100 English Training Lesson Plans

7/23/2019 100 English Training Lesson Plans

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One School Year of100 Lesson PlansSeptember 1st May 25th

Written By:!1" P#$

%ill & Par'ini(t!Bashy) *aryn


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Table of Contents

Note: 1) All vocabulary is translated into Kyrgyz except for when the Russian word is more common or there was

no Kyrgyz equivalent available.

) !esson "# through !esson #$ %1 total) are lessons about the &nited 'tates of America. (t is set up to bean entire month unit about the geography history and culture of the &'A. (t is intended for the final monthof school to liven up class but can be taught at anytime once the students have the right language tools to

be able to comprehend the material.

*) !esson $+ through !esson $ %* total) are song lessons that can be taught anytime at the teacher,s

discretion. -verything is provided except for the music.) !esson $* through !esson 1++ %# total) are all American /oliday and Remembrance 0ay !essons which

should be taught around the actual date of the event. hey start with /alloween on 2ctober *1stand

continue on throughout the school year till /olocaust Remembrance 0ay on April 13th.

!esson 1 4 5ame and 5ame 6ards

!esson 4 'imple 7reetings

!esson * 4 Alphabet

!esson 4 8owels and 6onsonants

!esson 3 4 Articles 9A: and 9An:

!esson ; 4 5umbers

!esson " 4 ime

!esson # 4 'imple


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!esson 13 4 6ountable and &ncountable 5ouns

!esson 1; 4 ect and 8erb Agreement@ &sing here Be

!esson *+ 4 'ub>ect and 8erb Agreement@ 'ome (rregularities

!esson *1 4 6ontractions to form 5egatives

!esson * 4 ?onths and 'easons 8ocabulary

!esson ** 4 'elf (ntroductions

!esson * 4 Camily %part 1)


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!esson *3 4 Camily %part )

!esson *; 4 7rades of 6omparison of Ad>ectives

!esson *" 4 /igh Crequency 5oun 8ocabulary !esson 1

!esson *# 4 /igh Crequency ectives 8ocabulary !esson *

!esson + 4 /igh Crequency 8erbs 8ocabulary !esson

!esson 1 4 /igh Crequency Adverbs 8ocabulary !esson 3

!esson 4 Deopardy 0ay %Review of new vocabulary)

!esson * 4 Review of 'imple


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!esson 33 4 'imple -xclamatory 'entences

!esson 3; 4 'imple (nterrogative 'entences

!esson 3" 4 (nterrogative 'entences@ (nformation Euestions

!esson 3# 4 (nterrogative 'entences@ FesG5o Euestions

!esson 3$ 4 (nterrogative 'entences@ ag Euestions

!esson ;+ 4 (nterrogative 'entences@


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!esson "3 4 Activities with 'tudents (ncorporating Camous


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!esson $3 4 han=sgiving %thhursday in 5ovember)

!esson $; 4 6hristmas %0ecember 3 th)

!esson $" 4 ?artin !uther King Dr. 0ay %Danuary 13th)

!esson $# 4


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Lesson 1

Topic:5ames and 5ame 6ards

Objectives: 'tudents will introduce themselves and each other thereby serving as an

introduction to both -nglish and the new school year.

Presentation: he information will be provided on the chal= board but the class will be

interacting with the information primarily orally after the notes are ta=en down intheir noteboo=s.

Practice: J (ntroduce myself as the teacher spea=ing slowly and enunciating precisely 9?yname is ?s.G?r. LLLLLLLL.:

J 7o onto give further basic information such as@ age origin and family but only

because today is the first day and the students would li=e to get to =now their

teacher.

J After small introduction by teacher to emphasize the main topic of 5amesrepeat the question 9Hhat is ?F nameM: 'tudents should answer 9Four name is

LLLLLL.:

J 5ow as= each student 9Hhat is your nameM: And have them answer 9?y

name is LLLLLLLL.:

J o increase the level of understanding start introducing 9Hhat is his G her

nameM: 2r 9Hho is thisM: 2r 9Hhat is their nameM: 'o that students as=

understand the context and start to hear -nglish being spo=en and also reply in=ind.

J 2nce you are through with the names have the students ma=e name cards so that

you can use them to learn and practice their names for the first few wee=s ofclass.

J (f there is time left after the name cards are made go bac= through the class andrepeat name activity livelier and mixed up this time.

J 6ollect name cards at the end and these can then serve as an attendance tool for

a long as you choose to use them.


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Lesson 2

Topic: 'imple 7reetings

Objectives: o have the students be able to recognize greetings and use them in the

appropriate context.

Presentation: Hrite the greetings ( wish to teach on the board and the translations of the words

and phrases so that there is no confusion for the students. Allow them to first copyinformation down before progressing with lesson.

Warm-Up: Review student,s names which can be done by passing out the name cards thatwere made %again can also be used for attendance).

Practice: J 5ew Hords and


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Lesson 3

Topic: Alphabet

Objectives: o introduce or review the -nglish alphabet with the class so that everyone can

refresh their memories after a summer away from -nglish.

Presentation: Hrite the alphabet on the board in both &pper 6ase and !ower 6ase and have the

students copy it down in their noteboo=s.

Warm-Up: Review names and greetings again.

Practice: J Cirst practice saying the letters out loud as a class with them and then have the

students say it by themselves.

J 7o around the class saying the alphabet with each student >ust saying one letter

in the correct order.

J each the class the 9Alphabet 'ong: and then sing it together a few times forpractice with the alphabet.

J


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Lessons "

Topic: 8owels N and 6onsonants N

Objectives: 'tudents should be able to identify vowels and consonants both in written form

and orally.

Presentation: /ave the students write the alphabet on the board and then circle the vowels or

consonants. /ave the students group the vowels or consonants together in theirnoteboo=s.

Warm-Up: Review greetings and sing the alphabet song.

Practice: J /ave the students chant A - ( 2 and & using their fingers as a visual cue %can

throw in the concept that 9F: is also a vowel if you thin= they are up to the

challenge).

J 7o around the room and have each student do the vowel chant so that you canhear them differentiate the sounds and so that they can have practice saying the

sounds.J Hrite names of students and the greeting words and phrases that they already

=now on the board and have the students identify the vowels or consonants in the

words.J 5ext say 9vowel: or 9consonant: and select a student to give you %orally or on

the board) a letter that appropriately matches what you requested either a vowel

or a consonant.

J Repeat this activity but now give the students a letter and they have to tell youwhether it is a vowel or a consonant.

J


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Lesson #

Topic: Articles 9A: and 9An:

Objectives: 'tudents should be able to identify 9a: and 9an: and be able to identify which

article belongs with a given noun.

Warm-Up: Review the last lesson of vowels and consonants by going over the assigned

homewor=. /ave the students sing the alphabet song clapping on only the vowelsso that they are practicing both the alphabet and how it is further subdivided. As=

the students what the 9vowels: are and have them write them on the board and do

the same with the consonants.

Presentation: ?a=e a chart on the board to demonstrate that 9a: is used with consonants and

that the article 9an: is used with vowels. (nclude examples of this by using the

classroom vocabulary words already learned. 'o for example write 9a pencil: or

9a pen.: (ntroduce new vocabulary in order to provide other examples.

Practice: J 5ew 8ocabulary + Hords@ Cruits N and 8egetables N1. lemon N 11. carrotN

. banana N 1. cucumber N

*. apple N 1*. pepper N. pear N 1. potato N

3. cherry N 13. tomato N

;. orange N 1;. onion N

". strawberry N 1". lettuce N#. raspberry N 1#. asparagus N

$. watermelon N 1$. eggplant N1+. apricot N +. corn N

J After students have copied the new vocabulary into their boo=s have them

identify the first letter of each new word as either a vowel or a consonant forpractice. hen have the students decide which article %either 9a: or 9an:) needs to

be paired with each word.

J /ave students first write their answers in their noteboo=s and then do as a class.J o further illustrate the point write sentences on the board that force the students

to see how articles are used in the context of the -nglish language. Cor example@

1. LLLL apple is LLL fruit. ;. LLLL carrot is LLLL vegetable.

. LLLL cherry is LLLL fruit. ". LLLL onion is LLLL vegetable.*. LLLL apricot is LLLL fruit. #. LLLL eggplant is LLLL vegetable.

. LLLL pear is LLLL fruit. $. LLLL tomato is LLLL vegetable.

3. LLLL orange is LLL fruit. 1+. LLLL asparagus is LLL vegetable.

J /ave the students then read the sentences aloud for oral practice.


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Homeor!: 7ive out new 9animal: vocabulary words and have students place an article 9a:

or 9an: in front of the new words. And for additional practice have the students circle all of the

vowels in the words.

