Segment Time Teacher Tasks Student Rationale Skills

Learning
Tasks

Review 2 min Ask students This is a review This review Listening

Dylan how they are exercise meant serves two Speaking
using adjectives to refresh them purposes: 1) as
from the last on what was stated previously,
lesson. Have learned to refresh them
them recall all 5 previously. on what was
of the adjectives learned in the last
presented in the lesson, and 2) to
last lesson. prepare their
minds for the
lesson to come.

Input 5 min Discuss a Listen and New vocabulary Listening/

Keith projected repeat. for the day’s reading.
diagram of lesson will be
classroom reviewed. These
objects and say are items that will
the names of be present (or
each (with expected to be
indefinite present - the next
article). activity will draw
upon the
presence/absenc
e of objects) in
the immediate
classroom
environment.

Keith 3 min Brief Draw Explanation of an Reading/

presentation of connections to essential Listening.
indefinite the L1’s use of grammatical
articles. indefinite concept for
articles. vocabulary
acquisition and
syntax (i.e.
gender and
number marking
on nouns must be
recognized in
order to integrate
future topics like
agreement).

Input 5 min -Instructor Make a list of all Situating Writing,

Keith reviews vocab of the “abstracted” items speaking
that students vocabulary from an
studied the items in the illustration/vocabu
night before. classroom; in lary list in the real
pairs, compare environment.
 -Ask students to your list
identify, in (crossing off all
writing, which of of the items you
the vocabulary have in
items are common to see
present in the who had found
room. Then, ask more.)
them to
compare their
list with a
partner.

Rachel 3 min Bring class Students Allows students to Speaking

back together: respond with “Il implement “Il y a”
“Qu’est-ce qu’il y a…” or “Il n’y & “Il n’y a pas de”
y a dans la salle a pas de…” and new
de classe?” using an item vocabulary with
Make a list as a from the new oral output.
class vocabulary.

Rachel 5-10 Game: split Students must Provides an Writing/

min students in two identify object evaluation for Recall
teams; and produce the students after
introduce correct having
image/item, first orthography for experienced input
team who writes the term. and having
the correct term written down the
on the board terms previously.
gets one point.
First to 5 points
(The first 3
rounds they can
use their vocab
list, then quiz
them without
looking at it.)

Controlled 2 min Instructor The students Because these Listening

and introduces will follow along commands Speaking
guided vocab with the teacher generally require
practice commands with as these an action as a
TPR “Regardez, commands are response, TPR
Dylan Écoutez, introduced. will be the most
Indiquez, They will be efficient way to
Fermez, included in the demonstrate the
Effacez, Allez, introduction of appropriate
Écrivez, Prenez this new response and,
levez-vous, material as they thus, what the
asseyez-vous*” will be asked to command means.
do or perform
*We are the various
choosing to use commands as
the imperative they are
second-person introduced. In
 plural for two addition, the
reasons: teacher will
1. It best have the
reflects students repeat
ecological these
validity of what commands for
the student pronunciation
would hear in and will have
the classroom the students
(as the refer to their
instructor will vocab sheets
address for the correct
students with spelling.
‘vous’)
2. This form can
be used for both
singular and
plural

Dylan P-14 Now, with a The students This activity Writing

5 min partner will now be allows the Speaking
complete each asked to students to work
command in as complete an with the new
many logical activity with a commands and
ways as partner in which vocabulary that
possible. After they will be they have
about 4 or 5 given the learned. This also
minutes of beginnings of allows the teacher
student pair various to check for
work, the commands that understanding
teacher will ask they must finish once again.
the pairs how using the
they completed various vocab
various that they
commands and learned earlier
check for in the lesson.
comprehension,
appropriate
responses, and
pronunciation.

All 3 5-10 Charades: First student to This aims to give Speaking

min instructors call out the students practice
explain the correct at output in a
game with an response gets relaxed and fun
example to be it. setting.
une porte a door
un tableau a chalkboard
une carte a map
une affiche a poster
un ordinateur a computer
un clé USB a USB drive
une règle a ruler
une gomme a rubber eraser
une brosse a chalkboard eraser
une craie chalk
une fenêtre a window
des devoirs homework
un stylo a pen

Regardez look (at)!

Écoutez listen (to)!
Indiquez point (to)!
Fermez close!
Effacez erase!
Allez go!
Écrivez write!
Prenez take/pick up!
Asseyez-vous sit!
Levez-vous stand up!

Il y a… (Il n’y a pas de…) there is/are … there isn’t/aren’t any...

dans la salle de classe in the classroom