Instructor: ________________ Course: Beginner’s Level Listening and Speaking
Textbook:_________________
Weekly Objectives:
1. Lesson Objectives: Students will be able to converse in a specific travel situation, such as arriving at an airport in a foreign country.
2. Lesson Objectives: Students will be able to demonstrate understanding by performing a skit about situations in an airport at the end of the week.
Monday Tuesday Wednesday Thursday Friday
Lesson Objectives: Students will Lesson Objectives: students will be Lesson Objectives: students will be Lesson Objectives: Lesson Objective: students will
be able to identify specific travel able to comprehend/identify able to comprehend basic forms of Students and teacher will work perform airport-themed skits as
objects. sentences created around the travel common travel verbs. Students will together to create plots, locations final assessment to demonstrate
Students will be able to objects taught in the previous be able to comprehend/identify key and dialogues for the airport- comprehension of week-long
demonstrate understanding of new lesson. phrases (NOT beginning with themed skits which each group lesson.
vocabulary by reading a short Students will be able to ask ‘Where’, ‘What’ etc. as taught in the will be performing as their final
travel story and identifying the questions and give answers related previous lesson.) Students will assessment. Students will Review with the entire class what
travel objects in the story. to the travel objects. demonstrate understanding by doing demonstrate comprehension of they have learned throughout the
Warm-Up Students will be able to demonstrate multiple activity work sheet. instructions and subjects taught week.
Show students pictures on a understanding by taking a quiz. by writing out their individual Then explain to the class that
slideshow of things found in an lines on a sheet of paper. today is their final assessment.
airport (luggage, airplane, Each group will come up to the
passports, ticket kiosks, travelers, Warm Up Warm Up Students will play a Warm-Up: front of the class and perform the
etc.) Ask students if they can Begin the class by going over the skit that they have created. Have
identify the objects in each picture, Pull out a brown paper bag, explain game. Everyone sits in a circle and homework you assigned for Day a clear rubric written out on the
and tell you what the over-all story 3 with the students. Provide board for the whole class to see.
is. Expect this to take 10 minutes. to the students that inside are all the takes turns rolling 2 large dice. The feedback and help to correct any Explain that the students will be
Objective Discussion mistakes. ( 7 minutes) graded on: Performance,
Explain to students they will be travel object words that they learned numbers on one dice correspond to Pronunciation, Correct Usage of
learning how to identify objects, Objective Discussion: Verbs, Correct Usage of Key
and demonstrate understanding by the previous day, printed on a piece objects and appropriate question Explain to the students that you Phrases, including Question and
reading a story at the end of the will be breaking them up into Answer Sentences, How many
day. (2-3 minutes) of paper with a picture of that verb forms (example: groups and assigning roles for Objects, Question and Answer
each group skit, which they will Sentences and Key Phrases they
Instruct and Model object=passport, verb=where.)
object. Explain that they must pick a be performing tomorrow. Explain incorporated into their dialogues,
Go through pictures you used in
that together you will create plots, and Creativity. Give the students
the slideshow one by one, giving written on the board. The numbers
word randomly from the bag. Each i.e. a general story-line for the 10 minutes to rehearse their roles
the word for each object. Say the
skits, and dialogues for each role, and individual lines one more
word first, then have students on the second dice correspond to
student who takes a piece of paper along with the locations of the time. Then, have each group take
repeat for correct pronunciation. If
airports they will be in. (2-3 turns coming up to the front of
there are multiple vocabulary types of key phrases. Students must
will stand up and say the word out minutes) class the and performing their
words for one object, ask your
skits.
students to try and come up with ask the person next to them a
loud and explain what it is. Then, Instruct/Model: Assign students
synonyms on their own. (15
to their groups, pairing lesser-
minutes) question about the object and
before passing the bag on to the performing students with higher
performing students. Give each
Guided Practice attempt to use one of the key phrase
next person, (and to introduce the student a role within the group
Practice new travel vocabulary that
and have each group decide
the students just learned by first appropriately. (Expect this to take
new idea of asking questions to your amongst themselves what country
giving the definition (you carry it
or place they will be in/traveling
on your back…you get tickets 15 minutes)
learners) they must point to another to, what their individual luggage
from it…it carries you to the place
and extra travel items will be,
you want to go (plane, bus, train, Objective Discussion:
car, boat, etc.). Then have them student in class (it can be anyone Explain that students will be what the plot will be, what things
finish your sentences by giving learning key phrases and the forms they will do at the airport, i.e.
you the correct travel object. (12 that they want) and that student of several common verbs used in switch planes, catch a taxi, etc.
minutes) travel, which they will use to Use some of the students’
must ask a question about that complete a worksheet at the end of homework as examples. Also,
Independent Practice the class. (2 minutes) have a list of objects, question
Have students read a short story object. Give the students an types and key phrases written up
about a girl (Anna) who travels to Instruct/Model on the board. Each group will be
Norway. Afterwards, have the example by having one of them Use key phrases written on the board for required to include at least one of
students answer critical thinking each in their dialogues. Explain
the warm up activity as a model. Ask
questions by identifying the come up in front of the class, and that they will also be able to use
specific travel objects Anna students to try and provide more to add the Q/A sentences they created
brought with her, and why they together you and he/she will model for Day 2 as models, but they
were important to have. (10 to the list. Explain any necessary rules cannot copy them exactly. (15
minutes) what you expect everyone to do. minutes)
about sentence structure and meaning.