Animals N

1. ape N

. don=ey N

*. horse N

. goat N

3. sheep N

;. elephant N

". duc= N

#. camel N

$. dog N

1+. cat N

11. ostrich N

1. cow N

1*. bird N

1. ox N

13. tur=ey N


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Lesson $

Topic: 5umbers %6ount N )

Objectives: hat students will be able to recognize pronounce and use the numbers correctly.

Warm-Up: Review the last lesson of articles 9a: and 9an: by chec=ing the homewor=

together in class.

Presentation: Hrite the numbers on the board with their universal symbol and how it is written

in -nglish so that the students can read for pronunciation.

Practice: J Read through the numbers 1 4 + and point out that 1 4 1 will >ust need to be

memorized but explain the 9teen: system for 1* 4 1$. Also once you get to +

*+ + 3+ ;+ "+ #+ $+ and so on it,s >ust the first part of the number plus a

repeat of 1 4 $ which they already =now. -xplain how this is similar to the

Kyrgyz counting system.

J 5ew 95umber: 8ocabulary@

1 4 one 1* 4 thirteen + 4 twenty

4 two 1 4 fourteen *+ 4 thirty* 4 three 13 4 fifteen + 4 forty

4 four 1; 4 sixteen 3+ 4 fifty

3 4 five 1" 4 seventeen ;+ 4 sixty

; 4 six 1# 4 eighteen "+ 4 seventy" 4 seven 1$ 4 nineteen #+ 4 eighty

# 4 eight $+ 4 ninety$ 4 nine 1++ 4 one hundred1+ 4 ten 1+++ 4 one thousand

11 4 eleven

1 4 twelve

J o practice have them first write the information in their noteboo=s.J hen practice counting as a class out loud all together.

J Cor oral practice have the students get into a circle and go around and count (C

the student says the wrong number they are eliminated have them go as long and

as high as they can using their =nowledge and the patterns they have learned.

Homeor!: Cor homewor= have them write out the numbers up to 3+ for practice.


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Lesson %

Topic: ime

Objectives: hat the students will be able to be able to as= the time and tell the time.

Warm-Up: Review the numbers simply by counting together as a class and have the students

show you their homewor=.

Presentation: - /ave the students copy down the following questions and their translations@

1. Hhat time is itM N

. 0o you have the timeM N*. 6an you tell me what time it isM N

J hen start the lesson by teaching the students the easiest methods of telling the

time.

Practice: J By drawing cloc=s on the board demonstrate visually that it is * o,cloc= andthen explain to the students that when the cloc= says * or or 3 or whatever you

tell the time by saying 9(t is *o,cloc=.: 0o everything with visual aids.

- each them the following phrases@

1. am indicates the morning %from 1am to 11am)

. pm indicates the afternoon and evening %from 1pm to 11pm)*. he use of 913: as in 9it,s 1@13:

. -quivalence of 1@13 or 9it,s a quarter after 1:

3. he use of 9*+: as in 9it,s 1@*+:

;. -quivalence of 1@*+ or 9half past 1:". he use of 93: as in 9it,s 1@3:

#. -quivalence of 1@3 of 913 minutes till : $. 1@++ pm called 95oon: 1+. 1@++ am called 9?idnight:

J


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Lesson &

Topic: 'imple


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Lesson (

Topic: 0ays of the wee= %with simple present tense and daily routine vocab)

Objective: hat the students will be able to start constructing basic sentences in the simple

present tense using the information they have learned so far such as@ vocabularynumbers time and inferring a few other topics that will be covered later.

Warm-Up: Review time vocabulary of the daily routine and simple present tense by goingover the homewor= and by practicing together as a class on the chal=board.

Practice '

Presentation: -Review the daily routine verbs given and ma=e sure students understand there

meanings.

J (ntroduce new 9days of the wee=: vocabulary@

1. ?onday N

. uesday N*. Hednesday N

. hursday N3. Criday N

;. 'aturday N

". 'unday N#. wee= N

$. wee=end N

1+. everyday N

11. sometimes N

J 7ive an example of a daily routine paragraph quic=ly explaining the pronoun9(: which has not been covered yet. Cor example@J ( wa=e up at " am during the wee=. 2n 'aturday and 'unday ( sleep. (

get dressed for school on ?onday uesday Hednesday hursday and

Criday.. ( eat brea=fast at "@*+am. ( brush my teeth everyday. ( wal= toschool in the mornings. ( wor= from ?onday till Criday. ( eat lunch at

noon. -veryday ( eat dinner at ;pm. 'ometimes ( watch television at

night. -veryday ( read at $pm. ( go to bed at 1+pm.

J /ave the students read aloud my version and then copy the example down in

their noteboo=s.

Homeor!: /ave the students write their own paragraph that gives the details of their daily

routine including both new verbs in the simple present tense times and also daysof the wee= vocabulary.


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Lesson 1)

Topic: 5ouns N

Objective: o teach the students what a noun is and then have them be able to correctly

identify and implement it in -nglish.

Warm- Up: Review what a noun is give some examples and then have the students give

some examples.

Practice'

Presentation: - 0ivide the class into teams and play 9Deopardy: to review all the nouns learnedthis far in the year. he five category topics include@ 1) classroom words )

animals *) vegetables ) fruits and 3) days of the wee=. 5ote that ( will say the

word in Kyrgyz or Russian and the students need to give me the -nglish word in

reply.

his is what is put on the chal=board@

6lassroom Hords Animals Cruits 8egetables 0ays

1++ 1++ 1++ 1++ 1++

++ ++ ++ ++ ++

*++ *++ *++ *++ *++

++ ++ ++ ++ ++

3++ 3++ 3++ 3++ 3++

;++ ;++ ;++ ;++ ;++

"++ "++ "++ "++ "++

Hhat ( read@ ranslations given below


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Answers the 'tudents need to give@

Homeor!: /ave the students try to write 1+ sentences using nouns that we reviewed today in

the >eopardy game. Cor example@

- ( have a pen.

- ( have a dog.- ( eat an apple.

- ( eat a tomato.

- (t is uesday.

6lassroom Hords Animals Cruits 8egetables 0ays

pen dog apple carrot ?onday

pencil cat pear tomato Criday

des= horse orange potato 'aturday

map elephant watermelon peppers 'unday

chair camel strawberry cucumbers Hednesday

noteboo= ox raspberry eggplant hursday

shelf ostrich apricot asparagus uesday


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Lesson 11

Topic@


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'ingular 5oun -nding


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Lesson 12

Topic: 'ingular and eans N 1. pants N

*. suit N 1*. s=irt N

. blouse N 1. sweater N3. tJshirt N 13. shorts N

;. sweatshirt N 1;. sweatpants N

". hat N 1". gloves N#. >ac=et N 1#. raincoat N

$. swimsuit N 1$. pa>amas N

1+. soc=s N +. shoes N


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Lesson 13

Topic: 6ommon and


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;. ?onths of the Fear@5ovember

Cebruary

August?ay

". 0ays of the Hee=@ 'aturday

'undayuesday

?onday

+,amples Common Proper

Personal name father ?i=e Dohnson

eo.rap/ic name country Dapan

0eli.ion mosque ?uslim

Holia* holiday 5ew Fears

ont/ month Dune

a* today Hednesday

Homeor!@ 7ive the students the following paragraph and have them write down all the

common nouns and all the proper nouns. 5ote that the common nouns are

underlined and the proper no4nsare bolded.

5oe 6mit/is a teacher. /e lives in Colorao. Coloraois a state. 2n holidays 5oe

li=es to travel but especially in the months of 54ne7 54l*7 and84.4st. 5oehas one brother and

his name is i!e. i!eonly wor=s on the wee=ends which is 9ria* 6at4ra* and 64na*.

0uring the wee= i!elives in e,ico. i!ehas a family. /e is a father. /e has two sons

and one daughter. /is sons, names are 8nreand 5ason /is daughter,s name is 6all*. 5oe

sees his niece and nephews only at C/ristmas.


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Lesson 1"

Topic: 6ollective 5ouns

Objective: Cor the students to be able to identify and use a collective noun correctly.

Warm-Up: Again review nouns and the category of nouns we have covered thus far@ singular

plural common and proper. 'hould review the last lesson by going over the

homewor= but otherwise >ust elicit examples from the class to ma=e sure thatthey are retaining all the information that has been presented.

Practice'

Presentation: J 0efine what a collective noun is@ it describes a group of people or things

considered as a single unit.

J Cor example this will be all new vocabulary@1. audience N

. chorus N*. congress N

. gang N3. group N

;. personnel N

". band N#. class N

$. faculty N

1+. floc= N11. >ury N

1. staff N

1*. bunch N1. committee N13. family N

1;. government N

1". orchestra N1#. team N

J 2nce the students have copied down all the new words try to see if they can usethem correctly in a sentence or phrase.

