Lesson First Class by pengxuebo


									Lesson: Introductions/Alphabet
Level: Beginner
Time: 2 hours

I. Introductions
Students introduce themselves using the following format. Teacher first models activity. Teach profession,
nationality, numbers, and school names as needed to apply to students.

        My name is _________. I am a ____(profession)___. I am ___(nationality)___. I have (#) son(s) and
(#) daughter(s). I studied English at ____(School, work,etc.)___.

                   Jobs                                          Nationalities
Teacher            military                   French
Student            seamstress/tailor          American
housekeeper                 assistant                 Indian
homemaker                   lawyer                               Chinese
director           banker                              African
secretary                   cook                                 Malagasy

II. Greetings
    1. Read through following dialogue

                   Rivo: Hello
                   Lanto: Hello
                   Rivo: Whats up?
                   Lanto: Nothing much.
                   Rivo: My name is Rivo. I‟m Malagasy. I‟m a teacher.
                   Lanto: Nice to meet you. My name‟s Lanto. I‟m Malagasy. I‟m a student.
                   Rivo: Nice to meet you, too.

   2. Teach vocabulary in dialogue and practice each vocab word seperately with class.
   3. Have two students practice and perform dialogue together, changing italicized words to
        apply to themselves.

III. Alphabet
     1. Teach English alphabet
     2. Teach and sing alphabet song
     3. Practice Alphabet by spelling profession/nationality/number vocabulary taught in Introductions above.
     4. Play hangman with above vocabulary or local names/places
     5. Play bingo: Have students make a 5 by 5 (or 4 by 4 dependant on time) square and write a letter in each
         square. Then call out letters one by one and the first to have 5 (or 4) letters in a row wins. (Alternatively,
         teacher can create bingo boards before class).

Lesson: Numbers
Level: Beginners
Time: 1 Hour

I. Review from last class
       1. Alphabet (sing song, practice spelling words, or play quick hangman)
       2. Questions/Answers: What is your name? What‟s Up? What is your profession? What is your nationality?

II. Numbers
     1. Teach numbers 1-100
     2. Practice numbers by counting / showing flash cards / addition / subtraction / higher or lower game / etc.
     3. Counting card game: in groups of 3-6, deal out all cards in a standard deck. Numbered cards count at face
        value, Aces are 1, Jacks are 0, Queens are +10 and Kings are –10. Students each put a card down on their
        turn and say aloud the value reached. The object of the game is to reach exactly 100.

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                   Jeanne puts down a 9: “nine”
                   Pierrot puts down a 7: “sixteen”
                   Nivo puts down a king: “six”

Lesson: Subject pronouns, Verb “to be”
Level: Beginner
Time: 1 hour

I. Subject Pronouns
Teach subject pronouns (I, you, he, she, it, we, they) and practice using people in class and by showing pictures of

II. Verb “to be”
Teach verb to be and practice as with subject pronouns above.

III. Exercise:
Write sentences about these persons jobs
example: Hanta        Hanta is a secretary
    1.   Richard Rakotomanana...
    2.   (PCV name)...
    3.   (name of male student)...
    4.   I ...
    5.   The English class
    6.   (name of female student)

IV. Verb Tac Toe
Write a game board similar to this on blackboard. Students are divided into two teams, X and Y, and if they correctly
conjugate the verb with the subject pronoun, they recieve their letter in the box. First team with three in a row wins.

                                              TO BE

                              I                 She              Meghan

                       Rivo and Paul            You                 We

                            Jean               They              The pen

Lesson: Simple Present
Level: Beginners
Time: 1 hour

I. Review
Review subject pronouns and verb “to be”.

II. Vocabulary: Common Verbs
1. Teach common verbs using pictures/gestures
          to stand to listen to talk        to eat            to drink
          to sit             to walk        to swim to drive to go
          to read            to sleep to do          to have           to run
          to write to dance to stop         to study to teach
2. Practice verbs by playing charades

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III. Teach Simple Present
-Simple present is a verb tense used for general truths
Example: It is hot in Madagascar
-Simple present is also used for habitual or everyday activities
Example: Malagasy eat rice.
-Simple present is often used with the following adverbs:
         always             usually            habitually
         generally          never              every_____
-To form simple present: use verb alone without “to” Example: I walk, you sit, we stand
                            add “s” to he/she/it form Example: She walks, he sits, it stands
-Exceptions (for he/she/it form only)
         -y--> -ies Example To study--> He studies
         -o--> -oes Example to go--> She goes
         -ch, -sh, -ss--> -ches, -shes, -sses--> To teach --> He teaches

III. Exercise
Conjugate the verb
Example: Taby (to run)        Taby runs
    1.   We (to eat)
    2.   you (to swim)
    3.   Xavier (to do)
    4.   Solo and Mirana (to drink)
    5.   They (to teach)
    6.   She (to study)

IV. Verb Tac Toe
Write a game board similar to this on blackboard. Students are divided into two teams, X and Y, and if they correctly
conjugate the verb with the subject pronoun, they recieve their letter in the box. First team with three in a row wins.

                          I (to go)          She (to be)           Meghan (to

                     Rivo and Paul (to     You (to dance)      We (to study)

                       Jean (to walk)      They (to read)          The pen (to

Lesson: Negative Verbs/Family
Level: Beginner
Time: 1 Hour 30 Minutes

I. Review
Review conjugation of verbs in simple present by passing around one bag with subject pronouns/names, one bag
with verbs. Students must pick one word out of each bag and conjugate the verb with the pronoun/name.

