Date 09/17/18 Teacher Mariah Jessen

Grade/Age University Students Students 4

Students’ Dialects of Spanish ACTFL Low Beginner
L1 Proficiency
Level
Students Students are seeking to start their professional careers Place Intensive
Motivation and/or go to an American University. Grammar
English
classroom at
UNAM
Lesson 1) Conduct a test review from last week Topic Test Review and
2) Introduce present progressive and its various introduce
spellings present
3) Introduce using the present progressive with progressive
negative statements
4) Possible extension: Present continuous vs
simple present
5) Introduce Presentation Project
Duration 2 hours and 15 minutes Class Mostly whole
Organization group with some
partner and
individual work
Goal 1) Students will be able to complete their in class test.
2) Students will be able to use and recognize the present continuous in order to pass
their end of semester assessment and gain fluency.
3) Extension: Students will be able to use and recognize questions using the present
continuous
Objectives 1) Study for in class test
2) Identify and use the present continuous tense
3) Extension: identify, use, and respond to questions using the present continuous tense
Materials ❖ Blackboard markers
❖ Grammar in Context 1A workbook
❖ Marker board eraser
Procedures
 Stage Steps Activity Material
Time *Memo
(Minute)
Into (1) Warm-Up ➢ Go over the test review on page 109. If there are BEFORE
aspects they struggle with, use worksheets that CLASS
(60)
Barbara brings to help them further. STARTS:
➢ Once completed, have them take test (give them
*Need
about 30 minutes to complete)
grammar
book pg.
109

Recognition of ➢ Introduce concept of present progressive by having *Grammar

the objective the students read out loud (only two of them to book p.
-1 complete the A to B conversation). Once completed, 114
ask them if there is anything they do not understand.
(15) *Be sure to
➢ Draw a chart on the board showing to be with “ing”
ask them
and the corresponding pronouns/nouns. Be sure to
what they
review that you can contract is and are with the
think
pronouns. Have them look at language note 4 to
answers
discuss the use of also and still going between be
should be
and the -ing verb.
after
➢ Go over the rules of spelling: main rule just add
initially
-ing. use page 117 as reference
teaching
➢ Introduce using negatives with the progressive
the concept
tense.
Through & Practice ➢ Do exercise 9 on page 116. (I will read out loud and *Grammar
Beyond (2) Understanding have them write what they hear.) I will have them book page
/Application take turns reading out the responses. 116 and
➢ Do exercise 2 on page 118. Have students first 118
(15) complete independently then have them come up to
the board, one at a time and write what they got.
 Into (2) Recognition of ➢ Introduce making questions with the present *grammar
Objective 2 continuous page 120. Use board to write sentences book page
and demonstrate how the subject and verb “to be” 120
(10)
trade places in yes/no question and responses. This
will lead to WH questions
Through & Practice ➢ Do exercise 5-1 together out loud, asking for what *grammar
Beyond (2) Understanding they think before giving the responses. Teacher book pg.
/Application should write on the board to help them identify the 121
context clues in the sentences that lead to the
(15-20)
answers (may use part of 5-2 if they are struggling).
Have them try and complete 5-3 to 5-5
independently
Into (3) Recognition of ➢ Introduce project that will be due as part of the test
Objective 3 score on Monday Sept. 24​th​. They are to write 4
original questions using the present continuous.
(10)
They will bring the questions to class on Wednesday
and will be discussed and checked for errors. They
will have another chance to revise the questions for
Friday or if they are ready, they are to record the
four questions using, Imovie, presi, google slides,
powerpoint, or any other media where they can
creatively record they questions using a video
camera and insert them into the presentation. They
must have the presentation completed by Sunday at
5 pm and emailed to me (mjjess90@gmail.com).
They will be giving their presentation on Monday to
the whole class. They may work in pairs, but each of
them still must record their own questions and help
present. Those listening will be expected respond to
the questions during class time. I will show them an
example of the presentation on Wednesday.
Through & Practice ➢ N/A
Beyond (3) Understanding
/Application
(0)
Wrap-Up ➢ Assign Homework: Page 118 ex 3., page 122 ex.
5-6, 5-7, 5-8 and ex. 6
(1-2)
➢ Wish them a good weekend
Assessment Formative ● Will assess as we go through activities and based on overall
responses of the students
Summative ● Will be assessed first in a unit test the following Monday and then
again at the end of semester.