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Week 1: Introductions/Presentaciones Introductions/Presentaciones Objectives: Students will ask and answer four introductory questions. Students will write at least three other introductory questions and use them to interview a partner. Vocabulary: Introductory questions: What is your name? Where are you from? When is your birthday? What do you like to do? Preparation: Find a picture of two people talking and prepare questions about the picture using the question hierarchy. You can find an example of the question hierarchy in the Somos Vecinos Curriculum Project Handbook. Find or make visuals that represent the four introductory questions, for example, a picture of a person, a globe, a birthday cake, and picture of a hobby. Make the grid charts with the four visuals at the top, enough for multiple groups. *Refer to page 18 for tips about how to adapt activities for a higher- or lower-level student. Activities Materials Time Warm-up: Greet the class and go over any logistics (class schedule, bathroom location, and so on). Do a ball toss around the room. Students say their name and where they’re from. Write students’ names on the board. Ball 10 min. APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 1

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Week 1: Introductions/Presentaciones

Introductions/Presentaciones

Objectives: Students will ask and answer four introductory questions.

Students will write at least three other introductory questions and use them to interview a partner.

Vocabulary: Introductory questions: What is your name? Where are you from? When is your

birthday? What do you like to do?

Preparation: Find a picture of two people talking and prepare questions about the picture using

the question hierarchy. You can find an example of the question hierarchy in the Somos Vecinos Curriculum Project Handbook.

Find or make visuals that represent the four introductory questions, for example, a picture of a person, a globe, a birthday cake, and picture of a hobby.

Make the grid charts with the four visuals at the top, enough for multiple groups.

*Refer to page 18 for tips about how to adapt activities for a higher- or lower-level student.

Activities Materials TimeWarm-up: Greet the class and go over any logistics (class schedule, bathroom location, and so on).

Do a ball toss around the room. Students say their name and where they’re from. Write students’ names on the board.

Ball 10 min.

Introduce theme: Code Picture Question Hierarchy*Show the class a picture of 2 people talking. Using the question hierarchy format, ask individual students questions about the picture.

Picture of 2 people talking 5 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 1

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Activities Materials TimeActivity #1: Introduce Target LanguageIntroduce 4 basic questions: What is your name? Where are you from? When is your birthday? What do you like to do?

Hold up each visual and ask the corresponding question. Tape each picture to the board. Under each picture write the corresponding question (see above). Ask the questions of a student and record his/her information in the grid, too.

Have students repeat the 4 basic questions chorally.

Four visuals that represent

the basic questions

10 min.

Activity #2: Grids*Before class, make several grid charts with butcher paper that have the 4 visuals across the top. In groups of 3–5 people, students interview one another and fill out the grid with the answers, following the teacher’s example on the board. Each student should take turns speaking and writing.

Groups that finish early may make a list of 10 things they have in common, starting with information from the grid.

Report back: Each group reports a few interesting things they learned from their conversation.

Grid charts with 4 visuals

Markers

Tape

15 min.

Activity #3: Writing New QuestionsShow an example of another question you can ask when you meet someone for the first time (such as What kind of work do you do? Do you like Seattle?). Write the question on the board and have students say it aloud.

In groups of 2–4, students brainstorm at least 3 other questions and write them on sentence strips. Students present their questions to the class and post them on the board. Go over each new question. Have students practice asking and answering them with each other.

Sentence strips

Tape

Markers

15 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 2

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Activities Materials TimeActivity #4: InterviewsModel this activity with a more advanced student. Choose 3 questions from the board and write them on a piece of paper (interview sheet). Interview the advanced student and record his/her answers.

In pairs, students choose 3 questions and copy them onto a piece of paper. Students take turns interviewing one another and recording their answers. For additional writing, students may write a paragraph based on their partner’s answers.

Students share what they learned about their partner with another group or, if the class is small, with the entire class.

Blank paper 20 min.

Wrap-up: Questions (One thing I learned) EvaluationAsk if students have any questions about the class.

