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1. 1 paragraph - Describe the theme and overall objectives for the day. On this particular day you
will be teaching/presenting new vocabulary and a grammar point. You'll also be including a short
reading, and some interactional speaking activities and any other cultural information related to
the theme.
The focus for the day will be forming present tense yes/no questions. The two
formations that will be taught are the “is/are-subject” form and the “do/does-subject-verb”
form. Past tense and auxiliary questions will not be taught yet, but the students should be very
familiar with present tense sentences/verb conjugations. The vocabulary that will be presented
will be sports-related. The students will learn the verb for the sport and the agent (swimming:
to swim, swimmer; a baseball: to play baseball, a baseball player). This will allow them to use
both types of yes/no questions. There will be an activity where the students have to ask yes/no
questions to each other, a cultural reading with a follow-up activity, and a tape of native
speakers talking about what sports they play.
2. Write a brief outline of the lesson and activities.
1. Presentation of how to form “is/are-subject” questions.
2. Presentation of how to form “do/does-subject-verb” questions.
(these first two presentations will be on a handout and presented on an overhead on which
I can write in order to show how to move the words in a sentence).
3. Presentation of 8 new vocabulary words using flashcards.
4. Presentation of how to turn the new vocabulary into nouns and verbs/sentences
(hand out with demonstration to coincide with an overhead, handout with images that the
students need to fill out noun/verb for each image).
5. Audio-tape of native speakers talking about what sports they play with corresponding
worksheet.
6. Students work in pairs and ask each other if they play a certain sport. 4 questions “Are you
a_____?” and four questions "Do you _____?”
7.Have students turn in exercises from #4, 5, and 6 when complete (to be graded and returned;
grading based more heavily on effort than accuracy)
8. When a student is finished, he/she may begin working on the homework assignment, a short
paragraph about sports in the US with a few follow-up questions.
3. Write your aims and objectives for each activity. You might begin “For students to…”
1. Presentation of how to form “is/are-subject” questions.
For students to visualize and comprehend how to form these questions.
2. Presentation of how to form “do/does-subject-verb” questions.
(these will be on a handout and presented on a blackboard, so that I can show how to move
the words in a sentence).
For students to visualize and comprehend how to form these questions.
3. Presentation of 8 new vocabulary words using flashcards.
For students to obtain new vocabulary in a visual way and to reproduce each word vocally
4. Presentation of how to turn the new vocabulary into nouns and verbs/sentences
(hand out with demonstration to coincide with an overhead, handout with images that the
students need to fill out noun/verb for each image).
For students to use the new vocabulary in different contexts, how to transform words to
change their parts of speech, and to learn vocabulary in word families.
5. Audio-tape of native speakers talking about what sports they play with a corresponding
worksheet.
For students to recognize the new vocabulary aurally, as well as to hear native speakers using
the questions they just learned how to form.
6. Students work in pairs and ask each other if they play a certain sport. 4 questions “Are you
a_____?” and four questions "Do you _____?”
For students to reproduce the new vocabulary orally as well as practice listening
comprehension; students will these in as well as personal answers, so that I can compare the
two response sheets for accuracy (to see if the students understood what they were saying).
7.Have students turn in exercises from #4, 5, and 6 when complete (to be graded and returned;
grading based more heavily on effort than accuracy)
For students to be able to see their mistakes, but turned in to conserve class time.
8. When a student is finished, he/she may begin working on the homework assignment, a short
paragraph about sports in the US with a few follow-up questions.
For students to practice reading the new sentences and vocabulary, as well as answering
questions that require that they understand how to create the new types of questions.
4. Explain what the specific language focus is. Is it grammar, vocabulary, pronunciation, etc.?
The focus of the lesson will be primarily on obtaining new vocabulary, creating simple yes/no
questions, and creating word families. There will be some focus on pronunciation, reading, and aural
comprehension, but not as much as the other points.
5. Explain what problems you think students might have in their efforts to complete and understand
the lesson.
Forming the questions should not be too difficult. One problem that will need to be addressed
is that when using a “does” question with he/she/it, the second verb does not have an s (example: “She
plays baseball.” becomes “Does she play baseball?” This will be pointed out on the handout. The next
problem would be determining which sports require the word “play” and which can be transformed into
agents and verbs without it; this will be demonstrated on the handouts.
6. Discuss what errors students might make and how you will address these errors.
The students will probably have the most difficulty when they are working in pairs and asking
questions (they will only have one word – a sport- to prompt their question). This will be hard because
they need to focus on using the right question (using to be or to do) as well as forming the right verb or
noun based off of the sport provided. The handouts should be of assistance, and I would be walking
around the classroom during this activity to listen to the students and make corrections. Another
problem might be remembering to use the article “a” when asking their partners if they are a specific
type of athlete (example “Are you skier?” vs. “Are you a skier?”).
7. List the classroom aids you will utilize for the activities.
- Overhead for presenting how to create the sentences
- Flashcards
-Several handouts
-Worksheets
- Tape player (or CD)
- Tape or CD (either one I have created myself or one I have found that is applicable to the
lesson)
8. Discuss what prior presentation may have been necessary for students to complete the lesson.
The students should already know how to conjugate in present tense (especially “to do” and “to
be”). Ideally, the students have at least been exposed to the concept that many verbs in English can be
turned into nouns (agents, or –er nouns, such as write becoming writer). Also, they should know when
to use articles and when not to. They obviously will need to be familiar with all of the subjects (he, she,
I, etc.). In order to make the questions, they will need to know how to write a basic present tense
subject-verb-object sentence as well as a subject-is/are-article+noun/adjective.