J Cor example@ he team is good.

?y family is big.

he staff is nice.he class is smart.

Homeor!: /ave the students write a paragraph and identify all nouns in their paragraph butthey should also underline the collective nouns in the text. he more collective

nouns used by the students the better.


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Lesson 1#

Topic: 6ountable and &ncountable 5ouns

Objective: hat the students will be able to identify and use countable and uncountable

nouns on their own.

Warm-Up: Review again all the noun categories learned especially collective nouns which

were taught in the last lesson.

Practice'

Presentation: J 0efine 6ountable and &ncountable 5ouns.

- 6ountable 5oun@ is a thing that a person can count.

-x. corn lettuce la=e day movie

- &ncountable 5oun@ is a thing a person cannot count.

-x. dust grass mil= water sand

J5ew 8ocabulary Hords@

1. la=e N 11. movie N. dust N 1. grass N

*. mil= N 1*. water N

. sand N 1. >uice N3. table N 13. cup N

;. picture N 1;. rays N

". guitar N 1". camera N#. buc=et N 1#. bag N

$. ice N 1$. rain N

1+. flower N +. snow N

J /ave the class first copy down the new words but then identify which are

countable and which are uncountable. Review their answers all together.

Homeor!: /ave the students write a paragraph and identify all the nouns in their paragraph

by underlining the countable nouns and circling the uncountable nouns in their

text. he more countable and uncountable nouns used by the students the better.


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Lesson 1$

Topic:


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Homeor!: /ave the students write 1+ sentences with possessives.

Lesson 1%

Topic: 6ategorizing 5ouns

Objectives: 'tudents should be able to understand and categorize nouns.

Warm-Up: 7ive students =nown vocabulary words and potentially some new words.

Presentation: Review the definition of a noun and also the definitions of all the categories of

nouns. hen write the following headings on the board@ singular plural common

proper collective countable and uncountable %and possessive if you want to addthat too).


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Homeor!: 'tudents should come up with two nouns on their own for each of the seven

categories so in total fourteen nouns.

Lesson 1&

Topic:


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Lesson 1(

Topic:


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Lesson 2)

Topic: ectives N

Objectives: 'tudents should be able to use 9am: 9is: and 9are with their corresponding

pronouns. Again do not worry too much about the verb usage because right now

the focus is pronoun usage with ad>ectives. Also students should learn newad>ective vocabulary words.

Warm-Up: Review the previous lesson on pronouns.

Presentation: (ntroduce the idea of today,s lesson by writing the following sentence structures

on the chal=board@ ( am short.Fou are nice.

/e is tall.'he is pretty.

(t is big.He are happy.

hey are funny.

Practice: J /ave the class do the below activity using these new vocabulary words@

1. short N 11. sad N

. tall N 1. funny N*. big N 1*. serious N

. small N 1. friendly N

3. nice N 13. smart N;. mean N 1;. fast N

". handsome N 1". slow N

#. pretty N 1#. athletic N

$. ugly N 1$. old N1+. happy N +. young N

J /ave students create an 9( am a LLLLL: sentence using nouns they already=now. Cor example@ ( am short.

J hen have students create a 9Fou are a LLLLLL: sentence about you %the

teacher) again using words they already =now. Cor example@ Fou are nice.

J /ave students pic= a male from the classroom and create a sentence in the formof 9/e is a LLLLLLL.:

J his same process should be repeated with the females in the classroom.

J he class should be able to create a sentence using 9(t: as well but it may be alittle more difficult for them to grasp.

J /ave the students create a sentence about themselves writing 9He are LLLL.:

J Cinally have the class write a sentence about another class in the school writing9hey are LLLL.:


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J 2nce this part of the activity is completed go around the room and have the

students share their written responses which will give them reading and spea=ingpractice.

Homeor!: 'tudents must write " sentences one for each pronoun using the new ad>ectivevocabulary words.


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Lesson 21

Topic: Ad>ective 7rammar !esson and 8ocabulary

Objectives: hat the students will understand and be able to use ad>ectives and to add morevocabulary to their already increasing -nglish repertoire.

Warm-Up: Review the ad>ectives introduced in the previous lesson by going over thehomewor=. /ave each student share the sentences they wrote.

Presentation: 0efine once more for the class what an ad>ective is@ it is a word that describes ormodifies a noun or a pronoun. An ad>ective refers to a noun a pronoun or any

other word or group of words playing the part of a noun. Ad>ectives help to

describe or limit nouns. hey can describe size %tall big small) appearance%pretty ugly beautiful) personality %=ind intelligent lazy) color %green blue

red) and number %one two three).

Practice: J 7ive students + more ad>ectives@1. thic= N 11. >oyful N

. thin N 1. careful N

*. new N 1*. crazy N. many N 1. expensive N

3. few N 13. cheap N

;. hardwor=ing N 1;. clean N". lazy N 1". dirty N

#. intelligent N 1#. late N

$. unintelligent N 1$. early N1+. angry N +. beautiful N

J /ave the students create their own flashJcards to learn these words. /ave them

draw pictures to represent the meaning of the words and then have them writeboth the KyrgyzGRussian and -nglish word on the bac= so that they can start to

memorize these ad>ectives.

Homeor!: /ave the students finish the flashJcard activity at home if they have not already

finished and tell them to study for the following class because there will be a

competition.


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Lesson 22

Topic: Ad>ective 7rammar !esson and 6olor 8ocabulary

Objectives: hat the students will understand ad>ectives and add more vocabulary to theiralready increasing -nglish repertoire.

Warm-Up: Review the ad>ectives introduced in the previous lesson by going over thehomewor=.

Presentation: 0efine once more for the class what an ad>ective is@ it is a word that describes ormodifies a noun or a pronoun. An ad>ective refers to a noun a pronoun or any

other word or group of words playing the part of a noun. Ad>ectives help to

describe or limit nouns. hey can describe size %tall big small) appearance%pretty ugly beautiful) personality %=ind intelligent lazy) color %green blue

red) and number %one two three).

Practice: J (ntroduce 6olor 8ocabulary@1. white N

. blac= N

*. blue N. red N

3. green N

;. yellow N". orange N

#. gray N

$. brown N1+. pin= N

J Review all the ad>ectives that have been taught in the past few lessons.

J ectives they have not yet mastered.

Homeor!: /ave students write 1+ sentences %one for each color presented) that uses apronoun and an ad>ective correctly.


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Lesson 23

Topic: ectives and 5ouns %?a=ing 'entences)

Objectives: 'tudents should be able to create simple sentences matching ad>ectives withnouns such as@ 9( am a good student.: his should be easily accomplished if

students have been learning the new words presented.

Warm-Up: Review the recent ad>ective vocabulary.

Presentation: (ntroduce the idea by writing on the board the following sentence structureswhich use nouns pronouns and ad>ectives@

( am a tall girl. Fou are a smart dog.

/e is a short boy. 'he is a pretty girl.(t is a big house. He are happy students.

hey are fat cows.

Practice: J /ave students create an 9( am a LLLLL: sentence using pronouns ad>ectives andnouns they already =now. Cor example@ ( am a good student.

J hen have students create a 9Fou are a LLLLLL: sentence about you %the

teacher) again using words they already =now. Cor example@ Fou are a niceteacher.

J /ave students pic= a male from the classroom and create a sentence in the form

of 9/e is a LLLLLLL.: Cor example@ /e is a bad boy.J his same process should be repeated with the females in the classroom. Cor

example@ 'he is a tall girl.

J /ave the students create a sentence about themselves writing 9He are LLLL.:Cor example@ He are happy students.J Cinally have the class write a sentence about another class in the school writing

9hey are LLLL.: Cor example@ hey are funny people.

J 2nce this part of the activity is completed go around the room and have thestudents share their written responses which will give them reading and spea=ing

practice.

Homeor!: 'tudents write " sentences one for each pronoun and do so using the vocabulary

already learned. hese sentences should contain pronouns nouns and ad>ectives.


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Lesson 2"

Topic:5ew 8erb 8ocabulary %verb N )

Objectives: 'tudents should be able to recognize a verb and start to learn the new vocabularyintroduced.

Presentation: 8erbs show action and express time %but this relates to different tenses and forright now we will stic= to the simple present tense). A verb can be more than one

word. here can be a helping verb and G or a main verb. Again try not to confuse

the lesson by adding too much but maybe give the students a list of the helpingverbs >ust so they =now.

