Lesson Plan 5.12.11: "Review" + YOUTUBE video of teaching

English For All – CLASS NAME: Intermediate

DATE: 05/12/2011

Teacher(s): Marie, Grace, Mallory, Trevor

YOUTUBE VIDEO OF MARIE TEACHING

Lesson Objectives	1.       Students will be able to answer/ creates sentences using modal verbs and adverbs in the context of a game. 2.       Students will be able to formulate correct sentences using past and present participles as adjectives. 3.       Students will be able to differentiate between past and present participles in a given text. 4.       Students will be able to use sentence forms of prohibition, obligation, and permission in the correct contexts.
Materials	-Chalkboard and chalk -Computer (PowerPoint) -Questions for modal verb game -Internet -Images/Pictures -BINGO board and game pieces -Questions for BINGO -Prohibition, Obligation, and Permission handouts/worksheets
Procedure	1. Review- Prohibition, Obligation, and Permission (25 min.) Objective: to allow Ss to review sentence forms of prohibition, obligation, and permission and practice using the language forms. T will write examples of prohibition, obligation, and permission sentence forms on the board and briefly explain what each one is expressing and the situations they would be used in. T will then ask the Ss if they have any further questions of clarification. Once any questions are answered, the T will pass out the first worksheet and ask the Ss to work in partners to complete it. The class will then review it together and correct any mistakes. After the first one is finished, the T will then explain that the same ideas can be expressed in the past as well. T will write examples on the board and then will ask if there are any further questions. Then the T will pass out another worksheet/ handout and have the Ss continue to work on it in partners.  The T will have the Ss come up and write the answers on the board this time when it is completed and corrections will be made as necessary. Evaluation: T will monitor Ss while they are completing the worksheet and will assess them based on their spoken, written, and presented responses as well as their participation. 2. Review- Relative Clauses (25 min.) Objective: Review and familiarize Ss with relative clauses. Pre-Reading/Writing: T will present powerpoint on relative clauses to help Ss remember how to construct relative clauses.  Several examples will be given of how to construct relative clauses. While Reading: Ss will be broken up into groups of three or four and will be given a short description of something related to Athens County.  The Ss will read the passage and,  as a group, construct at least three sentences about their topic using relative clauses. Post-Reading: A S from each group will come to the front of the class to give a brief presentation on his or her group’s topic using the relative clauses they have constructed. Evaluation: Ss will be evaluated othe sentences they create for the activity and their understanding of the material they are given. 3. Break (10 min.) 4.Review- Modal Verbs and Adverbs Objective: To review the use of modals and adverbs in the context of a game where students have to fill in correct answers in order to gain points for their teams. Pre-Speaking/listening: T will explain the rules of the game and draw 3 circles on the board which will represents a head and also a limbless body. T will tell the students that in order to complete their person they must answer the questions correctly. T will present a dice as well draw the body part which corresponds to each number on the board. For example: 1. Eyes 2. Mouth 3. Arms 4. Legs 5. Nose 6. Ears While-Speaking/listening: Ss will take turns coming to the front of the class and will act as representatives for their teams. T will ask a question and the first of the 3 students to raise their hands will win. The S who answers the questions correctly the fastest will then role a dice. This will determine what they get to draw on their limbless/faceless body. However, bodies can only have 1 nose, 1 mouth and 2 ears, eyes, etc. so if a students repeats a rolled number they do not get to draw anything for that round. Play will then move on to the next students from each team. Post-Speaking/listening: The team who finishes constructing their person last will be considered the winner of their teams. T will ask students if they feel better with using modal verbs and adverbs now. Evaluation: Students understanding of the rules of the game and their ability to participate and answer questions correctly will serve as an evaluation.  5. Review: Past and Present Participles as Adjectives (3 min) Objective: Students will be able to recollect understandings of participles. Students will be presented with a PowerPoint presentation reviewing present and past participles used as adjectives. Questions will be answered if there are any misunderstandings about the content. Evaluation: Students will be evaluated based on their understanding of participles. 6. Production: Past and Present Participles (7 min) Objective: Students will be able to construct sentences using past and present participles as adjectives. Pre-Writing: Students will be asked to add three more adjectives to the example on the PowerPoint. While-Writing: Students will be asked to find a partner and write a couple sentences using those adjectives they had previously added to the example. Post-Writing: The sentences will be reviewed as a class. Questions will be answered if there are any misunderstandings. Transition: Playing BINGO to practice participles. 7. Practice: Past and Present Participles BINGO (10 min) Objective: Students will be able to apply knowledge of past and present participles to game rules and questions. Students will be given a BINGO board and asked to fill out the open spaces with the options provided. The available options will be the correct responses to the questions that will be asked during the game. Questions will be developed based primarily on past and present participles used as adjectives while also including some questions about the previous review topics of the day. Once students fill out the blank spaces, questions will be asked and students will place a game piece over the correct answer, if it is on their sheet. The first student with a BINGO will win! The rules of BINGO will be reviewed. Evaluation: Students will be evaluated based on their ability to apply understanding of previous reviewed topics to the questions asked during the game. Any questions regarding the BINGO questions will be reviewed as a whole.
Assessment
Anticipated Problems	1. Students may not remember or understand the difference between past and present participles as adjectives. 2. It may take longer to review participles, therefore running out of class time to play BINGO. 3. Students may not be interested or enthusiastic about playing BINGO. Students may quickly understand participles and the activity may end too early.

