Daily Lesson PlanRochester ESL

DATE:
CLASS:
SUBJECT/TOPICS:
OBJECTIVES:

Monday, 8 February, 2016

Beginning ESL, Monday & Wednesday Morning/Evening class
Family and School
Complete work with ventures unit 2: school
o Students take a test to show how much they understand
from the unit
o Students create their own inventory of the classroom
Continue working with ventures unit 3: family
o Make sure students can describe their family orally
begin working with family trees
o Make sure students understand verbs, tenses, and
present progressive/continuous tense.
Work Plan

Time/The
me
9:00-9:20

Teacher Does

Students Do

Materials

Take attendance

Students write 5 sentences about

classroom objects

Objective
s, Writing

Go over days objectives;

schedule on the board

Students listen to days objectives

9:20-9:40

Review plurals /in and

on/syllables

Students respond to review

questions orally and in writing

SENTENCE
S: write 5
sentences
about
objects in
the
classroom!
Ventures:
Use
WRITING
SECTION
and
ANOTHER
VIEW for
review
work

Grammar
&
Vocabular
y Review

9:4010:00
Wrap-up
activity
9:5010:15
Test
10:1510:30

Review vocabulary

Introduce idea of an inventory

Students create an INVENTORY of

objects in the classroom

Wrap-up: have students

complete the test of unit 2 in
order to see if their information
is complete
Typing/computer practice

Students complete the unit 2

test and correct their responses

Speaking practice
Speaking
and
Listening
Practice
10:40-

Unit 2 test
from
ventures

Students who are NOT familiar with

English letters/typing get started
on working with it; students who
are familiar talk/converse

BREAK: 10 MINS
(Prepare for Ventures work)
Students listen and repeat

Ventures

11:00
New unit
introducti
on:
vocabular
y

11:0011:20
Practice
11:2011:40
New
grammar:
intro

11:4012:00
Practice
12:0012:10
Wrap-up

unit 3
Student
Book

Reading practice, vocabulary

words:
Family members, actions

notecard
Ask students: WHO LIVES WITH
YOU IN YOUR HOUSE?

Students write down who they live

with on a notecard

Take notecard and shuffle them,

then pass it out to the students
randomly
Individual work

Students take the shuffled

notecard and try to return it to the
correct person by asking each
other who do you live with?
Students work individually

Go over answers

Students answer when called on.

Go over what tense means in

English, esp. present-future-past
and simple-progressive

Students write down what tense

is, and illustrate it on a timeline in
their notebooks

Introduce present progressive

verbs, and practice making
them

Students listen to explanation,

then practice it out loud

Have students talk in present

progressive tense
Individual work

Students talk in present

progressive tense about the
pictures they see in the textbook
Students work individually

Go over answers

Students answer when called on.

Wrap-up: Reached goals?

Charades with actionsgo over
the rules/procedure to charades.

Students have to guess the correct

action

Ventures
Student
Book

Ventures
workbook

Daily Lesson PlanRochester ESL

DATE:
CLASS:
SUBJECT/TOPICS:
OBJECTIVES:

Wednesday, 10 February, 2016

Beginning ESL, Monday & Wednesday Morning/Evening class
Family and Health
Continue working with ventures unit 3: family
o Make sure students can describe their family orally
begin working with family trees
o Make sure students understand verbs, tenses, and
present progressive/continuous tense.
Work Plan

Time/The
me
9:00-9:30

Teacher Does

Students Do

Materials

Take attendance

Students write 5 sentences about

their family

Objective
s, Writing

Go over days objectives;

schedule on the board

Students listen to days objectives

5
sentences
about
family

Speaking practice: What food

would you serve at a party
Review present progressive
tense and how to form it

Students talk about the food they

would serve at a party
Students respond to review
questions orally and in writing

Explain the concept behind

writing down the sentence and
having students do each their
own

Students write down the following

setup:
What is
doing?
1. John
2. Mary
3. Sally
4. Nancy
5. Tim
6. James
7. Jack
8. Lily
9. Betty
10.Susan
11.(Bob)
12.(_____)

9:30-9:50
Grammar
Review
9:5010:30
Reading
and
Writing
Practice

Pass out a card to each student.

Make sure you have one for
yourself.

Explain instructions to students

make sure they know NOT to
read the show each other the
sentences. They have to read
the answer to them, and they
can spell out the words

Students write down the sentence

on their card next to the correct
person and then pass back the
card.

Students go around asking each

other who do you have? and
what is he/she doing?

Ventures
students
book and
workbook
Present
progressiv
e cards
(Idea
taken from
Ventures 1
teachers
edition,
unit 3,
lesson C
expanded
activity.)

