LESSON PLAN ❶

Title: A Camping Trip

Student Level/Grade: 3rd Grade in Middle School

Lesson Aims/Goals: To understand the flow of the story and develop listening ability.

Length of Lesson: 7mins.

Materials: Pitcure worksheet, 5 picture cards for each group

Steps & Activities

Activity 1

1) Pre-Activity: Teach students new words and phrases.

2) Divide the class into five or six groups of five to six depending on the size of the class.

3) Give out the picture worksheet.

4) Teacher reads out the short story twice, slowly at first, then with the normal speed at the second.

5) Each group discusses the order of the pictures and decides the final order.

【 Story for teacher】

A

ast weekend John and Sally went camping with their parents in a forest. They put up their tent near a small lake.

B

It was hot and sunny so they all swam in the late. Then, John and his dad caught some fish and Sally made a fire and cooked them. They were delicious.

C

After lunch, John and Sally went for a walk in the forest. They took a torch but they didn't take a map.

D

They walked for hours. When it started getting dark, they stopped. They wanted to go back to their parents but they were lost.

E

Luckily, Sally had a good idea. She make another fire. Sally and John's parents saw the smoke from the fire and found them. Sally and John were tired but they were OK.

Activity 2

Give each picture card to each group of 5~6 students. Each student creates different version of a story with same picture cards above. Then each group presents their new story to the class. (They can change the order of the cards.)

Example of a new story: Jamie's family went on a picnic to the beautiful late. Jamie's mother swam in the lake because it was hot. She and her brother took a walk. But they got lost. They were very scared. They spent one hour looking for their dad and mom. Finally they found their family and had a good time. After dinner, they put up a tent and had fun.

【 worksheet 】

※Write from A to E in order of the story.

LESSON PLAN ❷

Title: Let's make a Dialogue

Student Level/Grade: 3rd Grade in Middle School

Lesson Aims/Goals: To learn how to create sentences using "because".

Length of Lesson: 10minutes.

Assumed Knowledge: Students are able to speak basic sentences.

Materials: handout

Steps & Activities

Activity 1

1) Prepare cards describing feelings as belows.

2) Ask students to work in three. Give each one a card and have him or her use the word in a sentence.

ex) I am sad. / Tom is feeling depressed.

3) The partner A) asks why the person feels this way, B) listens to the response, and A) says the reason and B) makes a suggestion or gives some advice.

ex) A) I am angry.

B) Why?

A) Because my friend doesn't pay back money he borrowed.

B) You should tell him to pay back again.

4) Have all of the three exchange cards and continue the activity until students have had a chance to try using all the cards.

Activity 2

Get each person write out one of the exchanges at the bottom of the handout and later share it with the class.

【 worksheet 】

Feelings

angry	depressed	happy	sick	unhappy
nervous	disappointed	terrible	unloved	cheerful
energetic	lonely	terrific	uptight	dejected
furious	sad	tired	worried

Reasons

I ran five kilometers today.

My house was locked.

My friend doesn't pay back money he borrowed.

My best friend lied to me again.

My best friend moved away.

She is not home.

I lost my dog.

My mother bought a nice jacket for me.

I just saw a car accident.

My new job is great.

Nobody loves me.

I have a big test tomorrow.

The piano contest is just around the corner.

I can't find my jeans.

He just doesn't interest me.

She left without saying thankyou.

He brought me a beautiful necklace.

He broke his promise.

She jogges every day after work.

She won the lottery ticket today.

Activity 2

Have each person write out one of the exchanges here and later share it with the class.

A:____________________________________________________________________.

B:____________________________________________________________________.

A:____________________________________________________________________.

B:____________________________________________________________________.

LESSON PLAN ❸

Title: Wow! It is very delicious.

Student Level/Grade: 3rd Grade in Middle School

Lesson Aims/Goals: To learn words related to cooking and describe the steps of cooking.

Length of Lesson: 7mins.