Practice: J !ist of /elping 8erbs %without translations)@1. am ;. can 11. had

. is ". could 1. shall*. are #. would 1*. will

. was $. has3. were 1+. have

J (ntroduce list of new 8erb vocabulary@1. run N 11. throw N

. wal= N 1. wor= N

*. tal= N 1*. study N. sit N 1. read N

3. stand N 13. write N

;. eat N 1;. translate N". drin= N 1". try N#. start N 1#. play N

$. stop N 1$. watch N

1+. =ic= N +. listen N

J 7ive the class examples so that they understand sentence structure.

J Cor example@ ( run.Fou run.

'he runs.

/e runs.

(t runs.He run.

hey run.

- 5ote@ hat the verb is singular in every form but the he G sheG it wherethe verb becomes plural.

- ?ore advanced sentences@ ( read a boo=.

Fou play volleyball.Dohn watches television.


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'ue listens to music.

(t drin=s water.

He eat plov.hey study -nglish.

Homeor!: /ave the students construct 1+ sentences using the new verb list and the othervocabulary that they have previously acquired.


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Lesson 2#

Topic: 8erbs a 7rammar !esson

Objectives: hat the students will be able to correctly identify and use verbs.

Warm-Up: Review the new words from the previous lesson. Also it may ta=e some time but

go around the class and have the students share their sentences that they were todo as homewor=. his way you can tell if they have grasped the concept and it

will help them to learn the new words that were given.

Presentation: Redefine verbs and their functions.

Practice: J /ave the students copy down the following sentences and be able to identify the

verbs in each one by underlining.

1. ?i=e runs to school everyday.. 'ometimes ( try to spea= Russian.

*. ( can hardly read this boo=.. ?y dog sits on the front porch.

3. hey play bas=etball all day long.

;. Hhy don,t you drin= any vod=aM". he students watch television.

#. ( stand in front of the classroom.

$. hat woman wal=s fast.1+. Kic= the ballP

J 2nce the students have completed this tas= in their own noteboo=s go throughthe activity as an entire class ma=ing sure that they understood.J /ave the students ma=e a list of * verbs they would li=e to =now in -nglish by

first writing them out in Kyrgyz or Russian and then playing 6harades or drawing

the action on the chal=board. ?a=e sure to chec= them with the dictionary sothere are no misconceptions. Note:ma=e sure to write down all the new words the

students come up with to add those to the list of vocabulary learned.

Homeor!: &sing the new list of verbs that the students selected have the students create

more complex sentences li=e the ones done in class. hey should write " to 1+

sentences in total as their home tas=.


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Lesson 2$

Topic: 'imple


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Lesson 2%

Topic:


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Lesson 2&

Topic: 'ub>ect and 8erb Agreement

Objectives: hat the students will be able to correctly use verbs in a sentence so that the verbsagree with the sub>ects used.

Warm-Up: Review the previous lesson,s homewor= with the new vocabulary and sentencescreated by the students.

Presentation: J ?a=e sure the students understand that the sub>ect of the sentence must agreewith the verb. A singular sub>ect ta=es a singular verb and a plural sub>ect ta=es a

plural noun.

+,amples 6in.4lar Pl4ral

9irst Person: ( wor=. He wor=.6econ Person: Fou wor=. Fou wor=.

T/ir Person: /eG'he wor=s. hey wor=.

J ?a=e sure to note that in third person singular the verb must end in a 9Js:

Practice: J /ave the students copy down the following sentences and practice with verb and

sub>ect agreement. his will also indicate whether or not they understand theconcept being taught. /ave them identify both the sub>ect in the sentence and

then choose the correct verb that agrees with it.

1. he new secretary %begin begins) wor= tomorrow.

. Dim and Cran= %writes write) speeches for their boss.*. he wor=men %replace replaces) the old copy machines.

. 5ew people %earn earns) one vacation day per month.3. he computer printer %brea= brea=s) once a wee=.

;. he school %plans plan) to remodel.

". he paper in the copier %needs need) to be replaced.

#. he office %is are) open.$. /ow many people %wor= wor=s) for the government.

1+. /ere %is are) the boo= you wanted.

Homeor!: /ave the students write 3 to 1+ of their own sentences using words they already

=now to practice wor=ing with sub>ect and verb agreement.


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Lesson 2(

Topic: 'ub>ect and 8erb Agreement@ &sing here Be

Objective: hat the students will be able to have sub>ect and verb agreement in theirsentences when using the words 9there: and 9be:.

Warm-Up: Review the previous day,s homewor= to ma=e sure progress is being made on thistopic.

Presentation: J Review what is needed to ensure sub>ect and verb agreement in a sentence.J 'how the student,s the difference between using the verb phrase 9there are: and

9there is:

J -x. here are twenty students in this class.

here is a student in the room.

J /ave the students copy down the following chart.

'ingular 8erb ect follows be when

there is used.

-x1. the sub>ect is boo=

-x. the sub>ect is boo=s

5ote@ hat often times in informal spo=en -nglish some native spea=ers will use a singular verbeven when the sub>ect is plural. Cor example@ here,s some boo=s on the shelf. Although this

form is frequent it is not considered to be grammatically correct.

Practice: J /ave the student,s copy down the following sentences and choose the correct

answers for practice.

1. here %is are) letters in the mail for you today.. here %is are) mail for you today.

*. here %is are) a lot of problems in the world.

. here %is are) a hole in this soc=.

3. here %is are) over ;+++ insects in the world.;. /ow many =inds of birds %is are) thereM

". here %was were) an earthqua=e in (ran last yearM

#. Hhy %is are) there no waterM$. here %is are) more men than women in governmentG

1+. here %is are) my watch.

Homeor!: /ave the students use vocabulary they already =now and the new s=ills learned

from today,s lesson to construct 3 to 1+ new sentences using there be correctly.


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Lesson 3)

Topic: 'ub>ect and 8erb Agreement@ 'ome (rregularities

Objective: hat students will be able to understand the concept that not all sub>ects agreewith their verbs in the -nglish language and that there are exceptions to every

rule as will be shown by today,s lesson.

Warm-Up@ Review the previous day,s home tas=.

Presentation: J Review sub>ect and verb agreement and then explain to the class that somesub>ects and verbs do 52 agree in the -nglish language.

'ingular 8erbs -xplanations

a) he &nited 'tates is big.

b) 'ears is a large company.

'ometimes a proper noun that ends in 4s is

singular.c) he news is interesting. 5ews is singular.

d) ?athematics is easy for her. Cields of study that end in 4ics require singular

verb agreement.

e) 0iabetes is an illness. 6ertain illnesses that end in 4s are singular@

diabetes measles mumps rabies etcI

f) -ight hours of sleep is enough.g) en dollars is too much money.

h) Cive thousand miles is too far to travel.

-xpressions of time money and distanceusually require a singular verb.


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Lesson 31

Topic: 6ontractions to form 5egatives

Objectives: hat the students will be able to recognize and use contractions appropriately inthe correct context.

Warm-Up: Review the homewor= to ma=e sure students have grasped the material beforemoving onto to this new topic.

Presentation: J -xplain what a contraction is by physically demonstrating what it means toexpand and then what it means to contract. Also define the word contraction.

J -xplain what negative and positive means by giving an example@

- -x. ( can play bas=etball. %)

( cannot play bas=etball. %J)

( can;tplay bas=etball. %J)J Also you might need to explain the use of an apostrophe in a contraction.

Practice: J he word 9not: can be combined with the following verbs to form a contraction

that holds the opposite meaning of the original verb.

J !ist of contractions@1. are not N aren,t

. could not N couldn,t

*. does not N doesn,t. have not N haven,t

3. should not N shouldn,t

;. will not N won,t %note@ that this contraction is different)". can not N can,t#. did not N didn,t

$. has not N hasn,t

1+. is not N isn,t11. was not N wasn,t

1. would not N wouldn,t

J Reemphasize that a contraction expresses a negative and that the apostropheshows that the 9o: in the 9not: has been dropped.

J Cor practice have the students change the following sentences to have negative

meanings using contractions.

1. 6arlos did not go to wor= today. %did not N didn,t). /e has not tal=ed to his friend. %has not N hasn,t)

*. /elen cannot wor= until $@++pm. %cannot N can,t)

. ( will not accept the >ob. %will not N won,t)3. om does not spea= Russian. %does not N doesn,t)

;. he wor=ers have not been wearing their glasses. %have not N haven,t)

". he people could not get inside. %could not N couldn,t)


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Homeor!: /ave the students write 3 to 1+ of their own sentences using contractions.

Lesson 32

Topic: ?onths and 'easons 8ocabulary

Objectives: hat the students will be able to use the -nglish words for months and seasonsand also to learn some information about the &nited 'tates of America.

Warm-Up: Review previous day,s homewor=.