Lesson Plan 5.25.11: "Reported Speech: Statements"

English For All – CLASS NAME:  Intermediate

DATE: 5/25/11

Teacher(s): Marie Palisky

Lesson Objectives	1.     Students will be able to create sentences and report the speech of others when they make requests or statements. 2.     Students will be able to pass on the message of one student to another by using indirect speech. 3.     Students will be able to write about past experiences and reported remarks. 4.     Students will be able to listen to a dialogue and recall the speech made by the participants of the conversation.
Materials	Interchange Textbook: Third Edition Cambridge, Jack C. Richards with Jonathon Hull and Susan Proctor Chalkboard and chalk Newspaper- The Post (local Athens newspaper)
Procedure	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.    Review: correction of homework from yesterday (15 min.) Objective: to allow students to correct their homework and review the topic of reported speech: requests from yesterday’s lesson T will ask Ss to take out their homework wkst that was handed out at the end of class during the previous lesson. T will go through answers with Ss and ask them to share their answers and volunteer to read from their papers. T will correct mistakes and explain any errors Ss may have made on their assignment. Evaluation: Ss will be evaluated on their completion and understanding of the homework assignment from yesterday Transition: T will ask if any of the Ss completed the sentences they were to write from the previous lesson detailing either a real or made up events and recalling what was said during that event If students have, T will ask them to hold on to it because they will come back to that later.        2.    Presentation: Reported Speech- statements (10 min.) Objective: introduce students to reporting speech(statements) made by other people   T will explain that reporting statement made by other people is very similar to the topic of yesterday’s lesson. T will ask Ss to turn to pg. 109 in their books and go over examples provided underneath the Grammar Focus section to make sure that students remember the way to construct reported speech. T will also explain that explain the when reporting speech using the words “she said” or “she told me” these verbs can also be used in the present “she says” and “she tells me” and this means it is currently going on and happening. Evaluation: Ss questions will indicate how well they have understood the topic of the day’s lesson 3.    Practice ( 10 min.) T will then go over part A together as a class and give answers orally rather than working in pairs. Evaluation: T will evaluate Ss on their ability to participate in activity A and discuss their answers with each other.  4.    Production: reported speech: requests and statements (15 min.) Objective: practice reporting speech that has been made to make requests or state statements and to go over activity presented yesterday Pre-Writing: T will ask Ss who had written their sentences from yesterday to take them out. For those students that did not T will repeat the directions. Ss will be asked to think of some situation that has happened to them or that they were a part of which involved another person. T will ask students to write at least 5 sentences of reported speech of other things that they requested or statements that were made. T will provide examples: “I was talking to my mom the other day and she asked me if I had money in my account. She told me that she would be able to put more in if she can. She says that she has to check her situation first” While-Writing: T will walk around and try to help the students create sentences. T will answer any questions that the students may have. T will allow Ss to discuss ideas with each other. T will go over the sentences with the Ss who wrote theirs the day before Post-Writing: T will collect what the Ss have written and during the break will correct their writing samples. Evaluation: T will monitor Ss during the writing activity to evaluate participation 5.    