Materials: handout

Steps & Activities

1) Pre-Activity: Teach students new words and phrases.

break, cup up, peel, add, slice, simmer,

chop, stir, beat, grease, mix, boil, bake

2) Distribute handout and give some time to do activity1.

3) Let each group discuss the verbs related to the pictures first for activity 2. Then let them make sentences on their own.

4) After they finish it, teacher askes each group their own sentences.

- ⓜ Cut up the chicken.

ⓝ Peel the carrots.

ⓞ Slice the carrots.

ⓟ Boil the chicken.

ⓠ Add the vegetables.

ⓡ Simmer for 1 hour.

5) For further study, teacher allots one different and luminated food picture to each group (activity3) and students create their own recipe. This time, students don't write the recipe and instead the group verbally present their work in front of the class. Teacher grades their work.

【 worksheet 】

Activity 1

※ Let's make scrambled eggs. Fill in the blanks with proper verbs.

→      →

(         ) 3 eggs.         (        ) well.            (       ) the pan.

→   →       →

(     ) the eggs into       (      ) well.             (      ) until done.

the pan.

Activity 2

※ Let's take about the recipe of chicken soup.

→      →

→      →

Activity3

LESSON PLAN ❹

Title: Looking good

Student Level/Grade: 3rd Grade in Middle School

Lesson Aims/Goals: To learn various ways to describe face

Length of Lesson: 7mins.

Materials: handouts

Steps & Activities

Activity 1

1)Pre-Activity: Teacher explains vocabulary in the table of the handout. She teaches it through pictures of various people.

2)Based on words they learn, students describe pictures in the worksheet (#2)

Activity 2

1) Describe three people in the worksheet.

2) Let them answer in sentences.

3) Encourage them to discuss in groups and after that, write words in the blanks.

Activity 3

1) Each student has this picture. Student A describes someone in the picture to student B.

2) Then student B guesses what the person is. Befor they start, student B listens to the partner and guesses without seeing the picture. Then they take turns.

【 worksheet 】

Activity1

Hair	Length	Short	Medium-length	Long
	Color	Grey	Dark	Fair	Auburn
	Style	Straight	Curly	Bangs
Height		Short	Medium-height	Tall
Eyes		Brown	Blue	Green
Age		Young	Middle-aged	Old
		In his 20s	In his 50s	In his 80s
Skin	Dark	Light
Extra Hair		Beard	Moustache	Side Burns
Eye Color		Blue	Green	Dark
Weight		Slim	Chubby	Overweight
Acessories		Glasses	Hat	Earings

Activity2

※ Fill in the blanks with suitable words above.

☆ His name is Jim.  Jim has (     ) hair. He is (weight:      ) and (height:        ). His eyes are (       ) and his skin is quite  (        ). He  doesn't have (       ). He looks (       )

※ Describe the faces.

Middle-Aged, Woman,  Light Skin, Thin Face,        Dark Eyes, Small Nose, Long, Straight, Auburn         Hair, Glasses and a Hat

__________________________________________________

__________________________________________________

__________________________________________________

Activity3

Example: Student A: She is in her 20s and she's got jeans.

Student B: Is it Simone?

Student A: No, it isn't. She has long hair.

Student B: Then, it is Grace right?

LESSON PLAN ❺

Title: Discrimation of  /L /and /R/

Student Level/Grade: 3rd Grade in Middle School

Lesson Aims/Goals: To confirm (and practice) the distinction between /L/ and /R/.  Listening -- moving from perception to acquisition.

Speaking practicing the production of /L /and /R/

Length of Lesson: 7mins.

Materials: handout

Steps & Activities

Activity 1

Warm-up: generating awareness of /L/ and /R/, put the students in small groups (4-5 students).

Give each group one of the following topics: colours, directions, professions, places, body parts, and names. They have 5 minutes to come up with as many words as they can.

The students write the words on the blackboard.

The teacher erases those words not containing /L/ or /R/, and points out how commonly /R/ and /L/ occur.

