Tim Cline & Jenni Wain
Durham Literacy Council @ Kestrel Heights School
Lesson Plan no. 1 (liberally borrowed from Lesson Plan of Similar Name from last year, with apologies to Ms. Wain)
Tuesday Aug. 30, 2005
6:30 – 8:30 pm

Beginners One

Objectives:
•Introduce teachers and students
•Introduce method
•Discover current level of language competence
•Introduce/check basic vocabulary for use in subsequent lessons

Materials:
Name tags, Sharpie pens, Oxford Picture Dictionary, Index cards for use with drills and homework; pencils to give to students who did not bring them.

Activities:
1.Introduction
2.Greetings and introductions
3.Spell first and last names
4.Ask and answer 'Where are you from?'
5.Break
6.State, read, and write personal info on a form
7.Classroom objects, OPD pp. 2-3
8.Homework assignment and saying good-bye

1. Introduction: Introduce teachers and structure of lesson (briefly). Why we are here, what we are going to do. Encourage asking questions.

2. Greetings and Introductions
•Fill out name tags (if not already done)
•Write dialogue on the board.
•Model with partner.
•Ask students to write dialogue in their notebooks.
•Model again.
•Have class read the sentences, using their names and ours as appropriate.
•Pass out index cards.
•Go around to each individual student and have them repeat the dialogue with one of the teachers.
•Split up into pairs and have students work with one another.

3.Spell first and last names
•Practice alphabet: write it on board, have class help read it.
•Model how to spell your name with partner: 'My name is _____. T – I – M C – L – I – N – E'.
•Go around to each individual student and have them repeat the dialogue with one of the teachers.
•Split up into pairs and have students work with one another.

4.Ask and answer 'Where are you from?'
•Write dialogue on the board.
•Model with partner.
•Ask students to write dialogue in their notebooks.
•Model again.
•Have class read the sentences, using their names and ours as appropriate.
•Pass out index cards.
•Go around to each individual student and have them repeat the dialogue with one of the teachers.
•Split up into pairs and have students work with one another.

5.Break

6.State, read, and write personal info on a form
•Write dialogue on the board.
•Model with partner: state 'My name is _____. My address is _____. I was born in _____. Today's date is _____.'
•Ask students to write dialogue in their notebooks.
•Model again.
•Have class read the sentences, using their names and ours as appropriate.
•Pass out index cards.
•Go around to each individual student and have them repeat the dialogue with one of the teachers.
•Split up into pairs and have students work with one another.

7.Classroom objects, OPD pp. 2-3
•Read through vocabulary and have class repeat. Point to objects, act out actions. Use helpful hints at bottom of page for activities. (“What is this?')

8.Homework assignment and saying good-bye
•Handout assignment (index cards); explain what you'd like them to do.
•Closing dialogue: write dialogue on the board.
•Ask students to write dialogue in their notebooks
•Model with partner.
•Have class read the sentences, using their names and ours as appropriate.
•Pass out index cards.
•Go around to each individual student and have them repeat the dialogue with one of the teachers.