9. Discuss what subsequent activities might naturally follow from this lesson (e.g., homework). What
could you have students do next?
The students will probably have to take the last activity home, a text with follow-up questions
that will require them to write questions. The next grammar points that would follow would probably
be either forming past-tense sentences or WH questions (who, what, when, where, why, how, which).
The vocabulary could be expanded to include more sports or related adjectives and adverbs.
10. Write down your instructions for the different activities verbatim. You should have at least 4
different primary activities (vocabulary, grammar, reading, and speaking) ,with some sub-activities
integrated into each one to be able to complete the 4. Describe any gestures you would use when
giving these instructions. Be sure to include time estimates for individual components of the activity.
How long will your instructions take? How long will it take students to complete the activity? How
long will feedback on the activity take?
1. Presentation of how to form “is/are-subject” questions.
2. Presentation of how to form “do/does-subject-verb” questions.
(these first two presentations will be on a handout and presented on an overhead on which
I can write in order to show how to move the words in a sentence).
3. Presentation of 8 new vocabulary words using flashcards.
4. Presentation of how to turn the new vocabulary into nouns and verbs/sentences
(hand out with demonstration to coincide with an overhead, handout with images that the
students need to fill out noun/verb for each image).
5. Audio-tape of native speakers talking about what sports they play with corresponding
worksheet.
6. Students work in pairs and ask each other if they play a certain sport. 4 questions “Are you
a_____?” and four questions "Do you _____?”
7.Have students turn in exercises from #4, 5, and 6 when complete (to be graded and returned;
grading based more heavily on effort than accuracy)
8. When a student is finished, he/she may begin working on the homework assignment, a short
paragraph about sports in the US with a few follow-up questions.
1. Present the activities as you would to the class. That is, apart from the lesson plan and
answers to the steps above be sure to include in your lesson plan the actual activities as
they would be distributed - presented to the class (and any materials that you will use - if
they are print- to present the activities
Evaluation: Similar to homework assignments, each question/component has a maximum of 4 pts. No
handwritten work will be accepted. Submit lesson in a folder. BE SURE TO LABEL THE QUESTION
NUMBERS/COMPONENTS ON EACH PAGE OF YOUR SUBMISSION SO THAT I CAN SEE WHICH
QUESTION/COMPONENT YOU ARE ADDRESSING.
(Handout for presenting question formation, activities 1&2 of question #2)
Formation of Present-Tense Yes/No Questions
1. Sentences using a form of “to be”
*Switch the placement of the subject and verb (form of to be), leave the
rest of the sentence unchanged.
Examples: You are nice.  Are you nice?
My friend is a boy. Is my friend a boy?
I am talking.  Am I talking?
Subject
Sentence Set-Up
I:
You/we/they:
Am I ________?
Are you/we/they _______?
He/she/it: Is he/she/it _______
2. Sentences with present-tense verb that is NOT a form of “to be”
*Use a form of “to do” to start the sentence
*The rest of the sentence remains unchanged
**exception: drop the “s” in the second verb of a he/she/it
sentence
Examples: You run quickly.  Do you run quickly?
We study.  Do we study?
**My mom walks.  Does my mom walk?
Subject
I/You/we/they:
He/she/it:
Sentence Set-Up
Do I you/we/they __(verb)__?
Does he/she/it __(verb, no “s”)__?
(Worksheet for activity #4 of question #2)
Soccer
Hockey
Football
Basketball
Noun:__________
____________
___________
___________
Verb:__________
____________
___________
___________
Swimming
Skiing
Cheerleading
Snowboarding
Noun:__________
____________
___________
___________
Verb:__________
____________
___________
___________
(Sample transcript/handout for activity #5, question #2)
Sample transcript of an audio-tape I would play:
Interviewer: Do you play sports?
Speaker 1: Yes, I play soccer and football and I am a skier.
Interviewer: Are you a basketball player?
Speaker 2: No, I am a swimmer.
Interviewer: Do you play sports?
Speaker 3: No.
Interviewer: Are you a hockey player?
Speaker 4: Yes.
HANDOUT:
Check the sport(s) the speaker plays
Speaker1
Speaker2 Speaker3 Speaker4
Soccer
___
___
___
___
Football
___
___
___
___
Hockey
___
___
___
___
Basketball
___
___
___
___
Skiing
___
___
___
___
Swimming
___
___
___
___
Snowboarding
___
___
___
___
Cheerleading
___
___
___
___
(Handout for activity #6, question 2)
Ask your partner if they play the sports and mark the sports you play.
Use the “do” form of a question 4 times and “are” 4 times.
Your partner
(names):____________
You
___________
Soccer
____
____
Hockey
____
____
Basketball
____
____
Football
____
____
Cheerleading
____
____
Skiing
____
____
Snowboarding
____
____
Swimming
____
____
(Homework, activity #8, question 2)
Homework Reading and Questions
Sports are important in America. The four most popular sports in America
are football, baseball, basketball, and hockey. Football is a sport that is only
played in the United States. Cheerleaders help football players and sometimes
basketball players. Many high school students like to play sports like these.
Questions
1.