
○ My name is… / I’m ____
 ○ Nice to meet you
○ I’m from… / I lived in ____
● Ask those who did it to share, who they did it with, was it good (hold thumbs up) or ok
(hold hand sideways,) or bad (thumbs down).
● Did they have any questions

6:08 - 6:10 Overview: 2 minutes

● Ask if they have any questions from last time
● Go over lesson plan:
● Numbers
● How many people are in your family?
● Alphabet
● Exchanging personal information
○ Name
○ Phone number

6:10 - 6:40 Family and Numbers: total time 30 minutes

6:10 Present:
● Numbers
○ Write numbers 1 - 9 on the board saying them out loud
○ Do choral repetition with the whole class.
○ Say repeat after me: 1, 2, 3, 4, 5, 6, 7, 8, 9, pointing to each number

Present: 5 minutes
● First explain what siblings are using picture of my family
○ Brothers and sisters
○ Mom and Dad
● Model question and answers with another teacher
○ How many people are in your family?
○ There are 7 people in my family.
● Write the question and answer on the board
● Visually show them the intonation for questions with a different colored marker over the
written question and exaggerating it a little.

● Model that intonation

6: 20 Practice:
● Demonstrate with a student asking them.
 ○ May sure they actually have that many people and aren’t just repeating 7 like you
did
● Ask them to find a partner
○ Have them practice asking and answering the question
○ Switch 3 times
● Debreif
○ Intonation of questions

Present:
● how to break down the family (depending how beginning students are may be able to do
this all together)
○ Option 1: I have 4 siblings, 3 brothers and 1 sister
○ Option 2: I have __ kids and my husband

6:30 Perform: 10 minutes

● Model with a teacher and write question options on the board
○ How many people are in your family? / How many people are there in your
family? / How many siblings do you have? / How many brother/sisters do you
have? / Tell me more about your family
○ There are ___ people in my family
○ I have ___ siblings, __ brothers and ___ sisters OR
○ I have ___ kids and my husband
● Demonstrate with another student
● Ask them to find another partner
○ Have them practice asking the question again and giving a longer answer
○ Switch 3 times
● Debreif
○ Question intonation

6:40 - 7:05 Names and Phone Numbers: total time 25 minutes

6:40 Present:
● You meet someone and have a nice conversation, now you want to add them as a
contact in your phone
● Problems:
○ You don’t know how to spell their name, there are many ways to spell it, hard to
spell
○ You need their phone number
● Solution:
○ Ask them how to spell their name
○ Varieties: Write on the board
■ Sorry I forgot your name, what is it again?
 ■ Complement them: That is really pretty, how do you spell that?

Practice:
● Model
○ Sorry I forgot your name.
○ That is pretty, how do you spell your name?
○ A-S-H-L-E-Y
● Tell them to turn to a partner and spell their names using the letters we have talked
about
● Debreif
○ Question intonation with “What is your name?”
○ Practiced using one of the varieties

6:47 Present:
● Write your telephone number on the board with dashes
● 406-890-9441
● Show them that you take breaths/pauses at the dashes
● Read your phone number to them
○ My phone number is…
● Question:
○ Can make it a question through intonation
○ And your phone number is?

Practice:
● Ask them to write their phone numbers on the piece of paper so they have it for
reference for the practice. They will not use it in the performace part.
● Model
○ What is your phone number? / and your phone number is?
○ My phone number is 406-890-9441
● Demonstrate with a student
● Ask them to find a partner and practice asking from their name and phone number
● Debreif:
○ What is your phone number? - intonation

6:55 - 7:05 Perform: 10 minutes

● Ask them to take out a new piece of paper
● Ask them to write down the name and phone number of their partner
○ What is your name?
○ Sorry I forgot your name.
○ That’s really pretty.
○ How do you spell that?
○ What is your phone number?
○ And your phone number is?
7:02 - 7:05 Summarize:
● Write all the questions we talked about that day on the board (while they are practicing)
○ With example answers in a different color
● Review question intonation ← Most important thing they learn this class

Contingency plan:

Option 1:
● Go back over important topics from the day before like
○ vowel sounds
○ Practice identifying verbs and nouns with the questions and sentences we used
today
■ My name is....
■ What is your name?
■ I am from…
■ Where are you from?
■ I have --- # of people in my family
■ I have ---# of brothers/sisters.
■ How many people are in your family?
Option 2:
● If students are more advanced and don’t need the explicit alphabet and number
instruction or as many practices cover how to form wh-question with the questions we
have already been using in class
● Write these statements and questions on the board
○ My name is
■ What is your name?
○ I am from
■ Where are you from?
● Show how to turn statements into questions by reordering it
● Show them how to turn questions into statements

Practice: Have them practice with questions from this lesson:

● There are ---- people in my family
○ How many people are in your family?
● My phone number is
○ What is your phone number?

If we run over time, be sure to still leave a few minutes to summarize what you have done and
move the last perform part to the next day and start with that as a review.