II. Negative
1. Teach negative:

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         Add “Do not” after subject and before verb Ex. I have ---> I do not have
                  (May be written as contraction “Don‟t” Ex. I don‟t have)
         Exception: for verb “to be,” add “not” after verb Ex. I am --> I am not
                                                                          You are--> you are not
                                                                          She is --> She is not
                   (May be written as a contraction 2 ways: Ex. I‟m not
                                                                          You‟re not   You aren‟t
                                                                          She‟s not    She isn‟t
2. Practice by playing bag game again with negative conjugation

III. Family
1. Teach following vocabulary using family tree:
         Mother            Father             Son              Daughter         Brother Sister
         Grandmother       Grandfather        Aunt             Uncle            Grandson         Granddaughter
         Cousin            Niece              Nephew Parent             Grandparent     Husband            Wife
         Relative Friend
2. Practice: Ask students yes/no questions about who they are, ex. “Are you a husband?” “Are you a sister?”
3. Oral Exercise: Identify
         1. The son of my sister              2. The brother of my mother
         3. The father of my father           4. The parents of my father
         5. The son of my husband             6. The son of my daughter

IV. To Have
1. Teach verb “to have”
2. Oral practice by a) Verb Tac Toe (see above lesson), or b)pass around bag of sujbect pronouns only to conjugate
with “to have”
3. Exercise: Students write 5 sentences telling relatives they have and 5 sentences telling what relatives they do not.
         Ex. I have a mother, I have a cousin, I don‟t have an uncle, I don‟t have a husband

Lesson: Can/Cannot
Level: Beginner
Time: 1 hour 30 minutes

I. Review
Review common verbs using Simon Says

II. Can/Cannot
1. Teach can/cannot
        Expresses ability and possibility
        Can + Simple Form of verb
        Cannot (contracted as can‟t) + Simple form of verb
         Ex. I can ride a bicycle      Suzanne can‟t fly
         Questions: Can + subject + simple form of verb
         ex. Can they ride a bicycle? Can Suzanne fly?

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2. Written exercise: Write a sentence using can/can‟t
         ex. Whistle    I can whistle OR I can‟t whistle
         1. speak Chinese
         2. Ride a bicycle
         3. Play the piano
         4. drive a car
         5. swim
3. Pair work : Talk about abilities with your partner. Use following example
          Student A: Can you speak Chinese?
          Student B: No, I can‟t
    1.    Cook food
    2.    ride a horse
    3.    walk
    4.    play a guitar
    5.    run 20K
    6.    teach English

III. Baby Can I Hold You? by Tracy Chapman
    1. Lyrics to Baby Can I Hold You?
                 Is all that you can‟t say
                 Years gone by and still
                 Words don‟t come easily
                 Like sorry like sorry

                   Forgive me
                   Is all that you can‟t say
                   Years gone by and still
                   Words don‟t come easily
                   Like forgive me forgive me

                   But you can say baby
                   Baby can I hold you tonight
                   Maybe if I told you the right words
                   At the right time you‟d be mine

                    I love you
                    Is all that you can‟t say
                    Years gone by and still
                    Words don‟t come easily
                    Like I love you I love you
    2.    Listen to song (if possible... many Malagasy people have this song on cassette or VCD)
    3.    Ask students to pick out any words they recognize and guess what the song might be about.
    3.   Point out points in song where can/can‟t is used
    4.    Teach necessary vocabulary and explain song
    5.    Listen to song again if possible

Lesson: Adjectives/comparatives/superlatives
Level: Beginner
Time: 2 hours

I. Adjectives/comparatives/superlatives
1. Teach Adjectives using pictures/gestures
        old      young                      good              bad                       beautiful ugly
        tall     short                      happy             sad                       black            white
        fat      thin                       strong            weak                      female           male
        (plus any that students may brainstorm)

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2. Sentence Structure
         Adjective Sentences
                  Subject + to be + adjective
            Ex     I             am           happy
            Ex     Rivo         is             tall

         Comparative Sentences
                Subject1 + to be + adjective + -er +than + Subject2
                         or, if adjective is more than 2 syllables
                Subject1 + to be + more + adjective +than + subject2
              Ex. Tahina                 is       shorter              than   Rober.t
              Ex. Tahina                 is    more beautiful          than   Robert.

         Superlative Sentences
                  Subject + to be + the + Adjective + -est
                  or, if adjective is more than 2 syllables
                  Subject + to be + the + most + Adjective
           Ex.    Arnold            is        the     strongest
           Ex.     Laryssa     is             the     most      besutiful

         Irregular Adjectives
                   Good              better           best
                   Bad               worse            worst
         Spelling changes (when an adjective ends in vowel-consonant, the superlative and
                   comparative forms double the consonant
                   Thin              thinner          thinnest
                   Fat               fatter           fattest
II. Exercise
Write three sentences ( 1 adjective, 1 comparative, 1 superlative) for each set of pictures
1. Tall/Short                                                   2. Fat/thin

3. Good/bad                                                  4. Old/Young
     5/20         15/20          19/20                       3 years          26 years 89 years
    Joelle        Hery         Pierrot                       Holy             Hanta             Mamy

III. Picture Describing Exercise
Place 5-10 pictures of people on the board. Students must choose one and write a short description of the people.
They then read their paragraph aloud and other students guess which picture is being described

IV. Adjective Concentration
Write the adjectives taught in part I on cards and place them face down on a table or taped to the board. Divide
students into two teams, they take turns trying to match opposites. The team to get the most pairs wins.

V. Error Correction Exercise
Correct the errors in this text (there are 8)
         Here is a picture of my family. My mother is tall, but my father is tallest than my mother. My brother is the
taller. My sister is beautiful, but my cousin is beautifuller than my sister. I am the fatter than my sister. My
grandfather is the older, and my son is youngest. We are happy. My grandmother is the happy. She is happier my

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Lesson: Imperatives
Level: Beginner
Time: 1 hour

I. Warm-up: Tongue Twisters
Teach and practice with class on bye one:
           Red leather, yellow leather (5x)
           A proper coffee pot (5x)
           Peter piper picks a peck of pickled peppers (3x)
           She sells seashells by the seashore (3x)
           How much wood would a woodchuck chuck if a woodchuck could chuck wood (3x)
           Swan swam accross the pond
           Swim, swan, swim
           Swan swam back again
           Well swum swam (1x)
 It is fun to time students and see who can say them the fastest

II. Imperatives
       Positive: Simple Form    Ex. (to go)--> go! (to eat)--> eat!
       Negative: Don‟t + Simple Form Ex. (to go)--> Don‟t Go! (to eat)--> Don‟t eat!