Do a ball toss: Say one thing you learned today. It can be a word, a question, or a fact about a classmate. Model the activity first. I learned _____.

Ask for student comments about the class. What did you like about today? What can be changed or improved for next time? Invite students to respond in English or Spanish. Write responses on the whiteboard or on paper to remember for next time.

Ball 5 min.

*See the Handbook for further explanation and examples of these activities.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 3

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Week 2: Life Events/Eventos de la vida

Life Events/Eventos de la vida

Objectives: Students will ask and answer four questions relating to life events.

Students will write at least four sentences about events in their lives.

Vocabulary: Questions about life events: When were you born? When did you get your first job?

When did you come to this city? When did you first come to this organization?

Dates: In 1965, last March, on May 5th, and so on.

Preparation: Find two pictures—one of young people and one of older people—and prepare

questions about them using the question hierarchy.

Find or make visuals that represent the four basic questions (for example, a picture of a baby, a worker, a city, and an organization building).

Make the grid charts with four visuals at the top, enough for multiple groups.

Write an example paragraph about your life events.

*Refer to page 18 for tips about how to adapt activities for a higher-or lower-level student.

Activities Materials TimeWarm-up: Ball TossStudents say their name and perform an action that represents how they feel that day. Everyone repeats the name and action in unison. Write students’ names on the board.

Ball 10 min.

Introduce theme: Code Picture Question Hierarchy*Show 2 pictures that represent youth and old age. Using the question hierarchy format*, ask individual students questions about the picture.

Pictures of young people

and older people

5 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 4

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Activities Materials TimeActivity #1: Introduce Target LanguageIntroduce the 4 questions: When were you born? When did you get your first job? When did you come to this city? When did you first come to this organization? Hold up each visual and ask the corresponding question. Tape each picture to the board. Under each picture write the corresponding question (see above). Ask the questions of a student and record his/her information in the grid, too.

Have students repeat the 4 questions together chorally.

Four visuals that represent the 4

questions10 min.

Activity #2: Grid Worksheet*Each student receives a grid worksheet with the 4 questions. Students get up and interview classmates, asking them the questions. Students write down the name of the classmate and their answer.

Report back: Ask students if they learned something interesting about a classmate.

Grid worksheets with 4 questions

Markers

Tape

15 min.

Activity #3: Board Game*Students make 3 small drawings depicting important events from their lives on 3 cards, including the year when the events happened. In small groups, students arrange their drawings in a circle. They take turns rolling a die and moving a game piece around the board. Students describe their picture to the group as the piece lands on it.

Circulate the room and encourage students to ask each other questions about the pictures and events.

Blank small cards

Dice

Game pieces

15 min.

Activity #4: Dictation and Model Paragraph Writing*Read aloud a paragraph about events in your life. Students take notes about the dates and events they hear. Pass out the paragraph and read it with students. Go over any new words.

Students write their own paragraphs about important events in their lives. When they finish, they share their paragraph with a partner.

Paragraph about events in

teacher’s life20 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 5

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Activities Materials TimeWrap-up: Questions (One thing I learned) EvaluationAsk if students have any questions about the class.

Do a ball toss: Say one thing you learned today. It can be a word, a question, or a fact about a classmate. Model the activity first. I learned _____.

Ask for student comments about the class. What did you like about today? What can be changed or improved for next time? Invite students to respond in English or Spanish. Write responses on the whiteboard or on a paper to remember for next time.

Ball 5 min.

*See the Handbook for further explanation and examples of these activities.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 6

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Week 3: Talking About Our Families/Hablando de nuestras familias

Talking about our families/Hablando de nuestras familias

Objectives: Students will ask and answer four questions about family.

Students will interview a classmate about a family member and write his/her answers.

Vocabulary: Questions about family: Who lives with you? Who lives in Seattle? Who lives in the

United States? Who lives in another country?

Family members: sister, brother, godfather, and so on.

Preparation: Find a picture of a person talking to someone on the phone and prepare questions

about it using the question hierarchy.

Gather photos of your family members.