Description

The teacher might explain that the contrast between /L/ and /R/ is probably one of the most difficult things that students will have to learn, and that it will require lots of work. But, that it can be done!

/L/: For this sound, explain the position of the tongue: the tip is placed on the upper part of the mouth, on the alveolar ridge. Instead of using the technical term, it is probably best to say something along the lines of 'the bumpy part of the mouth just behind the teeth.'

/R/: For this sound, it is the curling motion of the tongue that is most crucial. This can be amply illustrated by using one hand and curling the fingers backward towards (but not touching) the palm. Also stress that the tongue does not touch any part of the mouth (except, of course, where it is attached).

Activity 2

Guided practice (from Celce-Murcia, et al., pp. 54-55)

1) In pairs, have the students take either handout A or handout B.

2) Explain that this is celebrity X's social calendar, and that they have to complete it asking questions to their partner about the 'blank' dates (the dates not shaded).

[This could be omitted if the class is at a suitable level, or if the teacher would like to give more time for the following dialogue activity.]

Activity 3

Story Activity (from Celce-Murcia, et al., p. 55)

1) Back in their groups, tell the students that they are to use 8 (or more) of the words on the handouts to create a short story. It does not need to be very long.

2) Next, they practice

3) Finally, (some) students from each group perform their dialogue for the class.

【 worksheet A 】

Schedule Activity.

With your partner, fill in the missing pieces of your celebrity's schedule.

MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY	SATURDAY	SUNDAY
	1 celebrate with friends	2	3	4	5 leave for Berlin	6
7	8	9	10	11	12 horseback riding	13
14 bidge party	15	16	17	18 pick up Harold at airport	19	20
21	22	23	24	25	26	27
28	29	30 conference in Cairo

Story Activity  L words: Light, , Long, Load, Late, Led, List, Alive, Pilot, Collect, Eileen

In your groups, use four of these words to make a short story.

【 worksheet B 】

Schedule Activity.

With your partner, fill in the missing pieces of your celebrity's schedule.

MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY	SATURDAY	SUNDAY
	1	2	3appointment at hairdresser's 3:00	4	5	6
7	8	9 return from Berlin	10	11	12	13 Hooywood premiere 8:00 pm
14	15	16	17	18	19 dinner with Barry	20
21	22	23 new furniture delivered 4:30pm	24	25 fly to London	26	27
28	29	30 conference in Cairo

Story Activity  R words: Write, Right, Wrong, Road, Rate, Red, Wrist, Arrive, Pirate, Correct, Irene

In your groups, use four of these words to make a short story.

LESSON PLAN ❻

Title: The consonants P, B, F, and V

Student Level/Grade: 3rd Grade in Middle School

Lesson Aims/Goals: To confirm proper acquisition of four particular, related consonants which are problematic for Korean speakers: /P/, /B/, /F/, and /V/, and to practice the production of each sound.

Length of Lesson: 7mins.

Assumed Knowledge: Students can read basic sentences properly.

Materials: handout

Steps & Activities

Activity 1

Warm-up: Give the students a tongue twister in Korean. Then, show them some tongues-twisters in English that are created with the consonants p, b, f, and v.

Example:  "Peter piper picked a pack of pickled peppers"

Part 1  Confirming Acquisition

(Class work)

Use either the minimal pairs provided (Avery and Ehrlich, p. 138), and/or the sentences provided in the handout to confirm that students can hear the distinction between the four sounds. The words/sentences should also be provided on either the black/whiteboard or on PowerPoint slides:

/p/	/f/	/b/	/v/

pan	fan	boat	vote

pry	fry	buy	vie

lap	laugh	rebel	revel

supper	suffer	robe	rove

Part 1 can be taken more quickly if the class, overall, is at a more proficient level.

Activity 2

Practicing Pronunciation

2.A (whole class)

The teacher demonstrates the four sounds, pointing out the crucial distinctions.