III. Simon Says with imperatives
        Good vocabulary: Stand up, Sit down, walk, run, drive, swim, fly, dance, eat, drink,
                write, listen, talk, read, sleep, wake up, cook, turn around, etc.

IV. Brownie Recipe !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
1. Ask students to pick out imperatives in recipe.
2. Read and explain recipe
3. Eat brownies (if you feel like cooking for your class.... or cook as a class!)

Lesson: Present Continuous
Level: Beginner/Intermediate
Time: 1 hour 30 minutes

I. Review Present Simple
Practice through verb game such as Verb Tac Toe (described above), jeopardy, hangman, etc.

II. Teach Present Continuous
1. Present Continuous is a verb tense for actions currently in progress.
Ex. We are studying English
Present Continuous is commonly used with the following adverbs:
         Right now                currently today            this ______(month, week, etc.)
to be + gerund                    Ex. I am reading
(Is/am/are + verb(ing))

Gerund Exceptions
        Ending in “e”                          Ending in single consonant Ending in “ie”
        Dance --> dancing                      sit--> sitting                      die--> dying
        Come--> coming                 swim--> swimming

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2. Contrast examples of Present Simple and Present Continuous
         I am eating rice   VS.     I eat rice
         I am studying      VS.      I study
         I am going to market now      VS.     I go to the market everyday

III. Practice Present Continuous
1. Practice conjugating present continuous orally
2. Exercise: Fill-in-the-blank with either Present Simple or Present Continuous
         English class (to meet) ____ every Thursday. The students (to be)_____ always wonderful, but today,
some (to act)____ strange. Normally, Antafana (to be) quiet, but today, she (to talk)____ very loudly. Usually, Hery
and Asgar (to know)____ the answers, but right now, they (to have)___ no idea. Generally Vony and Josephine (to
sit)___ but this class, they (to sing and dance)___. Today (to be)___ a strange day!

3. Picture writing
Give each student a picture of a person in an action pose. Each student must describe the picture in two ways: 1)
describe characteristics of the person (Present simple) and 2) Tell what they are doing (Present continuous).

    4.   Charades with actions – correct answers must be guessed in Present Continuous.

Lesson: Questions
Level: Beginner/Intermediate
Time: 1 hour

I. Text
1. Read Text (first teacher, then students read aloud sentence by sentence)
         My name is Suzi. I‟m American. I am from Boston. I am 25 years old. I have one sister whose name is
         Frannie. I am not married. I am an English teacher in Ambanja. During July and August I will live in Diego
         and teach English to PSI and ANGAP. I will return to Ambanja in September.
2. Explain any new vocabulary
3. Comprehension questions:
         1. Where am I from?
         2. When will I return to Ambanja?
         3. Who is my sister?
         4. What is my job?
         5. Why am I living in Diego in July and August?
         6. How many siblings do I have?

II. Question Words
1. Go over the words, equivalents in French/Gasy
         who?               what?            when?            where?            why?
         how?               how many?
2. Ask students to use each word in an example question.
3. Exercise: Write a question for each response
         Ex. R: Estelle is at school     Q: Where is Estelle?
         1. R: Bob eats rice because he is hungry.
         2. R: I will go to Tana in July.
         3. R: I bought five tomatoes.
         4. R: I‟m fine, thank you.
         5. R: I have three brothers.
4. Play ask-it-basket: students write down two questions and place them in a basket. Then each student pulls out 2
questions (not their own) and answers them.

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5. Play Jeopardy requiring answers to be in the form of a question. (see Jeopardy Game 1 and Jeopardy Game 2

Lesson: Transportation Vocabulary
Level: Beginner/Intermediate
Time: 1 hour 30 minutes

I. Transportation vocabulary
1.Teach the following vocabulary through pictures/gestures
         By Road          By Sea                     By Air                   by Rail
         Bus                        Sailboat         helicopter               train
         truck                      ship                      airplane        subway
         taxi                       canoe                     hot air balloon
2. Oral quizzing: Ask “Can you go to Mahajunga by train? Can you go to America by airplane? How should you go
to Tana? How can you go to the market? etc.”
3. Charades

II. Grammar
Use “by” to say how somebody travels
         by boat             by train        by hot air balloon
        Exception: ON FOOT
You cannot use “by” with articles a/the/my/possessive adjectives
        by car BUT in my car
        by train BUT in the train
You use “in” for cars and taxis
         They didn‟t come in their car. They came in a taxi.
You use “on” for bicycles and public transportation
         We came on the 6:45 AM train.

III. Exercise
Add “in”, “by,” or “on”
 1. Hery usually goes to work ___bus.
 2. I saw Adrianna this morning. She was __the bus.
 3. How did you get here? Did you come ____train?
 4. How did you get here? Did you come __ the train?
 5. I decided not to go __ car. I went __ my bike instead.
 6. They didn‟t feel like going __foot, so they came home __ a taxi.
 7. How long does it take to cross the Atlantic __ boat.
 8. Sorry we‟re late. We missed the bus, so we had to come ___foot.

IV. Bingo
Have students make a 5 x 5 board and write a different transportation vocabulary word in each square. Then, read
vocabulary words aloud and the first student to have 5 words in a row wins.

Lesson: Illness
Level: Inermediate
Time: 1 hour 30 minutes

I. Dialogue: At the hospital
Poopy and her doctor are talking
Doctor: Hello, Poopy. Do you feel alright?
Poopy: No, I am feeling sick.

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Doctor: What are your symptoms?
Poopy: I have been sneezing a lot, I have a sore throat, and a runny nose.
Doctor: I see. Do you have a fever, or a headache?
Poopy: Yes, I do.
Doctor: I think you have the common cold. Unfortunately, there is no cure. You must stay home, rest, and drink
plenty of fluids.
Poopy: Thank you, doctor.

