English For All – CLASS NAME: Beginner
DATE: 4/17/13
Teacher(s): Parker Rom
Lesson Objectives 1.
SWBAT use vocabulary related to cities: stadium, arena, concert, museum, building, skyscraper, traffic, subway, taxi, bus, and parking garage
2. SWBAT use adjectives: cheap, expensive, rich, poor, hungry, big, small, little
3. SWBAT use “Me too” and “Me Neither” in a conversation
Materials Pictures of old vocab for warm-up, new vocabulary PowerPoint, vocabulary fill in the blank WS, NYC video, NYC video reading passage, NYC video reading activity, adjectives presentation pictures
(restaurants and food), adjectives house activity WS, audio/transcript/fill in the blank activity on page 58 of textbook.
Procedure Note: The numbered titles are all bold faced. All other bold-faced words are to be written on the blackboard. Words in quotations are to be spoken by the teacher. Materials are underlined. Include the time allotted for
each activity.
1. Warm-up (Time allotted: 10 mins.)
Objective: SWBAT review cities vocabulary taught in previous lessons
(club, restaurant, grocery store, mall, movie theater, park, post office,
library, and hospital)
Pre-Activity: T will draw a blank city map on the chalkboard and will write cities vocabulary taught in previous lessons.
Activity: Ss will be given pictures of the vocabulary and will be asked to tape them to the corresponding word on the chalkboard.
Post-Activity: T will call on different Ss to say the vocabulary on the board.
Evaluation: T will check for correct answers and correct pronunciation

throughout the activity.
TRANSITION (to the next activity): “Now we’re going to learn some more vocabulary about cities.”
2. Vocabulary (Time allotted: 15 mins.)
Objective: SWBAT use new vocabulary related to cities: stadium, arena, concert, museum, building, skyscraper, traffic, subway, taxi, bus, and
parking garage
Pre-Activity: T will go over vocabulary by showing pictures on a
PowerPoint slide. T will ask Ss to write down the vocabulary words.
T will ask Ss to repeat the word twice before moving on. T will review all vocabulary at the end.
Activity: Ss will complete a fill-in-the-blank worksheet with the new vocabulary.
Post-Activity: T will call on Ss for answers.
Evaluation: T will check for correct answers and pronunciation
throughout the activity.
TRANSITION (to the next activity): “Now we are going to watch a video about New York City. Have any of you been to New York City?”
3. NYC Video (Time allotted: 25 mins.)
Objective: SWBAT recognize the new vocabulary based on a video, and
complete a fill-in-the-blank activity based on a reading passage
Pre-Activity: T will play the video
( http://www.youtube.com/watch?v=MtCMtC50gwY ) and will ask Ss to write down any of the new vocabulary they hear from the video.
The video will be played with English captions.
Activity: T will give Ss a reading based on the video that includes all of the new vocabulary. Ss will be given 5 sentences from the reading, with the new vocabulary words omitted from the sentences. Ss will scan the reading passage, and fill in the blanks with the correct

vocabulary word from the passage.
Post-Activity: Ss will compare answers with each other. T will call on
Ss for answers.
Evaluation: T will check for correct pronunciation and sentence
structure throughout the activity.
TRANSITION (to the next activity): “Now we’re going to learn some new words that describe places like a building or a restaurant.”
4. Adjectives (Time allotted: 10 mins.)
Objective: SWBAT use new adjectives: cheap, expensive, rich, poor,
hungry, big, small, little
Pre-Activity: T will go over the adjectives using various pictures of food in restaurants. For example, a picture of a $.99 McDonalds burger can be used to explain cheap and poor, which a picture of a steak and wine can be used to explain expensive and rich.
Activity: Ss will be given pictures of two different houses, and will write the adjectives that relate to the picture. One will be of a large mansion, while the other will be of a much smaller house.
Post-Activity: Ss will compare answers with each other. T will call on
Ss to ask what they wrote for each house.
Evaluation: T will check for correct pronunciation and spelling
throughout the activity.
TRANSITION (to the next activity): “Now we’re going to go over two new phrases that you can use in every day conversation.”
5. Conversation Strategies (Time allotted: 15 mins.)
Objective: SWBAT use “me too” and “me neither” in a conversation.
Pre-Activity: T will go over “Me too” and “Me neither” by making up examples and writing them on the board. For example: “You all go to
EFA class on Mondays and Wednesdays. If someone comes up and

Assessment
Anticipated
Problems says ‘I go to the EFA classes on Mondays and Wednesdays’, you would say ‘Me too!’”
Activity: Ss will listen to the audio on pg. 58 of the textbook. Ss will listen once, and then listen again and fill in the blanks of the script with the new material taught in the lesson.
Post-Activity: T will call on Ss for the answers to the fill in the blanks.
Evaluation: T will check for correct pronunciation and spelling throughout the activity.
TRANSITION (to the next activity): “Now we’re going to do a writing activity so you can practice these new phrases.”
6. Wrap-up (Time allotted: 15 mins.)
Objective: SWBAT write a conversation using the new material taught
during this lesson.
Pre-Activity: T will tell Ss to write down two one-line conversations using all the new material taught during this lesson (vocabulary, adjectives, and me too/neither). T will write an example on the board:
A: I want to go to the big museum in the city.
B: Me too! It’s very cheap.
Activity: Ss will write the sentences.
Post-Activity: T will call on Ss for one of their conversations.
Evaluation: T will check for correct pronunciation, spelling, and
sentence structure throughout the activity.
If there isn’t enough time at the end, Ss will write the sentences for the wrap-up as homework.
I have planned for an extra ten minutes. I will likely have to assign the last activity as homework. In the last three lessons, only one or three Ss have shown up. This may make certain activities take longer

based on which Ss come to class. If needed, I will skip the adjectives part of the lesson, since it doesn’t really fit with the rest of the lesson.
In addition, this class will be filmed in a different class than our normal class. It is likely that not all Ss will remember to come downstairs, even though we have told them to come to the new class and there will be a sign posted on our normal class.