lesson plans, Jan. 30, morning beginners, by Justine

Hello, everyone!  This week I'm going to review banking vocab and info with the students.  I would also like to take them to the Federal Reserve building on Thursday morning.

Take care,


Justine
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Tuesday: Jan. 30, morning class

Vocabulary focus: "at the bank" (checking account; deposit; withdrawal; write a check; sign a check; cash a check; balance; dollars/cents)
Skill focus: read/write a check; fill out withdrawal/deposit forms; balance a checkbook
Description:  I have blank sample checks and blank checkbook registers to give to each student for this lesson.  After presenting/reviewing the vocabulary, I want to practice reading and writing checks and withdrawal/deposit forms.  Finally, I want to read and listen to example sentences, then fill in a checkbook register accordingly (see below).

Writing activity:  Fix the sentence.  Balance Ahamad's checkbook.
1. a checking account./opens/Ahamad.
2. one hundred/He/dollars./has
3. withdraws/He/on October 1./fifty dollars
4. on October 8./He/deposits/dollars/one hundred.
5. writes a check/ on October 22./ for ten dollars/ He

Listening: 
1. Listen to the sentence.  Write a check. 
2. Listen to the sentence.  Complete the form.  (example: Deposit eighty dollars./Withdraw twenty dollars.)

Speaking (work in pairs:  cashier/customer):  Description:  I have corresponding cards to give to each pair.  For example, I will give the "customer" a blank check and a card with a picture on it (example:  groceries).  The "cashier" will have a card with a price, date, and company name written on it.  The customer must ask the cashier questions in order to fill out the check.  Then, the partners will switch roles with a new set of cards.
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Thursday

Vocab focus: paying for things; counting/handling money (dollars/cents; make change; credit card; cash; check; receipt; leave a tip; pay a bill; sign a receipt)
Communication focus:  How much/how many? Demonstrative adjectives (possibly)
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Reading activity:  with a partner, read the dialogue "At the store..."
(I may change the dialogue slightly, but it will probably look like this:

Hello.  Can I help you?  Yes, please.  How much does this shirt cost?
This shirt here costs twenty dollars. How much does that shirt cost?
 That shirt there costs ten dollars.  I want that shirt.
Is that all? Yes.
Ten dollars and seventy-five cents. Do you take Visa?
Yes.  Please sign here.  Do you want a receipt?  Yes, please.

Writing:  What do you say?  (Write a sentence for the picture.  Possible pictures: a man paying for his meal at a restaurant; a woman signing a receipt; someone using a credit card at the supermarket)
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Interaction: For this lesson, I want to bring in fake money for the students to use.  After reviewing vocabulary and reading the dialogue, I will distribute a card to each student. Most students will be 'customers': a few will be 'cashiers.' Each 'customer' card will contain a specific item and corresponding picture (example:  orange juice). Each cashier card will indicate a store and a list of prices (ex:  "supermarket:  orange juice...$3.75). 
   After reading their cards, the 'cashiers' will move to their "store" (designated by a sign hanging somewhere in the room).  Then, the customers must read their cards, find the correct cashier, and buy the item shown on their card.

Tuesday, Jan. 17-Thursday, Jan. 19, morning beginners, by Justine

Lesson Plans:  Jan. 17-19, 2012

Grammar theme:  basic prepositions; ( also, wh- questions)

Vocab theme:  transportation

·         Location

·         Directions

·         Types of transportation

·         Understanding signs at:

o   A bus stop

o   An RTA station

Skills:

·         How to buy a bus ticket/ bus pass

·         How to read a bus schedule

·         How to read a map

·         How to read directions (mapquest, google transit, etc.)

Tuesday: 

1.)    Review prepositions

a.        (between, next to, in front of,behind, across from, to the right of, to the left of…)

2.)    Explain the difference between address and location

a.       (Where is it? vs. What is the address?)

ACTIVITIES:

1.       Look at the picture.  Read the questions.  Write the answers.

a.       Ex:  Where is Key Bank? __________________

What is the address? ____________________

2.       Listen. Read the question. Circle the correct picture.

a.       How do I get to work? (Circle the picture:  walk          car          bus         plane     taxi)

b.      What is the address? (Circle the picture:  815 Superior Ave.  1859 Prospect Ave.         223 Euclid Ave.)

c.       Where is it? (Circle:  next to ___; across from ____; between ___ and ___)

3.       Listening/ speaking. (Each student will have a sheet of paper with a picture of a city drawn on it.  Each student will be assigned a different building.  Like a survey, the students must walk around the room and ask: -Where are you? –What’s the address?.  Then, they will write the students’ names next to the appropriate building.)

a.       Ex:  Where are you?  --In front of the library. 

b.      What’s the address?  111 Euclid Ave.