Highlight vocabulary in dialogue, explain, and perform dialogue with students.

II. Vocabulary: Illness
sneezing       sore throat       coughing                               chest congestion
swollen glands          nausea           tiredness/fatigue              jaundice
night sweats            headache         muscle ache                             fever
runny nose              rash             pain in the ___                         weight loss
Stay home               rest             eat well-balanced meals        drink plenty of fluids
immunization            vaccines medicines                              antibiotics

III. Text: The common Cold !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

IV. Dialogues
Groups of student read over the other disease sections and write a dialogue where a character has that disease
rather than the common cold. Act out for class.

Lesson: Gerunds/Brown-Eyed Girl
Level: Intermediate
Time: 1 hour

I.   Brown-Eyed Girl!!!!!!
1.   Listen once
2.   Ask students to write down any words/phrases they hear, brainstorm what song might be about.
3.   Distribute words (or write on board and give time to copy)
4.   Listen a second time.
5.   Explain lyrics
6.   Listen once more.

II. Gerunds
1. A gerund: the –ing form of a verb
Used in the same way as a noun, i.e., as a subject or object
Used in the Present Continuous

Gerund as a subject: Swimming is fun
Gerund as an object: We enjoy swimming        He is happy about swimming

2. Ask students to identify gerunds in Brown Eyed Girl

III. Verb list using gerunds!!!!!!

IV. Activity
Complete the sentence using gerunds and share with the class
I enjoy____________
I hate_____________
I appreciate___________
Today, I began______________
Tomorrow, I will stop_____________

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Lesson: Compound Sentences
Level: Intermediate
Time: 30 minutes

I. Motivation
Ask students: What is your phone number? What is your address?

II. Compound sentences
Two simple sentences can be combined using the following words:
            but(mais)    and(et)          if(si)    so(donc) then(puis)
            however(pourtant/cependant) therefore(donc/par consequant)
Example: I don‟t like coke, but I like fanta.
            I‟m tired so I‟m going to sleep

III. Exercise
Use one sentence from each column and join it with the appropriate linking word.
Column A                                             Column B
1. I am sick                              a. I like tea
2. I can go to the party                  b. I am not good at basketball
3. I like coffee                          c. I can go to the party
4. I will finish all my work              d. I finish all my work
5. I am tall                              e. I am taking medicine

Now, write three sentences of your own using linking words.

Lesson: Hogde-Podge (Possessive pronoun/in and at/dictation)
Level: Intermediate
Time: 1 hour 30 minutes

I. Possessive pronoun exercise
Fill in the appropriate possessive pronoun
Ryan: Is that your book?
Theresa: Yes, it‟s ______.
Ryan: Do you know if this car belongs to Jen and Brad?
Theresa: No, it‟s not ______.
Ryan: I think it may be Julie‟s car.
Theresa: I should have known it was ______.

Correct and teach/review possessive pronouns as needed.

II. In and at Exercise
    1. It was a very slow taxi-brousse. It stopped__ every village.
    2. Should we go ___ your car or __mine?
    3. The exhibition__ at the American Cultural Center is closed Monday.
    4. We stayed __ a very nice hotel when we were __ Morondava.
    5. Matt is sick. He wasn‟t __ work today.
    6. I wasn‟t __ my house when you called, I was __ my sister‟s house.
    7. It‟s always hot __ Ambanja.
    8. I live __ Ankatafahely, __ the Chef CISCO office.

    Write two sentences using in and tow sentences using at. Share aloud.
    III. Dictation
            Looking down from the plane window as you approach the Malagasy capitol you can see how different
            this county is from any of it‟s neighbors. Red clay houses and churches overlook a mosaic of green and

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             brown rice paddies. Most people stay only a day or so in Tana, but a week would not be too long to
             experience the cultural, historical, and natural sites which are within a day‟s excursion of the capitol.
     Read while students copy, then correct and teach any new vocabulary.

Lesson: Adjective word order
Level: Intermediate
Time: 1 hour 30 minutes

I. Motivation
Brainstorm adjectives

II. Lesson: Adjective word order
Sometimes we use two or more adjectives together:
         My brother lives in a nice new house
         There was a beautiful large round wooden table in the kitchen.
Adjectives like new/large/round/wooden are fact adjectives. They give us factual information
         about age, size, color, etc.
Adjectives like nice/beautiful are opinion adjectives. They tell us an opinion.
Opinion adjectives usually go before fact adjectives.
         Opinion Fact
a        nice                long     summer vacation
an       interesting         young man
         delicious hot       vegetable soup

Sometimes we use two or more fact adjectives. Very often (but not always) we put fact adjectives in this order:

          1                  2                    3               4                 5                             noun
     how big?         how old?      what color?       where from? what is it made of?
A tall young man             a large wooden table
big blue eyes
a small black plastic bag

Adjectives of size and legnth (big/small/tall/short/long, etc.) usually go before adjectives of shape and width
(round/fat/thin/slim/wide, etc.)
a large round table          a tall thin girl              a long narrow street

When there are two or more color adjectives, we use AND:
a black and white dress                 a red, white, and green flag.

II. Practice
Exercise: Put the adjectives in the correct order
1. A beautiful table (wooden/round)                                  2. An unusual ring(gold)
3. A new sweater (nice)                                    4. A new sweater (green)
5. An old house (beautiful)                                          6. Black gloves(leather)
7. An American movie (old)                                           8. A long face (thin)
9. Big clouds (black)                                                10. a sunny day (lovely)
11. an ugly dress (yellow)                                 12. a wide avenue (long)
13. a red car (old/little)                                 14. a metal box (black/small)
15. A big cat (fat/black)                                  16. a little country inn (old/charming)
17. long hair (black/beautiful)                            18. an old painting (interesting/Japanese)

III. Family activity
1. Quick review of family vocabulary
2. Students make family tree and describe at least 4 people using 3 or more adjectives

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Lesson: Questions/Party activity
Level: Intermediate
Time: 1 Hour
I. Mingle Activity
1. Brainstorm with class questions you might ask someone who have just met at a party. Include the following:
             What is your name?
             Where are you from?
             What do you do?
             How old are you?
2. Give each student a new identity and a task to complete. Allow time to mingle with others and find their partner.