*The closure of the lips for B and P

*The stronger aspiration in P, relative to B

*The position of the lower lip and upper teeth in F and V

*The vibration of the vocal chords in V, as opposed to simple exhalation in F.

2.B (pair work)

Using the handout, students practice the different sounds. The speaker chooses one of the two given options, and the listener indicates what she/he hears by touching the appropriate picture or sentence.

Wrap-up: Get the students to try one (or more) of the tongue twisters in front of the class. The teacher should also try one (and get it wrong), to make the point that they are difficult because they are meant to be!

LESSON PLAN ❼

Title: Find the differences

Student Level/Grade: 3rd Grade in Middle School

Lesson Aims/Goals: To develop speaking ability by finding the differences

Length of Lesson: 10minutes.

Assumed Knowledge: Students are able to speak basic sentences.

Materials: handout

Reference book: Grammar, peter Watcyn-Jones)

Steps & Activities

Activity 1

1) Work in pairs. Student A and student B have a copy of four people's diaries. But some of the things marked in them are not the same. There are 11 differences altogether.

2) Student A ask Student B five questions and then take it in turns to ask and answer questions to try to find which things are different. Put a circle around any differences you find.(Don't tell what you find.)

3) They should not give each other any extra information.

4) If this activity is a little bit difficult, Teacher gives some model questions as below.

Example: Where is Peter going on Wednesday?

Is Colin having his eyes tested on Monday?

At what time on Sunday is Emma visiting her grandparents?

【 worksheet 】

Student A

Peter's diary
22 Monday play tennis 7 o'clock	Friday 26 spend evening with Cathy
23 Tuesday	Saturday 27 play football 2:15 meet Cathy 7:30
24 Wednesday go to the dentist 10:30	Sunday 28
25 Thursday visit Aunty Jane 6:30

Helen's diary
22 Monday go to pottery classes 7:15	Friday 26 meet friends at disco 9 o'clock
23 Tuesday stay in and wash hair	Saturday 27 drive to Watford to see Paul (after 6)
24 Wednesday	Sunday 28
25 Thursday take cat to the vet 10:30

Emma's diary
22 Monday go for a meal with Sally 7:30	Friday 26
23 Tuesday take car to the garage 11:30	Saturday 27 go swimming 10:30 meet Sally and Jenny 8:15
24 Wednesday have lunch with Nick 1:30	Sunday 28 visit grandma and grandpa 4:30
25 Thursday

Collin's diary
22 Monday have eyes tested 11o'clock	Friday 26 stay in and clean the living room
23 Tuesday	Saturday 27 meet dad for lunch 12:30, have party at apartment
24 Wednesday go to the cinema with Steve and Michael 7:15	Sunday 28 phone mum and dad 10:30, watch TV :30
25 Thursday

Student B

Peter's diary
22 Monday play tennis 7 o'clock	Friday 26 go to cinema with Cathy
23 Tuesday go to the dentist 10:30	Saturday 27 play football 2:15 meet Cathy 8:30
24 Wednesday	Sunday 28
25 Thursday visit Aunty Jane 6:30

Helen's diary
22 Monday go to pottery classes 7:30	Friday 26 meet friends at disco 9 o'clock
23 Tuesday stay in and wash hair	Saturday 27 drive to Swindon to see Paul (after 6)
24 Wednesday	Sunday 28
25 Thursday take dog to the vet 10:30

Emma's diary
22 Monday go for a meal with Sally 7:30	Friday 26
23 Tuesday take mum to the doctor 11:30	Saturday 27 go swimming 10:30 meet Sally and Jenny 8:15
24 Wednesday	Sunday 28 visit grandma and grandpa 4:30
25 Thursday have lunch with Nick 1:30

Collin's diary
22 Monday have eyes tested 11o'clock	Friday 26 stay in and clean the living room
23 Tuesday	Saturday 27 meet dad for lunch 12:30, have party at apartment
24 Wednesday go to the theater with Steve and Michael 7:15	Sunday 28 phone mum and dad 10:30,
25 Thursday