Homework: Have students read a Then have the students begin. Guided/Less Guided Practice:
Then have students come up with a list
short story that uses similar Next, have the students begin
vocabulary, then again answer Expect this activity to last about 15 of verbs used in the questions, answers creating dialogues within their
critical thinking questions. (This groups. Go through the dialogues
will be the Assessment) minutes. and key phrases learned. Give the step-by-step with the students to
ensure that they are following the
Objective Discussion corresponding forms for I/he/she/it, etc. general outline that you have in
mind for their skits. Give
Explain to the students that they will Write them on the board, and ask feedback and continue to correct
be learning to form sentences any errors where needed. (15
questions to check for understanding.
around the travel objects that they minutes)
studied previously. Specifically, (15 minutes) Homework:
they will be learning to ask different Independent Practice:
kinds of questions (where, what, Guided Practice: Pass out a sheet of paper, and
how, why, when, who), and then Ask students some common travel have each student write down
give answers to those questions, questions, and have them finish his/her individual lines for their
which will help them to complete your sentences with the appropriate group skit. Have them also write
the quiz they will be taking at the key phrases and correct verb forms. down the location of the airport,
end of class. (5 minutes) Write the answers up on the board. place they are traveling to, and a
Instruct/Model (8 minutes) general overview of the plot.
Once they are done have them
Show students several sample Less-Guided Practice: turn in their assignments for a
Have the students get into groups final check and assessment. (This
conversations that might take place in an will be the Assessment)
and/or pairs and practice short role-
plays, using 1-2 key phrases and (10 minutes)
airport between two different travelers,
appropriate verb forms (including
and people they meet in an airport, me/I, he/she/it, etc.) Homework: Everyone will take
(10 minutes) the dialogues they have written
( ticket agents, people at the luggage out for independent practice and
Independent Practice: rehearse their roles at home.
check-in, etc.) (Model) Have students Pass out a worksheet and have the
students complete the activities on
give both travelers colorful and
their own. The activities will
interesting names. Read conversations include: filling in blanks with the
correct verb form, reading a short
aloud to your students, taking care to sample conversation and circling the
key phrases, and creating two
speak at an even pace, enunciating sentence dialogues for a traveler and
a ticket agent. (This will be the
clearly, changing tone of voice Assessment)
(10 minutes)
appropriately when reading out
questions and answers to help students Homework: Have the students begin
brainstorming details about the
comprehend the reading. When you are upcoming skit, including: where
would you go as a traveler? What
finished, ask students if they can tell you would be your problem (IF there
was a problem)? What would be
what the topic of each conversation is
your luggage? What would be in
about. (Infer). Once the students have your luggage? What additional
items would you travel with? Who
given their answers, help to correct and would you speak to in the airport?
Etc. Have the questions written out
clarify any errors the students may have on a piece of paper for them to take
home, and encourage the students to
made, explain any necessary rules and come up with at least one other
detail on their own.
repeat difficult phrases. (Elaborate)
Guided Practice (10 minutes)
Take the role of several different
types of people at an airport, and
have your students be the
‘travelers’. Give a series of
questions and sentences that you
will start, and your student
‘travelers’ will finish with the
correct answer or information. For
example:
Teacher: ‘Where is your passport?’
(correct response: ‘My passport is
here/it is here’)
Encourage more than one answer to
your questions. Then reverse roles
and have students ask you
questions, and you give answers.
(15 minutes)
Less Guided Practice
Have your students break up into
groups/pairs (better student with
lesser student) and have them Homework:
practice attempting to create their
own questions/answers based
loosely around the samples given on
the board. Students will help review
and correct each other’s sentences.
(10 minutes)
Independent Practice
Pass out a worksheet to the students
on which five travel objects are
drawn in a box. Have instructions
written at top of the page: students
are to create one question sentence
and one answer sentence for each
object. Explain this quiz will serve
as a rough draft and is NOT going
to be graded. Also have instructions
and expectations for the activity
written out on the board for students
to refer back to. Once quiz is
completed, teacher will provide
feedback. (10 minutes)
Homework:
Explain to students they will be going
back over the sentences they created for
the quiz, to correct any mistakes and
polish up their work before they submit
it again for a grade. In addition, they will
also be required to create an extra
sentence, either a question or an answer,
in order to demonstrate that there is
more than one way to ask a question or
give information. Have the rubric that
you will be using to grade their work
written clearly up on the board, and go
over it with the students to make sure
everyone understands. (This will be the
Assessment)