Break (10 min.) 6.    Production: Reporting Speech Telephone (30 min.) Objective: students will be allowed to practice listening to the speech of other people and report statements made by them to pass on messages Pre-Speaking- T will ask students if they have ever heard of the game “telephone”. T will explain that it is similar to a telephone because it is a system that is used to pass on messages. T will explain the rules of telephone. One student will come up with either a request or statement and must pass this message on to the student next to them quietly, trying not to let any other student hear. T will tell the students that they will continue to pass this same message on to the student next to them until everyone has heard it. T will also explain that students may only repeat the message once after the request of operator which T will write on the board to remind the Ss. While-speaking- T will monitor the Ss and make sure that they are following the rules of the game and using indirect speech to pass on the message of the first student.   Post-speaking-T will ask students how messages can get lost in indirect speech. T will explain that like a copy, the more copies you make the less easily the original message can be read or deciphered. T will then bring up the topic of rumors and passing along messages to friends. T will hopefully elicit a discussion about the importance of making sure the indirect speech is clearly reported.   Evaluation: Ss will be evaluated in their participation in the game and how well they understand rules and instructions.   7.    Reading (20 min.) Objective: allow students to practice reading and recognizing key words that will suggest reported speech Pre-Reading: T will pass out local newspapers to the students and ask them all to turn to a specific article. T will read the headline with the Ss and have a short discussion about what they think the article will be about. T will explain that when recognizing reported speech, students can look for words such as “she said, he said, he reported, she told him, etc…” While-Reading: T will ask Ss to highlight or circle any examples of reported/indirect speech within the article. Ss may work together or in pairs as long as each student is working within his/her own newspaper. Post-Reading: After reading the article separately T will first ask the Ss to discuss what the article was about and the main ideas of the article. T will then ask students how many examples they found of reported speech. T and Ss will go over these examples together and identify if the examples are of reported requests or reported statements. Evaluation: T will monitor Ss to make sure that they are reading through the article while focusing on key words. Ss will also be evaluated on their ability to recognize examples of reported speech which is common in newspapers and news reports.
Assessment	The writing activity will serve as the primary assessment for the day’s lesson.
Anticipated Problems	Ss may find the lesson similar to yesterday’s topic and grasp it fairly quickly Ss may have a hard time during the writing activity Ss may find the activities repetitive and become bored with them Ss may not understand the game of telephone if they have never heard of it before and will not understand that they are just reporting one message Ss may have difficulty reading a newspaper article and recognizing reported speech

Materials for LP 5.10.11

  

  

Museum

Library

Movie theater

The Zoo

School/College

Lesson Plan for 5.10.11: "Permission, Obligation, and Prohibition"