*Refer to page 18 for tips about how to adapt activities for a higher- or lower-level student.

Activities Materials TimeWarm-up: Ball TossEach student says his/her name and how many brothers or sisters they have. Write students’ names on the board.

Ball 10 min.

Introduce theme: Code Picture Question Hierarchy*Show a picture of a person talking on the phone (presumably to his/her family). Using the question hierarchy format, ask individual students questions about the picture.

Picture of a person talking on the phone

5 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 7

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Activities Materials TimeActivity #1: Introduce Target LanguageShow pictures of 4 family members. Share information about each person with the class (for example, name, relationship, where they live, something about them).

Draw 4 quadrants on the board and in each quadrant draw a little picture that represents 4 places family members may live: with you, in Seattle, in the U.S., in another country.

Tape the pictures of teacher’s family members to the whiteboard in the quadrants according to where they live.

Introduce the target questions by asking students comprehension questions about the information on the board: Who lives with me? Who lives in Seattle? Who lives in the United States? Who lives in another country?

Pictures of 4 of teacher’s family

members

Tape

15 min.

Activity #2: Written QuestionsElicit each question by pointing to the quadrants on the board. Ask students, What would this question be?

Invite student volunteers to write each question under the small pictures on the board.

Lead the class in a choral repetition of each question.

10 min.

Activity #3: Mingle*Students draw pictures of 3 family members on small blank cards.

Students stand and talk about their pictures with different classmates.

Small blank papers 15 min.

Activity #4: Geographical ChartOne at a time, students bring their drawings up to the board and tape their pictures in the different quadrants, according to where their family members live.

Initiate a discussion about the chart. What do you see on the chart? Where do most of our family members live?

Tape 10 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 8

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Activities Materials TimeActivity #5: InterviewsModel this activity with an advanced student. Choose 3 of the 4 questions from the board and write them on a piece of paper (interview sheet). Interview the advanced student and record his/her answers.

In pairs, students choose 3 questions and copy them onto a piece of paper. (Advanced students can brainstorm different questions and write those instead.) Students take turns interviewing one another and writing down their answers. For additional writing, students may write a paragraph based on their partner’s answers.

Students share what they learned about their partner with another group or, if the class is small, with the whole class.

Blank paper 20 min.

Wrap-up: Questions (One thing I learned) EvaluationAsk if students have any questions about the class.

Do a ball toss: Say one thing you learned today. It can be a word, a question, or a fact about a classmate. Model the activity first. I learned _____.

Ask for student comments about the class. What did you like about today? What can be changed or improved for next time? Invite students to respond in English or Spanish. Write responses on the whiteboard or on a paper to remember for next time.

Ball 5 min.

*See the Handbook for further explanation and examples of these activities.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 9

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Week 4: Where We Grew Up/Donde nos crecimos

Where we grew up/Donde nos crecimos

Objectives: Students will ask and answer nine questions about places in the neighborhoods

where they grew up.

Students will write about a place in the neighborhood they are from.

Vocabulary: Was there a _________? Were there _________?

Yes, there was/were. No, there wasn’t/weren’t.

Neighborhood places: church, hardware store, apartment buildings, school, restaurant, park, gas station, grocery store, houses, and so on.

Preparation: Find a picture of a place in Latin America and prepare questions about it using the

question hierarchy.

Find nine pictures of neighborhood places (for example, church, hardware store, apartment building, school, restaurant, park, gas station, grocery store, houses, and so on).

Make Human Bingo worksheets using small versions of the nine pictures.

Make sets of question cards for the Board Game.

Write a paragraph about where you grew up.

*Refer to page 18 for tips about how to adapt activities for a higher- or lower level-student.

Activities Materials TimeWarm-up: Ball TossTossing the ball, each student says his/her name, where he/she is from, and what it’s like there. Model the activity first. Write students’ names on the board.

Ball 10 min.

Introduce theme: Code Picture Question Hierarchy*Show a picture of a place in Latin America. Using the question hierarchy format, ask individual students questions about the picture.