Presentation: J (ntroduce first how a year is bro=en down into seasons@

1. winter N. spring N

*. summer N

. fall or autumn N

J Also ma=e sure they already have the vocabulary base for words li=e@1. year N

. month N*. wee= N

. day N

3. hour N;. minute N

". second N

J 7ive the -nglish translations for the 1 months of the year.1. Danuary N ". Duly N

. Cebruary N #. August N*. ?arch N $. 'eptember N. April N 1+. 2ctober N

3. ?ay N 11. 5ovember N

;. Dune N 1. 0ecember N

Practice: J /ave the students answer the following questions@

1. Hhich months are considered a part of winterM. Hhich months are considered a part of springM

*. Hhich months are considered a part of summerM

. Hhich months are considered a part of fallM

3. Hhich is your favorite seasonM HhyM;. Hhich is your favorite monthM HhyM

". Hhich month were you born inM

Homeor!: /ave the students ta=e that month that they have chosen as their favorite month

and write 3 sentences %a paragraph) discussing that month.


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Lesson 33

Topic: 'elf (ntroductions

Objectives: hat the students will be able to introduce themselves and their personal interestsboth orally and in written form.

Warm-Up: Review previous lesson,s homewor=.

Presentation: J 7ive a list of questions for the students to copy thin= over and then answer.

1. Hhat is your nameM. Hhere do you liveM

*. /ow old are youM

. Hhat are your favorite hobbies or interestsM

3. Hhat is your profession or what do you studyM

J As the teacher respond to the above list of questions both on the chal=board andorally so that students have a correct example to follow.

Practice: J 2nce students have had time to respond to the above questions and formulate

their answers go around the class as=ing each student these five questions. (t may

seem tedious but it will help the students feel comfortable spea=ing aloud.J 2nce each student has had a turn have the students get into pairs and as= one

another these same questions for spea=ing practice. %his can be done numerous

times for fun or for practice.)

Homeor!: o continue the self introductions and expressions have the students copy down

the following questions and have them answer them at home prepared to sharetheir answers at the next lesson. ?a=e sure the students understand all thequestions both simple vocabulary and what the question is as=ing for.

1. A country you would li=e to visit.

. he last boo= you read.*. Cavorite singerGgroupGor =ind of music.

. Hhere you spent my last holiday.

3. 'omething you li=e doing.;. Cavorite food.

". Cavorite movie or film.

#. 'omething you disli=e.

$. A person you admire or respect.1+. Hhat you want to be when you grow up.


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Lesson 3"

Topic: Camily %part 1)

Objectives: hat the students will be able to discuss their families both orally and in writtenform in proper -nglish.

Warm-Up: /ave the students share their answers to the questions about themselves. -achstudent does not need to share all 1+ answers but perhaps have them read their

favorites.

Presentation@ J 7ive the students family vocabulary.

1. father N . mother N

*. brother N . sister N

3. parents N ;. siblings N

". grandfather N #. grandpa N$. grandmother N 1+. grandma N

11. uncle N 1. aunt N1*. cousin N 1. nephew N

13. niece N 1;. son N

1". daughter N

J Bring in a picture of your family and tell the class about your family as a way to

demonstrate.

J hen write about your family on the board %in basic terms) so that the studentshave an example for how to tell about their own family.

Practice: J /ave the students write about their own families and be ready to share with theclass using as many of the above vocabulary terms as possible.

Homeor!: /ave the students finish their tas= of writing about their families but to come witha picture of their family %either a real picture or drawn) so that they can share with

the class at the next lesson.


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Lesson 3#

Topic: Camily %part )

Objectives: hat the students will be able to discuss their families both orally and in writtenform in proper -nglish.

Warm-Up: /ave the students share with the class their home tas= which was to bring in apicture %or draw one) and then share about their families. (t,s fine for them to

read what they wrote but of course better >ust to spea= about their families.

Presentation: J Allow each student to share about his or her family.

- Review family vocabulary list to ma=e sure students =now those terms.

Practice: J 0raw a family on the board and have the students identify who each person is

within the family unit.J Hith that same family have the students identify who each figure is in relation to

one another.J Cinally have the students use the drawing on the board to write about this

fictitious family. /ave the students give the individuals names ages and

interests.

Homeor!: /ave the students finish the aforementioned tas= if they haven,t already by the

time class has ended.


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Lesson 3$

Topic: 7rades of 6omparison of Ad>ectives

Objectives: hat the students will be able to compare and contrast things accurately usinggrades of comparison.

Warm-Up: Review the previous day,s homewor=.

Presentation: J Review ad>ectives. hey are words that describe nouns or pronouns.

J -xplain that a comparison is done between two entities and then give examples.

- -x. /e is short.

'he is short.

But he is shorterthan she.

8jective Comparative 64perlativeyoung younger the youngest

large larger the largest

short shorter the shortest

hot hotter the hottest

thin thinner the thinnest

fat fatter the fattest

funny funnier the funniest

busy busier the busiest

happy happier the happiest

good better the best

bad worse the worstmany or much more the most

little less the least

- 5ote@ ma=e sure they =now the meanings of all the above words before

moving on.

- 5ote@ it might be helpful to demonstrate the meanings of these words

%and how the patterns wor=) by drawing pictures on the board.

Practice: J /ave the students practice using the family vocabulary they >ust used and their

own families. 7ive an example on the board.

Homeor!: /ave the students finish the above 9practice: tas= at home if they have notalready completed it.


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Lesson 3%

Topic: /igh Crequency 5oun 8ocabulary !esson 1

Objectives: o expose the students to common -nglish nouns in order to increase theirvocabulary and thereby their understanding of the -nglish language.

Warm-Up: Review the previous day,s home tas=.

Presentation: J Review what a noun is. A noun names a person place thing or animal.

J 7ive the students the list of * new nouns to commit to memory and some thestudents should already be familiar with and others will be review.

1. afternoon N . age N

*. animal N . art N

3. baby N ;. bathroom N

". boat N #. business N$. center N 1+. cloc= N

11. country N 1. date N1*. direction N 1. earth N

13. friend N 1;. future N

1". game N 1#. health N1$. house N +. idea N

1. >ob N . life N

*. law N . moment N

3. nature N ;. ob>ect N". purpose N #. question N

$. reason N *+. system N*1. soul N *. truth N

Practice: J 'ee if students can immediately ta=e these new words and construct sentences

with them.J/ave the class give one sentence for each new word so that there should be a

total of * sentences at the end of the class period.

Homeor!: /ave the students practice these words and try to commit them to memory.


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Lesson 3&

Topic: /igh Crequency


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Lesson 3(

Topic: /igh Crequency Ad>ectives 8ocabulary !esson *

Objectives: o expose the students to common -nglish ad>ectives in order to increase theirvocabulary and thereby their understanding of the -nglish language.

Warm-Up: Review the previous day,s vocabulary list.

Presentation@ J Review what an ad>ective is. (t is a word that describes a noun or a pronoun.

J 7ive the students the new list of 3 ad>ectives some of which maybe a reviewof already introduced words.

1. alone N . bright N

*. dead N . different N

3. dry N ;. easy N

". fair N #. fresh N$. famous N 1+. human N

11. important N 1. late N1*. last N 1. modern N

13. natural N 1;. only N

1". possible N 1#. quiet N1$. ready N +. several N

1. simple N . true N

*. various N . wise N

3. wild N

Practice: J /ave the students try to draw the meaning of these words in their noteboo=s sothat they can attempt to commit these words to memory. /ave them get creativefor the more difficult words to pictorially present.

Homeor!: /ave the students finish the above tas= at home if they have not alreadycompleted it by the end of the class period. Again emphasize that they need to

=eep up on all the words introduced in the past few lessons.


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Lesson ")

Topic: /igh Crequency 8erbs 8ocabulary !esson

Objectives: o expose the students to common -nglish verbs in order to increase theirvocabulary and thereby their understanding of the -nglish language.


Presentation@

J Review what a verb is. (t is a word that shows action or expresses time and it isimportant to a sentence.

J 7ive the students the new list of *+ verbs some of which maybe a review of

already introduced words.

1. accept N . as= N

*. arrive N . belong N3. consider N ;. command N

". discover N #. dream N$. doubt N 1+. escape N

11. force N 1. hope N

1*. include N 1. >oin N13. =iss N 1;. laugh N

1". learn N 1#. li=e N

1$. love N +. matter N

1. need N . offer N*. promise N . realize N

3. remember N ;. suppose N". than= N #. use N$. want N *+. wonder N

Practice: J /ave the students use the above new verbs in their own sentences.

Homeor!: 6ontinue to tell the students to wor= on all the new vocabulary presented.


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Lesson "1

Topic: /igh Crequency Adverbs 8ocabulary !esson 3

Objectives: o expose the students to common -nglish adverbs in order to increase theirvocabulary and thereby their understanding of the -nglish language.