Name: Tahina Rabetrano                                       Name: Maman‟i Vola
Home: Morondava                                              Home: Tanambao Nord
Job: Nurse                                                   Job: Cook
Age: 36                                                      Age: 39
Task: Find the Cook                                          Task: Find the person who lives in Morondava
Name: Mboutu Mwali                                           Name: Jane Marks
Home: Nairobi                                                Home: Toronto
Job: Airplane Pilot                                          Job: Banker
Age: 39                                                      Age: 57
Tack: Find the Canadian                                      Task: Find the person from Nairobi
Name: Ziang Li                                               Name: Tiziano Devescovi
Home: Beijing                                                Home: Rome
Job: Construction Worker                                     Job: Computer Programmer
Age: 44                                                      Age: 29
Task: Find the person from Rome                              Task: Find the 44-year-old
Name: Jacques Cousteau                                       Name: Amita Mehrotra
Home: Geneva (Switzerland)                                   Home: New Dehli, India
Job: Sailor                                                  Job: Engineer
Age: 56                                                      Age: 72
Task: Find the Indian                                        Task: Find the 56-year-old.
Name: Pierre Legrand                                         Name: Rakotolovana Hanta
Home: Antananarivo                                           Home: Fianarantsoa
Job: Hotel Owner                                             Job: Lawyer
Age: 72                                                      Age: 49
Task: Find a Lawyer                                          Task: Find the Hotel Owner
Name: Jorge Garcia                                           Name: John Stevens
Home: Mexico                                                 Home: London
Job: Doctor                                                  Job: English Teacher
Age: 35                                                      Age: 26
Task: Find the 26-year-old                                   Task: Find the doctor

II. Question Words
Question Word      Auxiliary Verb                                       Main Verb
                   Modal (can, will,                                    Simple Form
                   could, shall, etc.)
  Why, what, how,  To Do                              Subject           Simple Form                   Object?
 when, where, who  To Have                                              Past Participle              (optional)
                   To Be                                                Gerund
                   To Be                                 ?

How will you go to school?
Who did you see?

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What have you done to it?
What is Bob reading?
When is the party?

III. Invitation Activity
Split class into groups of 2. Tell them they are invited to a party, but don‟t know when, where, why, etc. With
partner, think of 5 questions (one for each question word besides how) to discover facts about the party. (Example:
Where is the party? When does it take place? Why are we having a party?) Check students questions. Teach
useful vocabulary. Give each partner a different invitation. They must ask their partner questions to learn about the

              Useful Vocabulary
                  To have a party                  to invite barbeque
                  To celebrate                               an event cookout
                  To happen=to occur=to take place to join            engagement

                       Please join us
                                                                              ***It’s a Party!!***
                       in celebrating
                      the Marriage of
                                                                   You are invited to Mr. Daniel‟s Birthday Party
                                                                            Place: Avenir Restaurant
                       Britney Spears
                                                                           Date: Wednesday, June 4th
                                                                                 Time: 8:00 PM
                      Islamic Church
                  Maintirano, Madagascar
                                                                             Please RSVP by May 20th
                   Sunday, February 26
                                                                              Hope to see you there!
                    7:30 in the evening
                     You’re Invited!!
Please join us in congratulating Edmond and Shakira on
                                                                      Please join us for a Barbeque Cookout
                    their engagement!
                                                                                Sunday, March 20
                 Place: Chalet des Roses
                                                                                    4:30 PM
                Date: December 14th, 2005
                                                                                  at the beach
                      Time: 3:30 PM
                                                               Please bring drinks and meat for you and your family
                     Please bring a gift

Lesson: Listening comprehension
Level: Intermediate
Time: 30 minutes

I. Warm-Up
Ask students about their weekend: what did they do, where did they go, who did they see, etc.

II. Listening Comprehension
Read dialogue, but do not write on board
Meghan: Hi, Suzi.
Suzi: Hi Meghan.
M: How was your weekend?
S: It was pretty good. How was yours? What did you do?
M: Mine was good. We went to Nosy Be.
S: Did you like it? What did you think? Had you ever been there before?
M: Yeah, I liked it a lot. I thought it was beautiful. I had never been there before
S: Where did you go? What did you see?

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M: Well, I went on an excursion to Nosy Komba and Nosy Tanikely, where we went snorkeling. Side from that, we
just stayed at the beach in Madirokely.
S: Where did you eat? Did you try anything new and delicious?
M: Most of the time, we ate at a Malagasy Hotely. I ate crab, shrimp, and lots of seafood.
S: Sounds good. I love seafood.
M: Yes, it was great. I can‟t wait to go back.
S: Oh, you should go for Donia, the music festival next year.
M: Maybe I will.

II. Comprehension questions
     1. Has Meghan been to Nosy Be before?
     2. What did Meghan do while she was in Nosy be?
     3. What are 2 questions Suzi asked Meghan?
     4. Write two words/phrases you are unfamiliar with in the dialogue
     5. What did Meghan eat in Nosy be?

III. New Vocabulary
Highlight and explain any vocabulary in the dialogue you think students may not understand.

Lesson: Likes and Dislikes/Food
Level: Intermediate
Time: 1 hour

I. Food Vocabulary
     1. Categories: Break students into groups and see who can think of the most vocabulary related to food.
     2. Vocabulary: In addition to any vocabulary listed by students
            to eat            to drink to cook          delicious fat   thin
            hot               cold             breakfast          lunch      dinner
II. Opinion Vocabulary

              Asking about likes/dislikes
                  Do you like__________?
                  Why do you like__________?
                  Do you prefer________or_________?
                  Do you like________or_____better?