Picture of a place in Latin America (for example, a

coastal town)

5 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 10

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Activities Materials TimeActivity #1: Introduce Target LanguageIntroduce the 9 vocabulary words, using visuals that represent each picture. Hold up each picture and say the word.

Draw 2 columns on the whiteboard. Label 1 column Yes and 1 column No. Hold up each picture, 1 at a time, and ask a student volunteer, Was/where there a _____ in your neighborhood? Tape the picture under a Yes or No column on the board, according to the student’s answer.

When all pictures are on the board, ask students comprehension questions: What were some places in Julian’s neighborhood? What wasn’t there? What was different about his neighborhood from yours?

Nine pictures of neighborhood

places

Tape

10 min.

Activity #2: Human Bingo*Distribute Human Bingo worksheets. Explain that the pictures on the worksheets are the same as the pictures on the board. Model the activity with an advanced student. Ask 1 of the questions (Maria, was there a grocery store in your neighborhood?) If María says Yes, write María’s name in the box, and the name of the place (grocery store). If María says No, ask about a different place until she says Yes. María then asks the teacher a question. When finished, both find different people to interview.

Students stand up with their Bingo worksheets, to encourage movement, and interview different classmates, trying to fill the entire worksheet with names.

When students are finished and have returned to their seats, ask comprehension questions about the activity: Did anyone fill the entire worksheet? Which one were you missing? Who did you talk to who had a church in their neighborhood?

Human Bingo worksheets: 3x3

grid of small pictures of

neighborhood places

15 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 11

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Activities Materials TimeActivity #3: Ball Toss PracticeElicit possible answers to the questions students have been practicing: Yes, there was/were and No, there wasn’t/weren’t. Write them on the board or ask a student volunteer to write them. Students read the answers chorally.

Throw the ball to a student and ask any one of the 9 questions. Student answers with the correct answer. Student tosses the ball to a classmate. Repeat until everyone has practiced.

Ball 5 min.

Activity #4: Discussion QuestionsPut students into pairs. Give each pair a discussion question printed on a large piece of paper (6 questions total). Each pair studies their question and makes sure they understand it, using dictionaries or translating to Spanish if necessary. Sample questions could be: Did you like your neighborhood? Who lived in your neighborhood? What work did people do in your neighborhood? What did you do for fun? What places did you visit? Do you miss your neighborhood?

One at a time, each pair reads their question aloud to the class and tapes it to the board. When all questions are posted, ask if there are any questions about new words or meanings.

Six discussion questions

printed on large paper

Dictionaries

Tape

5 min.

Activity #5: Board Game*In groups of 3–4 people, students receive small cards with the 6 questions, a die, and a game piece. Students arrange cards in a circle. Students take turns rolling the die, moving the game piece, and asking one another the question on the card.

Do a report back: Did anyone hear anything interesting? What are some things you learned about other peoples’ neighborhoods?

Sets of small question cards

Dice

Game pieces

15 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 12

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Activities Materials TimeActivity #6: Model Paragraph Writing*Hand out a description of where the teacher grew up. Read aloud as students follow along. Go over any new words. Ask if students have any questions about the teacher’s experience growing up.

Students write their own description of their neighborhoods and share with a classmate when finished.

Copies of short description of where teacher

grew up

15 min.

Wrap-up: Questions (One thing I learned) EvaluationAsk if students have any questions about the class.

Do a ball toss: Say one thing you learned today. It can be a word, a question, or a fact about a classmate. Model the activity first. I learned _____.

Ask for student comments about the class. What did you like about today? What can be changed or improved for next time? Invite students to respond in English or Spanish. Write responses on the whiteboard or on a large piece of paper to remember for next time.

Ball 5 min.

*See the Handbook for further explanation and examples of these activities.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 13

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Week 5: Work Experience/Experiencias de trabajo

Work Experience/Experiencias de trabajo

Objectives: Students will ask and answer nine questions about work experience. Students will describe a job they’ve had and write about it.