Presentation@

J Review what an adverb is. (t is a word that modifies a verb ad>ective oranother adverb by expressing time place manner or degree.

J 7ive the students the new list of 1; adverbs some of which maybe a review of

already introduced words.

1. again N . almost N

*. always N . certainly N3. finally N ;. instead N

". never N #. often N$. probably N 1+. rather N

11. suddenly N 1. sometimes N

1*. usually N 1. very N13. once N 1;. also N

J 7ive examples for how adverbs are used within sentence structure.

J Cormat does not always have to go 'ub>ect adverb verb but that is theeasiest way to present this material.

J -x. ( always remember to wash my face.'he sometimes drives to school.He usually come to class late.

Practice: J /ave the students try to construct sentences using these new words.

Homeor!: Review all five lessons of new vocabulary for the next lesson where a game will

be played to see how well the information was retained.


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Lesson "2

Topic: Deopardy 0ay %Review of new vocabulary)

Objectives: o review all the new words learned in the past few lessons in a fun competitivemanner.

Presentation: J 0ivide the class into two teams.J Review the rules of Deopardy and then play.

Practice: J Deopardy 7ame

his is what is put on the chal=board@

No4ns Prono4ns 8jectives


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Answers the 'tudents need to give@

No4ns Prono4ns 8jectives


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Lesson "3

Topic: Review of 'imple


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Homeor!: /ave the students write their own sentences in the simple present tense for

practice five to ten should be sufficient.

Lesson ""

Topic:


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Homeor!: /ave the students describe some activities that are in progress in their schools

their village their country and their world right now using the present progressive

tense. /ave them write three sentences for each %so 1 total).

Lesson "#

Topic: 'imple


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Lesson "$

Topic:


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Homeor!: /ave the students write 3 to " using the past progressive tense. he students

should be prepared to share these sentences with the class at their next lesson.

Lesson "%

Topic: 'imple Cuture ense

Objectives: /ave the students be able to understand the new topic of the simple future tensebut also to retain the other tenses that have been introduced without confusing

them.

Warm-Up: Review the previous lesson,s home tas= and let the students share their sentences

with the whole class for practice.

Presentation: J 0efine the 'imple Cuture ense@

-he simple future tense indicates that an event will ta=e place in thefuture.

J 0raw the following illustration to help demonstrate your point@

5ow

(ect.

Homeor!: /ave the students write " to 1+ sentences about things they want to do when they

grow up. Remind them that everything should be written in the simple future

tense.


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Lesson "&

Topic: Cuture


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;. ( %stay) LLL at the /ilton /otel. Fou can reach me there.

". 5ext year at this time ( %do) LLL exactly what ( am doing now.

Homeor!: /ave the students write 3 to " using the future progressive tense. he studentsshould be prepared to share these sentences with the class at their next lesson.

Lesson "(

Topic: Review of all * 'imple enses

Objectives: o see how well the students have learned the three simple tenses@ present tensepast tense and future tenseO and for them to be able to recognize differentiate

between them and use them correctly.

Warm-Up: Review all three of the simple tenses with the class.


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Lesson #)

Topic: Review of all *


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Lesson #1

Topic: Body


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Lesson #2

Topic: Body aw N". gums N #. teeth N

$. tongue N 1+. eye N

11. ear N 1. chee= N

1*. lip N 1. chin N13. eyebrow N

Practice: J /ave the students practice by repeating after you as you say each word.J /ave the class practice by going around the room and having each student read

the new body parts one after the other. (t may ta=e some time but the repetition is

good for their memories.J hen have everyone stand up and point to the body parts as the whole class

%with you leading the way) says each new vocabulary word.

J (f you thin= they need the extra practice draw a face on the board and then

diagram the person with all the new words. (t may add an extra incentive if youcall individual students up to the board for them to label one new word at a time

and it could be funny if the =ids draw things disproportionately.

J /ave the =ids pic= a friend a famous actorGactress or someone from a magazineto draw and then label with all the body parts they have learned to date. he more

intricately they draw and more parts they add the better.

J Cinish the day with a body part song for fun.

Homeor!: /ave the students continue their practice with the new words. Cor there

homewor= have them write 3 sentences using the new body part vocabulary.


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Lesson #3

Topic: 'imple 0eclarative 'entences

Objectives: o have the students be able to recognize and construct simple declarative

sentences.

Warm-Up: Cor fun review the past two lessons new vocabulary by singing one of the songs

that was learned the 9/o=eyJpo=ey: or 9/ead 'houlders Knees and oes.:

Presentation: J Remind the students what a sentence or rather simple sentence is. A simplesentence is a group of words that expresses a complete thought.

-x. ?aria wor=s at the store.

J -xplain to the class that there are types of 'imple 'entences@

1. 0eclarative. (mperative

*. -xclamatory

. (nterrogative

J each the class what a 0eclarative 'entence is. A declarative sentence tellssomething or declares something. And note that a declarative sentence always

starts with a capital letter and ends with a period.

-x. he school opened in 1$3+.

Practice: J 7ive the students five more examples of declarative sentences and have them

point out what is being declared.1. ( wor= at school.

. 'he is tall.

*. Fou wrote that letter.

. He played soccer.3. hey ride the bus.

J /ave the students practice writing declarative sentences to ma=e sure that they

understand. hey should write " to 1+ declarative sentences about themselves.J &sing any sort of -nglish text %textboo=s something you the teacher write or

magazines) have the students find 1+ declarative sentences within the texts and

then copy them into their noteboo=s. Again this is a way to demonstrate that theyunderstand what a declarative sentence is.

Homeor!: J Cor homewor= have the students write one declarative sentence about every

member in their family %mom dad brothers sisters and animals).


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Lesson #"

Topic: 'imple (mperative 'entences

Objectives: o have the students be able to recognize and construct simple imperative

sentences.

Warm-Up: /ave the students share their declarative sentences about their family members

with the class for a review.

Presentation: J Remind the students what a sentence or rather simple sentence is. A simple

sentence is a group of words that expresses a complete thought.

-x. Dohn runs to the bazaar.

J each the class what an (mperative 'entence is. An imperative sentence tells a

person to do something. (t is also =nown as a command and the sub>ect is the

understood 9you.: Also helpful to note that an imperative sentence always startswith a capital letter and ends with a period.

-x.


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J /ave the students practice writing imperative sentences to ma=e sure that they

understand. hey should write " to 1+ imperative sentences that command

someone else to do something.

Homeor!: J Cor homewor= have the students choose a person that they would li=e to

command around for a day and have them write about it.Lesson ##

Topic: 'imple -xclamatory 'entences

Objectives: o have the students be able to recognize and construct simple exclamatory

sentences.

Warm-Up: /ave the students share their imperative sentences with the class for a review.


sentence is a group of words that expresses a complete thought.-x. ?i=e plays the guitar.

J each the class what an -xclamatory 'entence is. An exclamatory sentence

shows a strong feeling. Also helpful to note that an exclamatory sentence always

starts with a capital letter and ends with an exclamation point.-x. 6all the fire departmentP

Practice: J 7ive the students five more examples of exclamatory sentences so that they can

better understand what is meant by a strong feeling.1. Run quic=P

. Hatch out for falling roc=sP*.


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Homeor!: J Cor homewor= have the students write about a time in their life where they could

demonstrate their usage of exclamatory sentences. -vents such as@ birthdays

weddings graduations births or tragedies are all good ideas.

Lesson #$

Topic: 'imple (nterrogative 'entences

Objectives: o have the students be able to recognize and construct simple interrogative

sentences.

Warm-Up: /ave the students share their homewor= to review the correct usages of

exclamatory sentences.

Presentation: J Remind the students what a sentence or rather simple sentence is. A simplesentence is a group of words that expresses a complete thought.

-x. 'arah watches television.

J each the class what an (nterrogative 'entence is. An interrogative sentenceas=s a question. And note that an interrogative sentence always starts with a

capitalized interrogative pronoun and ends with a question mar=.

-x. Hhen will the 0octor arriveMJ here are six interrogative pronouns@

1. Hhat N . Hhen N

*. Hhy N . Hhere N3. /ow N ;. Hho N

J -xplain to the class that there are * types of (nterrogative 'entences@

1. (nformation Euestions. FesG5o Euestions

*. ag Euestions

Practice: J 7ive the students three more examples of interrogative sentences to ma=e sure

that they understand what is being taught.

1. /ow many students does this school haveM

. Hhere are we goingM*. Hhat is your nameM

J /ave the students practice writing interrogative sentences to ma=e sure that they

understand. hey should write " to 1+ interrogative sentences that they can thenas= their neighbors.

J 2nce the students have a list of questions prepared have the =ids start going

around the classroom and as=ing one another questions for spea=ing and readingpractice.