4.       Homework:  Practice.  (Where do you live? ______  What is your address? _______ Where is it? _______)

Wednesday:

1.       Review “How do I get there?” and types of transportation.

2.       Review directions vocabulary(north/south/east/west;  left/right;           forwards/straight; back; turn; stop)

Activities: 

1. Look at the bus schedule.  Read the questions. Write the answers.

a.       Ex:  When does Bus 22 leave Public Square?

b.      Where does it stop at 2:30 P.M.?

c.       When does it stop at West 25^th Street?

2.       Listen to the directions.  With a crayon, color a line between home and work.

3.       Cover your eyes.  Listen to the directions.  Walk.

4.       Listening/speaking.  Each student will start with a basic map.  Each student will be assigned a different “home” location on the map.  Then, they must find a partner and give directions  from “school” to their “home.”  With a crayon, the other student must trace the directions on their own sheet.

Thursday:

Field trip

ISC Holiday Closing, January 16th

Hello Everyone,

The International Services Center will be closed on Monday, January 16th 2012 in observance of Martin Luther King Jr. Day.

lesson plans, dec. 12, morning beginners, by Justine

Hello, everyone! 

I'm going to dedicate this week to review--we have covered many different topics and skills over the past several weeks, and I think some practice would be beneficial. 

Instead of listing my review activities, I'm leaving you a list of the topics we have covered over the past six weeks.

Please let me know if you have any questions!

Justine


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Grammar themes

·         Ordering food at a restaurant

·         Doing laundry, clothes for an interview

·         Taking the bus/reading bus schedules

·         Filling out forms

·         Storing food safely

·         Buying clothes:  understanding sales/discounts; finding dressing rooms; “How does it fit?”

·         Asking for/giving directions

·         Making an appointment

Grammar topics:

-Form and answer yes/no questions in the present tense

-Recognize wh- question words

-Make present tense wh- questions (with one and two verbs)

-indefinite articles (forms:  a/an/some)

-indefinite vs. definite articles (usage)

-ordinal numbers (calendars, street names, order)

-questions with “which ____/ which one”---making selections

**expressions with time/location:  “on/at/in” (Which one do I use?)

** “How about…?”  (making suggestions)

ISC Closing for Moving

The International Services Center will close for two weeks in order to move. The ISC will not open on Monday, December 19th and it will remain closed until Tuesday, January 3rd. Classes will resume on Tuesday, January 3rd, at the new location.

irregular past tense verbs: week 6

Hello again--here are the irregular past tense verbs for this week.  Based on class today, I think we will focus on these rather than the list of regular verbs I provided this morning.  (We only covered a limited number of the verbs I listed:  some new words that would be good to practice ae guess, agree, and disagree.)

We did not cover double-letters in the past tense today--we focused on y-> i and differing pronunciation (say 'ed' like "ID" before t/d, etc.).

Irregulars

1. to be
2. to go
3. to say
4. to tell
5. to do
6. to have
7. to make
8. to come
9. to see
10. to bring
11. to think
12. to catch
13. to teach
14. to get
15. to forget
16. to hide
17. to find
18. to break
19. to write
20. to wake
21. to win
22. to lose
23. to take
24. to sleep
25. to wake up
26. to give
27. to fly
28. to throw
29. to wear
30. to eat
31. to drink
32. to sit
33. to stand
34. to run
35. to hit
36. to read
37. to let
38. to cut
39. to put
40. to fall

Once again, I know this is a pretty extensive list--but I also know that many of them have been covered already.  I would like to see which words are already well-known among the students.  I may post a short list of irregular past tense words to practice later on.

Take care,

Justine

morning beginners, week 6, by Justine

Hello, everyone!  Here is a list of common regular past tense verbs I'm planning on reviewing this week.  I'm not sure how well the students know them at this point.  I'll let you know based on how class goes today (from there, I'll decide whether I should limit the list further or not). 

As we review past tense (regulars), I'm planning on limiting our example to this list for consistency.  (of course, I'm expecting some of these to be more difficult for the beginners--realize and remember will probably be more difficult than bake and cook, etc.)

I will post a list of irregulars tomorrow.

Take care,

Justine

Regular Past Tense Verbs

• ask/answer/guess/decide
• agree/disagree
• explain/describe
• bake/cook/mix/burn
• enter/arrive
• open/close/cover
• live/die
• stay/move
• work/rest/relax
• like/love/hate
• start/end/repeat/stop
• want/need
• push/pull
• follow/turn
• knock/answer/open
• move/pack
• listen/talk
• try/fail/succeed
• laugh/cry/smile
• brush/dry/fix
• realize/remember
• use/waste/save