Likes                                                       Dislikes
I like_______.                                              I hate______.
I love_______.                                              I dislike_______.
I am fond of_________.                                      I detest_______.
_________is my favorite.                                    I can‟t stand_______.
I like ______ better than _________.                        _________makes me sick.
I prefer______ to___________.

III. Opinion Poll
    1. Each student recieves a card with a subject to poll the class on.
    2. Give students time to prepare the quesitons they will ask (i.e. what do you like to eat and drink for
        breakfast?). Check questions.
    3. Give time for each student to poll the other students and record answers.
    4. Give students time to summarize their findings.
    5. Have students report back to class and discuss.

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Lesson: Present Perfect
Level: Intermediate
Time: 1 hour

I. Discussion
1. Ask the following two questions:
              What did you do over your last vacation?
              What have you done today?
2. Highlight the different between the questions and answers. The first uses simple past, the second, present

II. Present Perfect
Present Perfect formation
             Subject + to have + Past participle
      Ex.      Karen         has        eaten.

             Past Participle: Add –ed to simple form
                                   (there are MANY irregulars)
Present perfect uses
A. Expresses something that happened in the past at an unknown time
Common adverbs:
             ever never            already
             yet            still           just
Ex. The have moved into a new house.
I have already watched that movie.
Most Malagasy have never seen snow.

B. Expresses repitition of an activity before now
Common Adverb:
            so far
Ex. We have had 4 tests so far this year
I have flown on an airplane many times

C. When used with For and since, expresses a situation
           that began in the past and continues to the
Ex. I have been here since 4 PM.
I have been here for 5 hours

III. Practice of Present Perfect
1. Dice game: Write a verb on the board. Students roll the dice and must conjugate the verb using the subject that
corresponds to the number they roll.
             1=I                    2=you             3=he
             4=it          5=we              6=they
2. Verb Tac Toe
Write a game board similar to this on blackboard. Students are divided into two teams, X and Y, and if they correctly
conjugate the verb with the subject pronoun, they recieve their letter in the box. First team with three in a row wins.

                          I (to go)              She (to be)    Meghan (to

                     Rivo and Paul (to       You (to dance)    We (to study)

                       Jean (to walk)        They (to read)    The pen (to

3. Review conjugation of verbs by passing around one bag with subject pronouns/names, one bag with verbs.
Students must pick one word out of each bag and conjugate the verb with the pronoun/name.

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IV. Poem Activity!!!!!!!!!!!!!!!!!
1. First, review meaning/use of following words. Then, in groups, write as many sentences as possible using the
following words:
               we/us/our             and
               see/saw/seen          the
               have/has              of
               work/s/ed             to
               face/s/ed             it
               Enemy/ies             on
     3. Read poem!!!!!!!!!!!!!!!!!!!

Lesson: If/Would conditional statements
Level: Intermediate/Advanced
Time: 1 hour 30 mintues

I. Teach if/would
We use would when we imagine a situation or action:
              It would be nice to buy a new car, but we can‟t afford it
Would can be contracted as „d
              I‟d stay a little longer, but I really have to go.
We use would in conditional sentences where the statement is untrue. The if clause is in past
   simple tense and the other clause uses would. Clauses can be in any order.
              If I had a million dollars, I‟d buy a new car.
              I would buy a new car if I had a million dollars.
              (You DO NOT have a million dollars.)
Could is also possible:
              If I had a million dollars, I could buy a new car.

II. Exercise
Put the verb in the correct form
     1. They would be hurt if I _____ to see them (not/go)
     2. If you got more exercise, you ______better (feel)
     3. If they offered me thejob, I think I _______ it. (take)
     4. I‟m sure Rivo will lend youthe money, I‟d be surprised if she ___(refused)
     5. If I sold me car, I _____ much money for it (not/get)
     6. A lot of people would be out of work if the factory ____down (close)
     7. What would happen if I ____Marc Ravalomanana?(call)
     8. Naina gave me this rind. She___ very upset if I lost it.(be)
     9. Would Xavier mind if I ____ this book without asking. (borrow)
     10. I‟m sure Soa ____ if you explained the situation to her.(understand)

III. Discussion/essay questions
Use the following questions to stimulate discussion using these forms. If you give students 30 seconds to a minute
to think and write a response, responses will be more polished. These are a good forum to use “think-pair-share,”
where a student thinks, then discusses with a partner, then the partner must tell what their partner said. (thus using
the 3rd person form). Get students to generate situations as well.
         If you could meet a famous singer/author/politician/actor, who would you like to meet?
         Which country/city would you like to visit most?
         If you found 5 million FMG on the street, what would you do?
         If someone gave tyou 5 million fmg as a gift, what would you do?
         If you could buy any car, what would you buy?
         Would you change your gender if you could?
         Where in Madagascar would you like to visit if you could visit one place?
         If you could do any job, which one would you choose?
         Would you rather be blind of deaf?
         If rice weren‟t the staple food of Madagascar, which food would you pick?
         If you could change one thing about yourself, what would you change?

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Lesson: Jeopardy Game 1
Level: Intermediate/Advanced
Time: 1 hour

I. Rules
Class is divided into two teams, and compete to get the most points. They earn points by correctly answering
questions. You can play where students must phrase their answer in the form of a question, but this can become
difficult for lower-level students.