English For All – CLASS NAME: Intermediate

DATE: 05/10/2011

Teacher(s): Marie Palisky

Lesson Objectives	Students will be able to tell the difference between sentences expressing permission, obligation, and prohibition. Students will be able to create examples of these different type of sentences. Students will be able to use sentences granting permission, declaring obligation, or announcing prohibition to describe signs and body language gestures. Students will be able to discuss international signs (and describe what they mean) using modals.
Materials	Chalkboard and chalk Computer (PowerPoint) - Presentation Paper for charades game Interchange textbook Third Edition Cambridge, Jack Richards with Jonathan Hull and Susan Proctor Images/Pictures - Images
Procedure	Review (20 min.) Objective: allow students to go over the topics of last week’s class of body language and put them into use by guessing out the action T will explain the rules of the game to the Ss. T will ask Ss if they know what Charades is, if they don’t she will describe that you have to act out an action, using your body and facial expressions to try and get the other Ss to guess what it is you are doing. Ss will pick a piece of paper from a hat and on the paper will be written out an event or emotion. T will also tell Ss that there is to be no speaking from the Ss acting out the events or emotion.   Evaluation: Ss will be evaluated on how well they remember talking about body language and gestures by their participation in the game and whether or not they are able to convey something without speaking Transition: T will say “Now that we have practiced gesturing with the body, using signs, let’s talk about other types of signs. Who can think of a sign that you can see and without even having to read it you just know what it means?” T will draw an octagon on the board and talk about a stop sign, and then ask Ss to turn to page 95 in their books. Review/ Pre-Presentation(15 min.) Objective: to introduce idea of sentences for permission, obligation, and prohibition to the Ss and also to discuss the message of international signs. T will ask the Ss to share their answers from pg. 95 of Interchange 2 book together as a class. All Ss will have worked individually and will take turns providing answers. After the class has gone over all of the answers as to the meanings of the signs in the book the T will read part 2. Instead of doing this activity as pair work, the T will try and facilitate a discussion with the Ss and have them talk about where each sign could be found with the class asking them to use modal verbs. T will provide an example: “This sign SHOULD be found in all cars and highways because everybody SHOULD always buckle up. Transition: T will point out the words can, aren’t allowed, can’t, have to, etc. from activity A and ask the Ss about these words. T will explain that not only are they examples of modal verbs like we talked about last week, but they are used to grant permission, state an obligation, or prohibit something. T will then talk about grammar point. Evaluation: T will monitor Ss as they work in their workbooks. Ss participation and ideas in the discussion will also serve as an evaluation Break (10 min) Presentation: permission, obligation, prohibition (15 min.) Objective: to discuss the concept of sentences which grant permission, show obligation, and prohibit something by looking for key words within a phrase. T will pull up a Powerpoint which illustrates the points from pg 95 in Interchange textbooks. She will describe how there are key words (which will be bolded in the slide) which can be used to indicate the type of sentences; however, sentences will not always have these words. Most of the times these words will be modal verbs and they will indicate whether or not something is prohibited. For example, “can’t” generally displays prohibition while “must, or have to” show obligation.  T will ask Ss to come up with at least 2 sentences for each type of sentence and share them with the class, going category by category. 1st, permission, next obligation, then prohibition. T will have some examples too in case the Ss need more explanation. *Some foreign students have difficulty pronouncing/hearing the glottal stop at the end of can't. Teacher will make sure Ss are pronouncing the negative form correctly. Evaluation: Ss ability to create their own sentences which illustrate each category of sentence by using key words will show how well they understand the concepts of permission, obligation, and prohibition. Practice (15 min.) Objective: to practice the different types of sentences in the context of signs which display or convey a message. T will ask Ss to go back to their books now that they have talked about permission, obligation, and prohibition and work on pg. 95 section A. After Ss have been given time to read over the sentences and come up with answers, the class will go over them together as a whole. While going over answers, T will ask the Ss to identify the types of sentence whether it is granting permission of something, stating an obligation, or prohibiting a certain action. T will ask Ss if they can think of any signs they remember seeing around campus or back at home and what they look like and mean. Evaluation: Ss will be evaluated on whether or not they are able to identify the category each type of sentences is to gauge how well they understand the grammar point. Production (25 min.) Objective: Ss will practice creating sentences of permission, obligation, and prohibition in the context of specific areas and places. Pre-Speaking: T will ask Ss to get into pairs. T will hand out pictures to Ss of places and ask them to come up with sentences saying what are allowed to do there, what you are not allowed to do there, and what you must do there. T will ask Ss to write these sentences down as they will later present them to the class. While-Speaking: T will ask each pair to come to the front of the room to share their sentences with the class. The Ss presenting will not show their pictures to the class but instead read their sentences and have their classmates try to guess the place. Post-Speaking: T will take notes on the presentation and then put up some of the sentences produced by the pairs (one for each pair). These sentences will be an obligation, permission, or example of prohibition. T will ask students to try and create a sign that represents each sentence. Evaluation: T will walk around and make sure that students stay on task and are coming up with sentences. Ss will also be evaluated by making sure to come up with at least one example of each category of sentence
Assessment	The production activity will serve as an assessment for the day.
Anticipated Problems	Ss may not remember talking about modal verbs last week or understand what they are Ss may not want to participate in the charades game Ss may not elicit the forms I am looking for in the pre-presentation/review portion of the lesson plan Ss may understand concept very quickly and finish early with activities