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Homeor!: J Cor homewor= have the students first thin= of a famous person %dead or alive)

that they would li=e to meet and then to write out a list of questions they wouldli=e to as= them if they could.

Lesson #%

Topic: (nterrogative 'entences J (nformation Euestions


sentences and then be able to differentiate between the three types of

interrogative sentences.

Warm-Up: /ave the students share their homewor= to review the correct usages ofinterrogative sentences.



-x. Doe li=es dogs.J Remind the class what an (nterrogative 'entence is. An interrogative sentence

as=s a question. And note that an interrogative sentence always starts with a

capitalized interrogative pronoun and ends with a question mar=.-x. Hho are youM

J each the class what an (nformation type of (nterrogative 'entence is.

(nformation questions as= for a specific response in order to get information.-x. /ow many rooms are in your houseM

Practice: J 7ive the students three more examples of information sentences to ma=e sure

that they understand what is being taught.1. /ow much money do you ma=eM

. /ow many hours does it ta=e to get to Bish=e=M

*. Hhat street does ?ar= live onM

J /ave the students practice writing information questions to ma=e sure that they

understand. hey should write " to 1+ interrogative sentences that they can then

share with the class.J 2nce the students have a list of questions prepared compile their questions into

one list of questions you will then write on the chal=board. -ach student should

contribute one question and then once the questions are on the board the =idsshould then wor= on answering each one.

Homeor!: J Cor homewor= have the students finish the above tas= started in class.


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Lesson #&

Topic: (nterrogative 'entences 4 FesG5o Euestions

Objectives: o have the students be able to recognize and construct simple interrogativesentences and then be able to differentiate between the three types of


Warm-Up: /ave the students share their homewor= to review the correct usages ofinformation questions.



-x. ?atthew built a house.J Remind the class what an (nterrogative 'entence is. An interrogative sentence



-x. Hhy do you go to schoolMJ each the class what about FesG5o types of (nterrogative 'entences. FesG5o

questions are answered with a 9yes: or 9no: response. 9Fes: indicates a positive

response. 95o: indicates a negative response.-x. Euestion@ 0o you wor=M

Response@ Fes ( am a teacher.

Euestion@ 0o you li=e being a teacher.Response@ Fes ( do.

Practice: J 7ive the students three more examples of FesG5o questions to ma=e sure that

they understand what is being taught.1. Are you a studentM

. 0o you live hereM

*. (s your name KateMJ (f you thin= your students are capable of it try to play the game 9+ questions:

with your class. 7ive the class a general topic which you have pic=ed a specific

noun from and then let them as= FesG5o questions to try to find out which wordyou chose in + questions or less.

Cor -xample@ Hrite famous actress on the board and then thin= of Dulia

Roberts. Four students by only as=ing FesG5o questions have to try to say

the name Dulia Roberts before they have surpassed + questions.


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J /ave the students practice writing FesG5o questions to ma=e sure that they

understand. hey should write " to 1+ FesG5o questions that they can then share

with the class.

Homeor!: J Cor homewor= have the students finish the above tas= started in class.

Lesson #(

Topic: (nterrogative 'entences 4 ag Euestions


sentences and then be able to differentiate between the three types of


Warm-Up: /ave the students share their homewor= to review the correct usages of FesG5oquestions.



-x. Amy reads many boo=s.J Remind the class what an (nterrogative 'entence is. An interrogative sentence



-x. Hhere do you wor=MJ each the class what about ag types of (nterrogative 'entences. ag questions

occur when someone is unsure about the response to a question. A 9tag: is placedat the end.-x. Fou are a taxi driver aren,t youM

Practice: J 7ive the students three more examples of ag questions to ma=e sure that theyunderstand what is being taught.

1. Fou live in America don,t youM

. Fou can drive can,t youM*. Fou eat meat don,t youM

J /ave the students practice writing ag questions to ma=e sure that they

understand. hey should write " to 1+ tag questions that they can then as= their

neighbors.J /ave the =ids practice the ag questions with one another until class time runs

out.

Homeor!: J Cor homewor= have the class give * examples for each of the * =inds of

(nterrogative sentences@ (nformation Euestions FesG5o Euestions and ag

Euestions this will help prepare them for the next lesson and will also serve as anice review of the past few lessons.


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Lesson $)

Topic: (nterrogative 'entences 4


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1+. Are you marriedM N FesG5o

11. /ow many siblings do you haveM N (nformation

1. his is your car isn,t itM N ag

Homeor!: J Cor homewor= have the class give * examples for each of the * =inds of

(nterrogative sentences@ (nformation Euestions FesG5o Euestions and agEuestions this will be their final assignment for the question based lessons.

Lesson $1

Topic: Bedroom 8ocabulary

Objectives: o increase the students vocabulary and thereby their understanding of the-nglish language.

Warm-Up: Cor the warmJup draw and describe your own bedroom. 7o slowly and

pronunciate clearly so that the students can pic= up a few of the words they will

be taught in today,s lesson.

Presentation@ J 7ive the students the list of new vocabulary words to copy down in theirnoteboo=s.

1. mirror N . dresser N

*. closet N . curtains N3. bed N ;. pillow N

". cloc= N #. light N

$. table N 1+. rug N

11. door N 1. window N

Practice: J /ave the students practice by repeating after you as you say each word.J /ave the class practice by going around the room and having each student readthe bedroom vocabulary words one after the other. (t may ta=e some time but the

repetition is good for their memories.

J hen have everyone draw their own bedrooms %or have them draw their dreambedroom) and label the items accordingly in their picture.

J /ave each student present their bedroom diagrams ma=ing sure that they are

practicing using the new vocabulary words in their speech.


homewor= have them write 3 sentences using the new bedroom vocabulary.


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Lesson $2

Topic: Heather 8ocabulary

Objectives: o increase the students vocabulary and thereby their understanding of the-nglish language.

Warm-Up: Cor the warmJup have the class loo= out the window at which point you slowly

and clearly describe the weather. ry to use as many familiar words as possible in

your demo.

Presentation@ J 7ive the students the list of new vocab words to copy down in their noteboo=s.1. temperature N . 6elsius N

*. Cahrenheit N . sunny N

3. clear N ;. cloudy N". raining N #. snowing N

$. windy N 1+. icy N

11. thunder N 1. lightning N

1*. foggy N 1. hail N13. humid N 1;. storm N


the weather vocabulary words one after the other. (t may ta=e some time but the

repetition is good for their memories.J hen draw different types of weather on the board and have the students

describe your pictures using their new list of words.

J /ave the students draw the weather that is typical for each season of the year%this will also be a good review of the seasonal vocab).

J 2nce they have enough personalized pictures of weather have them find a

partner and use their own drawings as flash cards to quiz one another on their new

words.


homewor= have them write 3 sentences using the new weather vocabulary.


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Lesson $3

Topic: 6ompound 'entences with 6on>unctions

Objectives: hat the students will be able to use and recognize 6ompound sentences as theyare created using 6on>unctions.

Warm-Up: Review the previous day,s weather vocabulary by having a simple discussion with

the class about today,s weather.

Presentation: J -xplain to the class what a 6ompound 'entence is. A compound sentence is

made up of two or more independent clauses that are connected by one or morecon>unctions and a comma. he first word of the second independent clause is

not capitalized even though it may express a new thought.

-x. he wind was strong andthe tree fell down.J An independent clause is a group of words that has a sub>ect and a verb so it can

stand alone as a sentence. Hhen it stands alone it is called a simple sentence not

a compound sentence.

-x. he wind was strong.he tree fell down.

'o now instead of one compound sentence the same information isconveyed by two simple sentences.J 6on>unctions are words that are used to connect words phrases or clauses.

- /ere is a list of popular con>unctions@

1. and N . but N*. for N . so N

3. yet N ;. because N

Practice: J 7ive the students five more examples of 6ompound 'entences.

1. he lightning was bright andthe rain fell hard.

. ( wor= hard because( want a promotion.

*. 'he wanted to go swimming butshe didn,t =now how.. /e lives in ?ichigansohe can be near his parents.

3. (t was only @++pmyetit was already dar=.

Homeor!: J /ave the students write ten of their own compound sentences using different

con>unctions. his tas= can be given to the students after the lesson is presented

and they can wor= on it until class is finished but whatever is not finished willthen be their home tas=.


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Lesson $"

Topic: 9-ither orI5either nor: 6ompound 'entences

Objectives: hat the students will be able to use and recognize 6ompound sentences created

by the application of 6on>unctions. 'pecifically for today,s lesson the ob>ective isthat the students will be able to understand the more complex paired con>unctions

of 9either: with 9or: and 9neither: with 9nor.:

Warm-Up: Review the previous day,s lesson by going over the students, homewor=.