II. Game
1st round
100 Language spoken in Brazil                                     Portuguese
200 Most widely spoken language in the world                      English
300 What language is “te quiero”                                  Spanish
400 Lanugage spoken in Egypt                                      Arabic
500 Language spoken in New Zealand                                English
Words that start with S
100 Synonym for Intelligent                                                Smart
200 opposite of Tall                                                       Short
300 long, skinny reptile with no legs who eats mice               snake
400 Opposite of fast                                                       slow
500 a musician who uses their vocal cords                         singer
100 Singer of “Oops, I did it again,” “I‟m a slave 4 u,” Britney Spears
              and “Toxic”
200 Name one Michael Jackson song                                          various
300 Salegy musician from Nosy Be                                  Wawa
400 French Canadian singer of “my heart will go on” Celine Dion
500 Sing the Malagasy national anthem                             etc.
100 Colors in the Malagasy flag                                   red, white, green
200 Colors in the American flag                                   red, white, blue
300 Color of Shakira‟s hair                                       blonde
400 Color of sapphires                                            blue
500 Colors of the rainbow in order                                         red, orange, yellow, green,
                                                                                    blue, indigo, violet
100 Capitol of England                                            London
200 Biggest country in South America                              Brazil
300 Countries which comprise Great Britain                        Scotland, England, Wales
400 The most populous country in the world                        China
500 Name 4 countries in Asia                                               etc.
100 Unripe mango, tomatoes, and onions make this                  mango salad
200 Ground beef patty between two pieces of bread                 hamburger
300 flour, eggs, sugar, butter                                             cake
400 Ingrediants in pizza                                          tomato, cheese, bread
500 Ingrediants in Coconut shrimp                                 Coconut, shrimp, tomato
Round 2
Directions (give directions to this place)
200 From the grand hotel to the colbert
400 From Diego to Ambanja
600 From Nosy Be to Mahajunga
800 From place Kabary to Place Joffre

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1000 From the port tot he total gas station
Spell the word
200 though
400 light
600 complicated
800 beautiful
1000 receipt
200 What two oceans does the USA touch                        Atlantic, pacific
400 Countries touching this sea include Spain, France,        Mediterranean
              Italy, Greece, Morocco, Tunisia, Algeria...
600 Ocean Japan is surrounded by                              Pacific
800 the coldest ocean                                                   Arctic
1000 Number of oceans in the world, and name them Atlantic,   Pacific, Arctic, Indian
200 American Rapper from Detroit                              Eminem
400 Roch band from Tana who sing “Nofinofy”                   Ambondrona
600 Name a Kung Fu Actor                                      Jackie chan, Jet Li, etc.
800 Governor of California                                    Arnold Schwartzenager
1000 Nationality of Tina Turner                               American
World Leaders
200 President of France                                       Jacques Chirac
400 Prime Minister of England                                 Tony Blair
600 Former president of South Africa, who opposed             Nelson Mandela
800 Former president of Iraq                                           Saddam Hussein
1000 Prime Minister of Russia when communism ended            Mikhail Gorbachav
What country is this city in?
200 Chicago                                                   USA
400 Capetown                                                            South Africa
600 Moroni                                                    Comoros
800 Dar-es-Salaam                                                       Tanzania
1000 Bombay                                                             India

Lesson: Jeopardy Game 2
Level: Intermediate/Advanced
Time: 1 hour

I. Rules
Class is divided into two teams, and compete to get the most points. They earn points by correctly answering
questions. You can play where students must phrase their answer in the form of a question, but this can become
difficult for lower-level students.

II. Game
Round 1
Words that start with R
100 Staple of the Malagasy Diet                               Rice
200 When you see a colorful arc in the sky                    Rainbow
300 A circle band worn around the finger                      Ring
400 To go back                                                return
500 To move your elgs quickly, in a forward motion            run
Verb Tenses
100 Suzi walks to class everyday                              present simple
200 The student conjugated the verb                                    past simple
300 She was riding her bike when she was attacked             past progressive
400 Matt will be married in 2006                              future simple
500 He had studied before the test                            past perfect

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National Parks
100 The closest park to Diego                               Amber Mountain
200 The name of the reserve on Nosy Be                      Lokobe
300 Place of “Grands Tsingy”                                Northeast of Morondava
400 Home of Babakoto                                        Andasibe
500 The most southern National Park                                  Andobalela
100 The president of America                                        George W. Bush
200 The number of states in the USA                                 50
300 The largest state in USA                                        Alaska
400 The names of the two countries that border the USA      Canada, Mexico
500 The first president of the USA                          George Washington
Country Capitols
100 France                                                          Paris
200 Italy                                                           Rome
300 Mexico                                                  Mexico City
400 Senegal                                                 Dakar
500 Morocco                                                 Rabat
Second Round
Irregular Verbs
200 Past simple of “to go”                                  went
400 Past simple of “to take”                                         took
600 Past simple of “to sleep”                                        slept
800 Past simple of “to build”                                        built
1000 Past simple of “to read”                                        read
Name the country
200 An island nation off the east coast of Mozambique       Madagascar
400 The largest country in the world                                 Russia
600 Where the pope lives                                    Vatican City
800 Where the Amazon River is                               Brazil
1000 Surrounded by France, Italy, Austria, and Germany      Switzerland
Safe Sex
200 An easy way to prevent AIDS                             use condoms, absitnance
400 An easy way to prevent pregnancy                        use condoms, abstinance, BCP
600 Frequency (per year) people should be tested for AIDS    once
800 Generic name for a Protector                            condom
1000 Name an STI that cannot be cured                       AIDS, herpes, warts
Dead or Alive?
200 Jacques Chirac                                                   Alive
400 Didier Ratsiraka                                                 Alive
600 Albert Einstein                                                  Dead
800 Princess Diana                                                   Dead
1000 Ronald Reagan                                                   Dead
Name the sport
200 Lance Armstrong                                                  Cycling
400 Michael Jordan                                                   Basketball
600 David Beckham                                                    Soccer (football)
800 Hulk Hogan                                              Wrestling
1000 Michael Phelps                                                  Swimming

Lesson: Simple Past
Level: Inetmediate/Advanced
Time: 1 hour

I. Listening comprehension
1. Write following text on board (without words in italics) and give students time to copy.
              Wolfgang Amadaus Mozart was an Austrian musician and composer. He___(lived)
              __ from 1756 to 1791. He __(started)__ composing music at the age of five and __(wrote)__ more
              than 600 pieces of music. He __(was)__ only 35 years old when he __(died)__.