BREAK: 10 MINS
10:4011:00
Speaking
practice

11:0011:30

Show example of how you

should speak for 1.5 minutes on
your family.
Have students group up in
groups of 3-4.
Time students using the
computer.
Encourage students to practice
reading and writing of difficult
texts.

Students write keywordsnot

sentences, but keywordsthat
they can use to help them speak
for the required time.
Students take turns & speak for 1.5
minutes.
MORNING: students read and
answer questions about the
reading in the ventures book.

Ventures
lesson d

EVENING: Students read the

dialogue about families and
answer questions
Students listen to grammar and
write down info.

families
dialogue

Individual practice and check

Ventures
workbook

Reading

11:3011:45
New
grammar:
intro
11:4512:00
Practice
12:0012:10
Wrap-up

Grammar intro: present

continuous and reversing
questions

Individual practice

Closing game

Ventures
lesson C

Daily Lesson PlanRochester ESL

DATE:
CLASS:
SUBJECT/TOPICS:
OBJECTIVES:

Tuesday, 9 February, 2016

AND
Thursday, 11 February,
2016
Advanced Conversation Class
CONVERSATION: Super bowl and sports, GRAMMAR: parts of speech
PRONUNCIATION:
Begin working with grammar:
o make sure students are clear on the different PARTS OF
SPEECH
o work with noun phrases and adjective phrases
Begin working with pronunciation
o Voiced syllables v. unvoiced syllables
o ed, -s (both plural and present tense verbs) and
different ways to pronounce them with voiced/unvoiced
sounds
Read, close-read, and understand an article on food and
advertisements
Work Plan:

Time/The
me
10:0010:30

Teacher Does

Students Do

Greetinggreet each student,

begin conversation

Students greet teacher back, begin

simple conversation

Parts of speech: Explain

different parts of speech and
have students identify them

Students practice identifying parts

of speech

Materials

Conversati
on

10:3010:50
Grammar
Practice
10:5011:20
Pronunciat
ion

practice

11:3011:50

Explain vowels and consonants

Students listen and practice
Explain voiced/unvoiced
pronunciation
consonants
Explain different ways to
Students identify and
pronounce ed with them
Explain different ways to
pronounce s, plural and present
tense
BREAK: 10 MINS
Have students read article out
Students read article and mark it
loud, explain hard words and
for meaning
figure of speech

Reading
Discuss article: IF TIME, talk
about the different viewpoints
between the ORIGINAL article
and the REVISED article
11:5012:00

Wrap-Up Conversation

Students give viewpoints on article

and what they understand/dont
understand; laws and civil services
in schools

Parts-ofspeech
paper
Students
write this
down

Article:
Scientists
Are
Building A
Case For
How Food
Ads Make
Us
Overeat

Feedback from students: article was good and the students enjoyed it. Generally, they want more
with pronunciation and grammar (no one said it was easy), but a couple wanted to discuss the
article more. In general, they just say it is short. Start assigning homework.
Speak slower, or ask students to repeat more.

One student asked for vocabulary related to daily activities.Daily Lesson PlanRochester ESL
DATE:
CLASS:
SUBJECT/TOPICS:
OBJECTIVES:

Tuesday, 9 February, 2016

Advanced Conversation Class
CONVERSATION: Super bowl and sports, GRAMMAR: parts of speech
PRONUNCIATION:
Begin working with grammar:
o make sure students are clear on the different PARTS OF
SPEECH
o work with noun phrases and adjective phrases
Begin working with pronunciation
o Voiced syllables v. unvoiced syllables
o ed, -s (both plural and present tense verbs) and
different ways to pronounce them with voiced/unvoiced
sounds
Read, close-read, and understand an article on food and
advertisements
Work Plan:

Time/The
me
6:00-6:30
Goals,
begin.
Convo
6:30-6:50
Syllabus
and goals

10:5011:10
Pronuncia
tion
practice

7:20-7:40
Reading

Teacher Does

Students Do

Greetinggreet each student,

begin conversation

Students greet teacher back, begin

simple conversation

Parts of speech: Explain

different parts of speech and
have students identify them

Students practice identifying parts

of speech

Explain vowels and consonants

Students listen and practice
Explain voiced/unvoiced
pronunciation
consonants
Explain different ways to
pronounce ed with them
Explain different ways to
pronounce s, plural and present
tense
BREAK: 10 MINS
Have students read article and
Students read the article and
correct any mistakes
correct any mistakes that they see

Parts-ofspeech
paper
Powerpoin
t: syntax
of
verb/noun/
sentence
trees
Voiced/unv
oiced
sounds

Article: A
New
Generatio
n Of Saudi
Artists
Pushes
The
Boundarie
s

7:40-8:00

Discuss article with students,

esp. their answers and viewpoint

Talked a little bit about verbs. Not enough.

Students discuss article, speaking

with each other on their viewpoint
and issues they found with it