Materials for LP 4.28.11

PowerPoint

Practice Using Past and Present Participles

In the sentences below, fill in the correct participles of the verbs in parentheses.

*also write a PR next to the sentences that are present participles and a PP next to the sentences that are past participles.

1. People who always complain are very __________ (annoy) to me.

2. Whenever Trevor gets __________ (bore), he plans his garden.

3. The children were __________ (confuse) by the teacher’s lesson.

4. Most of the stories on the news are __________ (depress).

5. The dogs were really________ (excite) to go for a walk.

6. Running a marathon is __________ (exhaust) for most people.

7. Marie was so __________ (fascinate) by “The Hunger Games” that she finished it in one night.

8. Do you think Grace would be __________ (frighten) if she saw a vampire?

9. After eating a __________ (satisfy) meal, the bear went back to its den.

10. When Mallory got home, she was __________ (surprise) to see that her cat left a present for her by the door. 

 

Circle all of the participles as adjectives

Don’t get confused by participles acting as verbs!

* remember the “very” rule

One day a little girl wandered away from her home. She saw an interesting butterfly and went chasing after it. The little girl was amazed by the outstanding butterfly. She tried to catch it but it flew too high. That didn’t stop her! She was silly and felt compelled to hold it.  She was running for what seemed like hours when finally the butterfly landed on a soft pile of dirt. The little girl reached out her hand and found the dirt was soft and warm. She poked it. Suddenly, the dirt pile stood up. It was a terrifying bear! The girl let out an alarming scream. The bear stared at the child, overwhelming her with fear.

The girl’s mother looked up and saw that her daughter was all the way across the yard and near the edge of the woods. The mom became worried. She was running towards the girl when the bear quickly turned around. It seems the bear was just as intrigued by the same butterfly and left to follow the charming creature.    

Answer the questions with as many participle adjectives as you can or any of the new adjectives from your workbook. Try and use complete sentences.

1.)    What was special about the butterfly that made the girl go after it?

2.)    Why did the bear not harm the child?

3.)    How did the mother feel when she realized her daughter was missing?

4.)    Even though the mother was relieved when she knew her daughter was safe, do you think she felt something else? What other adjectives could you use to describe the mom?

Lesson Plan 4.28.11: "Past and Present Participles as Adjectives"