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2. Read full text, giving students time to fill in verbs.
3. Ask students if they know what these verbs have in common.... SIMPLE PRESENT!

II. Simple Past
Used for events that began and ended at a particular time in the past

For regular verbs, add –ed to simple form
              ex. walked                talked         danced
Many irregular verbs:
               To be--> Was             to buy--> bought to run--> ran             to eat--> ate
               to fall--> fell to have--> had             to go--> went            to see--> saw
               to speak-->spoke         to study--> studied        to swin--> swam to make--> made
III. Exercises
1. Fill in the blanks using the following verbs in simple past:
               to run          to be     to buy           to eat to go      to see
    1. For breakfast, I _____ bread and butter.
    2. In January, I _____ to Tana.
    3. On Saturday, we_____ a new movie.
    4. He_______ six eggs at the market.
    5. After she______ 10K, she_______tired.
2. Write a sentence using the following verbs in simple past, then share with the class.
               to fall         to have           to speak to study to swim to make

IV. Story writing exercise
Write a prompt on the board, (Once upon a time, there was a princess who..., Last Christmas, I...., Over my last
vacation, I..., etc.). Students write one sentence in past simple, then must pass on to the next person, who writes
another sentence to continue the story. Continue until at least 4 lines have been written or the stories come to a
natural end. Have the last student correct any mistakes at the end, reiterate that stories should be in simple past.
Read aloud.

Lesson: Man in the Mirror
Level: Advanced
Time: 1 hour

I. Man in the Mirror
1. Listen to Man in the Mirror by Michael Jackson. Ask students to pick out vocabulary they recognize, and discuss
what song might be about.
2. Explain vocabulary and song.
3. Listen again.

Man in the Mirror
By Michael Jackson

I‟m gonna make a change for once in my life.
It‟s gonna feel real good, gonna make a difference, gonna make it right.
As I turn up the collar on my favorite winter coat, this wind is blowing my mind.
I see the kids in the street, without enough to eat.
Who am I to be blind, pretending not to see their needs?
A summer‟s disregard, a broken bottle top, and a one man‟s soul.
They follow each other on the wind you know
„Cause they got nowhere to go
That‟s why I want you to know...

I‟m starting with the man in the mirror
I‟m asking him to make a change
And no message could have been any clearer
If you wanna make the world a better place

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Take a look at yourself and then make a change

I‟ve been a victim of a selfish kind of love
It‟s time that I realize that there are some with no home, not a nickel to loan.
Could it be really me, pretending that they‟re not alone?
A willow deeply scarred, somebody‟s broken heart, and a washed-out dream.
They follow the pattern of the wind, ya‟ see
„Cause they got no place to be
That‟s why I‟m starting with me

Chorus (many times)

II. Discussion Questions
    1. What is the message of this song?
    2. What images show the state of the world?
    3. How can you change yourself to make the world a better place?
    4. What do you think the biggest world problems are?
    5. What can you do to help solve these problems?

Lesson: Slang
Level: Advanced
Time: 1 hour 30 minutes

I. Slang
1. Teach slang!!!!!!!!!!!!!!!!!!!!!!!!!
2. Practice slang by giving synonyms. (i.e., what is the same as “smart”, “to be happy,” etc.)

II. Dialogue
At a party
Julie: Hey!
Tovo: Hey, how‟s it going?
Julie: Great. I aced my exam today. I‟m on cloud nine.
Tovo: That‟s super! You‟re so brainy!
Julie: Thanks. IT‟s awesome to have all that stuff done.
Tovo: Do you want to dance? I love to boogie!
Julie: No way, I‟m beat. But I could grab a bite to eat.
Tovo: Okay, lest blow this popsicle stand.

III. Student Dialogues
Students write dialogues using as many new slangs as possible. Whoever has the most new slang expressions wins.

Lesson: Giving/Asking for advice
Level: Advanced
Time: 1 hour 30 minutes

I. Dear Abby!!!!!!!!!!!
Explain advice columns. Read and discuss as class.

II. Our problems
Brainstorm problems we have

III. Advice Vocabulary
                 Asking for Advice                                                 Giving Advice
Can you give me some advice?                                  (I think) you should_____

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What do you think I should do?                             I suggest you_______
What do you suggest I do?                                  I recommend you_______
What do you recommend I do?                                If I were you, I would________
Do you have any suggestions?                               Try + (gerund)
                                                           How about + (gerund)
                                                           Don‟t + (simple form)

IV. Dear Abby Letters
1. Have students write letters to “Dear Abby” using new vocabulary
2. Students trade letters and give advice using new vocabulary

Lesson: Prefixes/Suffixes
Level: Advanced
Time: 1 hour 30 minutes

I. Warm-Up
1. Discuss + Define Prefix/Suffix
2. Give example: Re-
             Repeat        Return           Rethink Remember           Review Redo

II. Brainstorm
In teams, students think of as many words as possible with the prefixes:
             pre- sub-     non-    dis-     mis-
Discuss patterns and what these prefixes might mean.

III. Prefixes and Suffixes
De- (to make not) Ex. Demagnetize Declaw
Im- (not) Ex. Impatient Imbalanced
Un- (not) Ex. Uncomfortable Unbreakable
Ir- (not) Ex. Irrelevant Irresponsible
Non- (not) Ex. Non-Fiction Non-Stick
Dis- (not) Ex. Discomfort Disagree
Pre- (before)
Sub- (under)
Mis- (badly, wrongly)

-Ly (makes an adverb) Ex. Possibly Slowly
-ful (with adjective – makes more so) Ex. Colorful Beautiful
-y (makes a noun into adjective) Ex. Watery Dusty
-less (without) Ex powerless painless
-able (able or possible) Ex teachable avoidable
-ish (makes a noun into an adjective) Ex Motherish Childish

IV. Dominoes!!!!!!!!!!!!!!!
1. Review vocabulary on dominoes
2. Divide students into groups of 2-4 and play dominoes.

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