UCLA LESSON PLAN DAY 3

Group: Low
Date: 4/24/2016
Beginners
Recent Topic work:
Vocabulary on Grocery, daily routines

Time: 1:30-1:50

1
No of Students 14

Recent language work:

Dictation/Form a question

Aims:
1-Students will be able to form questions.
2-Students will be able to practice speaking by asking and answering questions.
3-Students will be able to use vocabulary words in their questions and answers.
Objectives:
By the end of the lesson students will be able to:
1- Relate the vocabulary words to the sentences by creating questions and answers.
2- Use daily routines vocabulary and vocabulary related to money and grocery in questions and
answers.
3- Respond to a dictation by creating fully constructed questions using daily routines vocabulary.
Assessment:
Students will be able to write the correct answer to the questions created in the board.
Materials:
Handouts (APPENDIX A) written in relation to the textbooks (APPENDIX B) . Reward (Chocolate,
White Board
Anticipated problems:
Students might take a long time writing down the questions on the board.
Students might have difficulty with some new vocabulary.
Timing
1 min
5mins

Teacher activity
1-Greet Ss
2-Teacher divide the class
into two groups naming
them with University
groups such as UCLA, and
CSUN
33mins
Pre-listening
activity:
1-Explain the activity to the
class. Use the box in the
handout Appendix A to
illustrate an example for
10 mins number one.

Student activity
1-Students will
compete against
each other to form
questions after
listening to
sentences related
to the handout
(Appendix A).
2-One student will
demonstrate a
questions with the
teacher.

Success Indicators

Aims of stage
Students will be
able to understand
the concept of
competing.

Students write the

correct question
after listening to
the sentence.

Students will able

to understand how
to form a question
from a sentence.

UCLA LESSON PLAN DAY 3

While listening
activity:
2.
For each question the
teacher dictates, a student
from each team (UCLA
versus CSUN!)
2-Student comes to the
whiteboard and writes the
question the teacher dictate;
teammates are encouraged
to help w/ spelling, etc.

10mins

3-Student shout
out to their teams
helping them in
creating the
questions.

3-Students will
form questions
2. The student able to
produce the most accurate Q according to what
they hear from the
in the shortest time wins!
(The teacher tally the points teacher using pretaught vocabulary.
to see who wins the in the
end)
4-Answer
Assessment part:
questions after
3. After the dictation, Ss
asking and
work in pairs and write
answering each
down their partners
other in groups
answers
and write the
4-The teacher circulate to
questions down.
makes sure they use s
endings when writing their
partners answers.

Student will write

full sentences
using correct
spelling and
punctuation.

Students will be
able to form a well
constructed
question with the
help of their peers.

Students will form

the correct answer
according to what
they listened to.

Students will able

to write a good
sentence very
quickly.

Students
communicate with
their partner.

Students will be
able to
communicate and
use questions and
answers with a
partner.
Students are able
to produce a well
constructed answer
using the correct
spelling and
punctuation.

Students write
down their
partners answers
correctly with no
mistakes.

Additional Possibilities:
If there is time students can make up their own sentence and ask their partner to form a question from
it.
Homework/Further Work:
Practice using the vocabulary in their daily routines.
Worksheets are taken to be marked.

UCLA LESSON PLAN DAY 3

Appendix A
R/D 100

Name:______________________

Dictation Practice
Listen to Shahla; write questions; then, answer the questions with a partner; write your
answers and give to Bob.
Example: I say :
You write:

You like cereal. You eat it every morning.

Do you like cereal? How often do you eat it?
Yes, I like cereal. I eat it every morning.

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UCLA LESSON PLAN DAY 3

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Listening dialogue:
1.

Do you like cereal? How often do you eat it? (from NP1, Chapter 5)

2.

Do you want to live in a college dorm? Why or why not? (OPD, p. 52)

3.

Is Bob ready for a nursing home? Why or why not? (OPD, p. 52)

4.

Whats a microwave used for? (OPD, p. 54)

5.

Do you like to cook? Why or why not? (NP1, Chapter 4)

UCLA LESSON PLAN DAY 3

Appendix B

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