English For All – CLASS NAME: Intermediate

DATE: 04/28/2011

Teacher(s): Marie Palisky

Lesson Objectives	Students will be able to use past and present participles as adjectives in the context of descriptions. Students will be able to write about themselves and others using new description words. Students will understand the difference between past and present participles as verbs and as adjectives. Students will be able to classify synonyms for the past and present participles as adjectives. Students will be able to locate participles acting as adjectives in reading passages.
Materials	Chalkboard and chalk Computer (powerpoint) Interchange textbook Third Edition  Cambridge. Jack C. Richards with Jonathan Hull and Susan Proctor
Procedure	Warm-up (15 min.) Objective: to introduce students to the idea of describing people, ideas, and things in the context of a discussion of a movie a.     Pre-Speaking: T will explain her favorite movie and why she likes it. She will write descriptive words such as Intriguing, Sad,  and Up-lifting  as well as the title on the board. T will then describe how the movie made her feel and write these on the board as well Interested and pleased b.     While-speaking: T will then ask Ss what their favorite movies are and what adjectives come to mind to describe them. Teacher will write some of these adjectives on the board. Next, the T will ask Ss how these movies made them feel. c.      Post-speaking: T will circle adjectives on the board that end in –ing and  -ed and ask Ss what is special about these particular adjectives. Explain that they are past and present participles. Transition to grammar. Evaluation: T will gauge is Ss are able to produce adjectives that cause feelings and adjectives that describe feelings. Presentation (20 min.) Objective: to introduce Ss to the use of past and present participles as adjectives. a.     Powerpoint: T will present a powerpoint on the use of participles as adjectives explaining how they are constructed. T will explain that past participles are used to describe how people feel and are made from the passive simple past form a verb. And the present participles are used to describe the cause of the feeling and constructed using the active verb form. b.     T will handout list of participle examples which are used to show emotion and feeling. T will go through the list with the Ss. T will ask Ss if they have any questions about the definitions of any of the words. c.      PRACTICE of participles as adjectives: Slide Ss will watch 2 video clips. The first is of a wedding dance were the Ss will be asked to describe how the dancers were and how they made the guests feel using participles from their handout list. The second is a commercial that uses a jumping shock factor at the end. The Ss will be asked to describe the video and also how it made them feel. Evaluation: T will be able to gauge how well Ss understand concept by their ability to create sentences during the practice slides. Ss will also be evaluated on questions they propose during the presentation. Practice (15 min.) Objective: to allow Ss to practice using the correct form of the participles as adjectives in a handout. T will hand out a worksheet that allows Ss to fill in the blank spaces in sentences with the correct participle from the verb given in parentheses. Ss will also be asked to identify whether the adjectives they use in the sentences are present participles or past participles and label them as such. T will then go over answers by writing 1-10 on the board and asking Ss to volunteer to write their answers on the board making sure to correct any errors. Evaluation: T will walk around and monitor Ss work on the worksheet answering any questions the Ss may have. Break (10 min.) Production (25 min.) Objective: to allow to students opportunity to use knowledge of adjective to come up with their own creative descriptions and share with the class. T will ask Ss to pair up. Each pair will be asked to come up with a movie, book, or TV show that they both enjoy and think that most of the class would be familiar with. Ss will be asked to write a short review for their media source and answer the following questions: What was/is the movie/book/TV show about? What did/do you like about it? What did/do you not like about it? Would you recommend this to other people? Ss must use at least 2 examples of present participle adjectives and 2 examples of past participle adjectives in their reviews. T will present Ss with an example: The movie Titanic is about the shocking crash of a huge ship. I liked that the movie is interesting and romantic. I don’t like that it makes me feel depressed. It also makes me feel frustrated at certain times. I would recommend this movie to people who enjoy love stories, but not necessarily happy endings. Ss will be asked to come up to the front of the class and share their reviews with the class. Evaluation: T will evaluate students by their incorporation of participles as adjectives in their reviews. Practice (25 min.) Objective: to familiarize Ss with being able to identify participles acting as adjectives in a reading passage. a.     Pre-reading: T will ask students to do activity 4 in their workbook to go over synonyms for similar adjectives before doing the reading activity. T will make sure that answers are right before handing out the reading passage. b.     While-reading: Ss will read through the passage and answer the questions at the bottom for comprehension. Students will also be asked to identify and circle the examples of participles used as adjectives within the passage. c.      Post-reading: T will go over the reading passage with the students and ask them to read the passage out loud sentence by sentence making sure that each student has a chance to participate. T will make sure Ss identify each participle adjective. Evaluation: T will know Ss are able to correctly identify participles as adjectives if they are able to find them in the reading passage.
Assessment	Practice 6 will serve as an assessment to make sure that students are able to comprehend the reading passage and also understand the concept of participles as adjectives.
Anticipated Problems	The warm-up activity may not elicit the forms of adjectives that I am looking for. Students may be confused about how to use a participle as a verb vs. and adjective. Students may have trouble comprehending the reading passage. Students may have difficulties answering the questions at the end of the reading.