English For All CLASS NAME: Beginner DATE: March 19, 2013 Teacher(s): Alex Lilly Lesson Objectives

SWBAT discuss types of sports and exercise with their friends using the verbs do, go and play SWBAT recognize adverbs of frequency in a conversation about exercise and practice said conversation SWBAT use adverbs of frequency in conversations by asking and answering questions using said adverbs

Materials

Interchange textbook copies of handouts from textbook audio PowerPoint

Procedure

1. Unit 6 Ex. 2 Part A: Word Power, Sports and Exercise (Allotted time: 25 minutes; 6:00pm - 6:25pm) Objective: SWBAT understand new vocabulary about sports and exercise, associate different activities with the age groups who typically perform them, and match different sports and activities with their correct collocations (go, do and/or play). Pre-Activity T will show a PowerPoint highlighting the sports vocabulary and corresponding pictures T will explain or elicit the definitions of the different age groups listed in the exercise T will explain and model the task, asking What age groups like aerobics? and point out that there is no correct answer While-Activity Ss will complete the task individually or in pairs T will display (on blackboard or in a Word Doc) the questions/answers: A: What age groups like (aerobics)? B: I think its popular with (young adults). A: I agree or I think its popular with (teens). T will model the conversation with one or two Ss Ss will practice the conversation in pairs by substituting different sports and age groups into the model conversation

Post-Activity T will go around the room asking each student which age groups
they feel typically perform a particular sport or activity (e.g. Antonina, what age groups like ______?) Using the model sentence structure from the conversation on the board, Ss will respond to the questions.

Evaluation: Ss will be evaluated by their ability to follow the model sentence structures to have a conversation with a friend about which age groups perform different activities. 2. Unit 6 Ex. 2 Part B: Word Power, Sports and Exercise (Allotted time: 30 minutes; 6:25pm - 6:55pm) Objective: SWBAT fill out a chart on their handouts by correctly placing different sports and activities (nouns) in columns under their corresponding collocations (verbs). [e.g. do aerobics, go bicycling, play basketball], and use the phrases in an original sentence. Pre-Activity T will present the grammatical rules for the verbs go, play and do (rules listed on page T-36 of Interchange handbook) by writing them on the blackboard for Ss to copy While-Activity Ss will complete the task in pairs (on their handouts) while T draws three columns on the board and writes do, go or play in each column (example shown on page T-36) Post-Activity T will elicit the answers the activity and have one or two Ss come up to fill in the chart on the blackboard as their classmates give responses T will check answers with the class by going over each entry one by one, each time asking a S to use the given do, go or play phrase in a sentence Evaluation: Ss will be evaluated by their ability to correctly pair different sports and exercise vocabulary nouns with their corresponding collocations to fill out a chart on the board with their classmates, and use the phrases in an original sentence.

TRANSITION: Now that we know some popular sports and activities, lets listen to Marie and Paul talk about how often they exercise. 3. Unit 6 Ex. 3: Conversation, I hardly ever exercise. (Allotted time: 30 minutes; 6:25pm - 6:55pm) Objective: SWBAT practice a conversation about exercise by role playing the conversation in their handouts, use model question and sentence structures ask and answer questions about the conversation and to ask a partner about his/her interests, and recognize adverbs of frequency in context. Pre-Activity T will write fit, couch potato, Seriously? and Really? on the board and explain or elicit definitions from Ss T will introduce Paul and Marie (the people shown in the pictures on Ss handouts) T will ask: Where are Paul and Marie? What are they doing? What do you think they like to do? and elicit answers from Ss T will have Ss turn their handouts over so they cannot see the activity T will write focus questions on the board: 1. Paul goes inline skating in his free time. 2. Marie exercises every day. T will ask Ss to listen and determine if these questions are true or false (Answers: 1. True 2. False) While-Activity T will play the audio program (twice if needed) then elicit answers from Ss T will have Ss turn their handouts over and listen to the audio again while they read along with the conversation Post-Activity Ss will practice the conversation in pairs by role-playing the characters T will write model question and sentence structures on the board: What do you like to do in your free time? How often do you __________? I ____________________ in

my free time. I _______ (verb) _____________________ (adverb of frequency). T will model the task with an S Ss will work with a partner to describe the things they like to do in their free time, and how often they do such activities T will ask a S what his/her partners responses were (using the model question structures, which will prompt the S to respond using the model sentence structures) Ss will take turns telling the class what has/her partner enjoys doing in his/her free time, and how often he/she does it

Evaluation: Ss will be evaluated by their ability to use model sentence structures to answer questions about a conversation about exercise after listening to the audio, and by their ability to use model question and sentence structures and adverbs of frequency to have a conversation about free time activities with a partner.
TRANSITION: We just heard Marie and Paul talk about how often they exercise. How often do you exercise? Lets find out!

4.Unit 6 Ex. 4: Grammar Focus (Allotted time: 25 minutes; 6:55pm - 7:20pm)

Objective: SWBAT learn adverbs of frequency from the Grammar Box, practice them using a model sentence structure, correctly place them within sentences about sports and exercise, create three sentences about him/herself using adverbs of frequency, and describe a friend using his/her sentences.

Pre-Activity T will write the following sentences on the board: I ______ get up early. I ______ go in-line skating. I ______ exercise. I ______ just watch TV. T will ask Ss to find the missing words in the conversation on their handouts and write the answers in the blanks on the board T will explain that these are adverbs of frequency and point

out that they go before most verbs. T will focus Ss attention to the second column of the Grammar Focus box (adverbs of frequency) T will write Im always late on the board and point out that adverbs of frequency go after the verb be. T will point out the third column of the Grammar Focus box and explain that percentages show how often something happens T will focus Ss attention to the first column of the Grammar Focus box and ask, Where do these adverbs go? (Answer: at the end of a statement or question) T will play the audio for the exercise (explaining the Grammar Focus Box) If necessary, T will read through the Grammar Focus box with Ss and have Ss repeat back the vocabulary and phrases While-Activity T will explain and model the task (by doing #1 with Ss) Ss will complete the task in pairs or individually Post-Activity T will go over the answers with the class by having Ss take turns reading the sentences aloud to their classmates T will ask Ss to write three sentences about themselves using adverbs of frequency Ss will trade the completed sentences with another classmate, who will describe them to the class (Student A will describe Student B using Student Bs sentences)
Evaluation: Ss will be evaluated by their ability to form

grammatically correct sentences about exercise and sports using adverbs of frequency, and use adverbs of frequency to describe the habits or activities of a friend.
Assessment

Ss will be evaluated by their ability to associate sports/exercise nouns with their correct collocations by checking which columns Ss utilize for each noun. Ss will be evaluated by their ability to comprehend an audio conversation by asking Ss questions to test their knowledge of the material and what they have heard.

Ss will be evaluated by their ability to understand and correctly use adverbs of frequency by checking where Ss place given adverbs into the sentences listed in the activity.
Anticipated Problems

I anticipate struggling with time and with the grammar exercise. Because the first exercise has Parts A & B, I chose to list them as separate activities with their own objectives and evaluations. This brings the total number of activities I have scheduled up to four, which I expect might be difficult to complete in the time allotted for class. I also anticipate that the Ss may have some difficulty understanding the concept of adverbs of frequency and differentiating when to use them and/or where to place them in different sentences depending on the verb used. Hopefully I am able to present the material clearly and concisely enough that they are able to complete the exercise without trouble.