Presentation: J Review with the class what a 6ompound 'entence is. A compound sentence ismade up of two or more independent clauses that are connected by one or more

con>unctions and a comma. he first word of the second independent clause is

not capitalized even though it may express a new thought.-x. he boy was hungry so he ate lunch.

J An independent clause is a group of words that has a sub>ect and a verb so it can

stand alone as a sentence. Hhen it stands alone it is called a simple sentence not

a compound sentence.-x. he boy was hungry.

/e ate lunch.

'o now instead of one compound sentence the same information isconveyed by two simple sentences.

J 6on>unctions are words that are used to connect words phrases or clauses.

J /ere are two pairs of con>unctions that are typically used together@1. either N . or N

*. neither N . nor N

J -x. Neither?ary nor?ar= can come to the party.

Eitheryou tell them or( will.J /owever -ither G neither can also be used alone in two scenarios@

1. 6an be used with a noun.

-x. Neitherrestaurant is expensiveHe can go to eitherrestaurant.

. 6an also be used alone.

-x. a. E. (s your friend British or AustralianM R.Neither she,s American.

b. E. 0o you want coffee or teaM

R.Either ( don,t care.


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Practice: J 7ive the students three more examples of 6ompound 'entences formed with the

paired con>unctions of 9either and or: G 9neither and nor.:

1. 'he neitherwrote norphoned.. /e,s eitherCrench or(talian.

*.Eitheryou apologize orour friendship is over.

Homeor!: J /ave the students write ten of their own compound sentences using the paired

con>unctions of 9either and or: G 9neither and nor.:

Lesson $#

Topic: Review of


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Practice: J /ave the students practice wor=ing with these punctuation mar=s by creating all

sorts of sentences %using all types). hey can write 1+ sentences or create astory.

Homeor!: J /ave the students finish the above tas= at home if they were unable to completeit during class time.

Lesson $$

Topic: 0ictation &sing 'imple and 6ompound 'entences

Objectives: o have the students practice their listening and writing s=ills while implementing

all the =nowledge they have obtained in the past few wee=s. his lesson

incorporates many of the previous lessons information so students will have the

opportunity to demonstrate their new =nowledge.

Warm-Up: 7o over the previous lesson,s homewor=. ?a=e sure the class seems confident

with punctuation and the types of sentences before starting today,s lesson.

Presentation'

Practice: J oday,s lesson is simply dictation. Fou will read the below story out loud%slowly) to the class so that they can then practice their listening and writing

s=ills. Fou will probably have to read it a few times through so that all the

students can participate. Hhen the students are finished with the dictation part

have them label the sentences simple or compound. hen have them furthercategorize the sentences into@ declarative imperative exclamatory or

interrogative. Cinally have them circle the con>unctions in the text.

Bazaar 0ay

2n 'undays ( go to the Bazaar becausethere are so many things to do andsee. Fou can

buy fruits andvegetables. Fou can buy clothes oranimals. Fou can buy furniture andmusic.

he Bazaar is so interesting. ( love the BazaarP 0o you li=e the BazaarM 'ome people do not

li=e the Bazaar becausethere are too many people. ( guess you eitherli=e the Bazaar oryou

don,t. he Bazaar is very colorful andnoisy. 8endors as= 9Hill you buy a watermelonM: 'ome

salespeople >ust say 9ry this apple. (t is delicious.: ( li=e to go to my neighbor,s fruit stand to

purchase things becausethey are always friendly. Hhen ( am tired of being at the Bazaar ( find

a mashrut=a andtell the driver 9a=e me home.:


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Homeor!: J Allow the students to wor= on their dictations at home if they need more time.

Lesson $%

Topic: 0irection and !ocational


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Lesson $&

Topic: Review of 'imple


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;. Dason %wor=) LLLLL for


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Lesson %)

Topic: Review of 'imple Cuture ense

Objectives: o review the topic of the simple future tense so that the students understand itand can use it properly.

Warm-Up: Review the previous lesson,s home tas= and let the students share their sentenceswith the whole class for practice.

Presentation: J Redefine the 'imple Cuture ense@

-he simple future tense indicates that an event will ta=e place in the

future.

J 0raw the following illustration to help demonstrate your point@

5ow

(


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Homeor!: /ave the students write " to 1+ sentences about things they want to do when they

grow up. Remind them that everything should be written in the simple future

tense.

Lesson %1

Topic: Review of all * 'imple enses

Objectives: o see how well the students have learned the three simple tenses@ present tense

past tense and future tense. Also for them to be able to recognize differentiatebetween them and use them correctly.

Warm-Up: Review all three of the simple tenses with the class.


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%simple present tense) and what they will do at the end of the wee= %simple future

tense). 'even to ten sentences should be sufficient.

Lesson %2

Topic: ransportation 8ocabulary

Objectives: o increase the students vocabulary and thereby their understanding of the

-nglish language.

Warm-Up: 'tart with a little introduction about how you got to school this morning how you

travel from one side of the village to the other how you arrived in Kyrgyzstanand how you travel in country to introduce this new set of words.

Presentation@ J 7ive the students the list of new vocab words to copy down in their noteboo=s.1. bus N . marshut=a G van N

*. trolleyJbus N . car N

3. taxi N ;. train N

". plane N #. horse N$. tractor N 1+. truc= N

11. bus station N 1. airport N

Practice: J /ave the students practice by repeating after you as you say each word.

J /ave the class practice by going around the room and having each student read

the vocabulary words one after the other. (t may ta=e some time but therepetition is good for their memories.

J 'hout out a location in Kyrgyzstan or elsewhere and have the class tell you what

=ind of transportation you might use to get there. 0o this for as long as their

interest =eeps up.J 6all on the students one at a time to draw on the chal=board a picture of the

transportation vocab. hen have them do so in their noteboo=s so they have

visuals to go along with their new words.J /ave the students write a little story about a trip they went on or would li=e to

go on and have them tell what =inds of transportation they used in their travels.


homewor= have them write 3 sentences using the new vocabulary.


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Lesson %3

Topic: !ocal ownG8illageG6ity 8ocabulary

Objectives: o increase the students vocabulary and thereby their understanding of the

-nglish language.

Warm-Up: Review the previous day,s lesson.

Presentation@ J 7ive the students the list of new vocab words to copy down in their noteboo=s.1. street N . shop N

*. school N . government N

3. center N ;. mosque N". church N #. library N

$. club N 1+. theatre N

11. stadium N 1. cafT N1*. bazaar N 1. bus station N

13. par= N


the vocabulary words one after the other. (t may ta=e some time but the

repetition is good for their memories.J As= the students to ma=e a list of all the new words that can be found in their

own village.

J hen have the students spend the rest of the class period drawing a detailed mapof their village and labeling it with all the new words they learned today. his

should ta=e some time for them to do and it can be a difficult tas= for younger

=ids who have not quite developed their spatial s=ills yet. (t may be a good idea

to give them an example of what you are loo=ing for on the board but not so goodthat they >ust copy the wor= you have already done and thin= that is acceptable.

Homeor!: /ave the students continue their practice with the new words. Cor therehomewor= have them write 3 sentences using the new vocabulary.


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Lesson %"

Topic: (dioms

Objectives: o introduce idioms to the students. his is useful for adapting to colloquial

speech euphemisms and slang in language. (t should also be a fun lesson.

Warm-Up: ell the students a story or about an incident that happened to you using idioms todescribe what too= place and see if %by context) the class can figure out what you

are saying.

Presentation: J Cirst write a list of idioms on the board %you might want to do these one at a

time).1. all thumbs N aw=ward

. butt in N to interfere with other people,s business

*. word of mouth N =nowledge obtained from person to person. call the shots N to give ordersO to be in charge

3. chic=en N to be scared or afraid

;. cry over spilled mil= N to thin= about something that is already over". dead to the world N fast asleepO very tiredO exhausted#. down in the dumps N very sad

$. get one,s goat N to ma=e someone angry

1+. get the message N to understand clearly what is meantJ 'econd call on a student to come draw a picture of what the words indicate.

J hird have the class try to guess the real meaning of the words or phrase.

J Courth explain to the students what is meant by the (diom.J Cifth provide the class with an example for each one.

1. hat girl is all thumbs.

. Hhy does my mom always butt intomy businessM

*. ( heard she was leaving by word of mouth.. he teacher calls the shotsin this class.

3. /e wouldn,t >ump off the ledge. /e was so chicken.

;. he car is already wrec=ed. (t ma=es no sense to cry over spilled milk.". After the long days wor= he was dead to the world.

#. 'he failed her test and was really down in the dumps.

$. ( can,t believe ( let that =idget my goat.1+. (,ve told you a million times do youget the messageM

Documents

100 English Training Lesson Plans