Vocabulary: Have you worked in/on a __________? Yes, I have. No, I haven’t. Workplaces: construction site, store, market, restaurant, office, house, factory, boat,

farm, and so on.

Preparation: Find a picture of people doing a type of work (for example, landscaping,

housecleaning, secretarial, and so on) and prepare questions about the work using the question hierarchy.

Find nine images of workplace sites: construction site, store, market, restaurant, office, house, factory, boat, farm, and so on.

Make Human Bingo worksheets using small versions of the nine pictures. Write a description of a job you have done.

*Refer to page 18 for tips about how to adapt activities for a higher- or lower-level student.

Activities Materials TimeWarm-up: Ball TossStudents say their name and perform an action that represents they type of work they do. Everyone repeats the name and action in unison. Write students’ names on the board.

Ball 10 min.

Introduce theme: Code Picture Question Hierarchy*Show a picture of people doing landscaping (or other) work. Using the question hierarchy format, ask individual students questions about the picture.

Picture of people doing a type of

work5 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 14

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Activities Materials TimeActivity #1: Introduce Target LanguageIntroduce the 9 vocabulary words, using visuals that represent each picture. Hold up each picture and say the word.

Draw 2 columns on the whiteboard. Label 1 column Yes and 1 column No. Model a dialogue with a student volunteer. Hold up each picture, 1 at a time, and ask, Have you worked in/on a _______? Tape the picture under a Yes or No column on board.

When all pictures are on the board, elicit the names of each workplace, and ask student volunteers to write the word beneath the picture.

Nine visuals that represent the 9

questions10 min.

Activity #2: Human Bingo*Distribute Human Bingo worksheets. Explain that the pictures on the sheet are the same as the pictures on the board. Model the activity with an advanced student. Ask 1 of the questions (Jorge, have you worked on a farm?) If Jorge says Yes, write his name and job in the box. If he says No, ask about a different place until he says Yes. Jorge then asks the teacher a question. When finished, both find different people to interview.

Students stand up with their Bingo worksheets, to encourage movement, and interview different classmates, trying to fill the entire worksheet with names.

Ask comprehension questions about the activity: Did anyone fill the entire worksheet? Which one were you missing? Who did you talk to who has worked in a restaurant?

Human Bingo handouts: 3x3 grid of small

pictures of work places*

15 min.

Activity #3: Ball Toss PracticeElicit answers to the target question: Yes, I have. No, I haven’t. Write them on the board or ask a student volunteer to write them. Students read the answers chorally.

Throw the ball to a student and ask any 1 of the 9 questions. Student answers with the correct answer. Student tosses the ball to a classmate. Repeat until everyone has practiced.

Ball 10 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 15

Kelly Malone, 04/02/14,
Following format of previous week? I’m not sure which format you want to follow. So I’ll leave changes for rest weeks up to you.
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Activities Materials TimeActivity #4: Mingle*Students draw a job they’ve done on a small mingle card. Students stand and mingle around the room, talking with as many classmates as they can about their work experience.

Report back: Did you hear anything interesting? Did people have the same jobs as you?

Small blank papers 10 min.

Activity #5: Model Paragraph Writing*Hand out a description of a job the teacher has done. Students take turns reading sentences aloud. Go over any new words.

Students write their own description of a work experience they’ve had. Students share with a classmate when finished.

Copies of teacher work

experience write-up

Blank paper

15 min.

Activity #6: Musical Chairs*Form a circle with enough chairs for all but 1 student. Students sit in the chairs, and one person stands in the middle and says a place she or he has worked. I have worked in a store. People who share that experience get up and find a new seat. The person left without a seat is now in the middle.

Chairs 10 min.

Wrap-up: Questions (One thing I learned) EvaluationAsk if students have any questions about the class.

Do a ball toss: Say one thing you learned today. It can be a word, a question, or a fact about a classmate. Model the activity first. I learned _____.

Ask for student comments about the class. What did you like about today? What can be changed or improved for next time? Invite students to respond in English or Spanish. Write responses on the whiteboard or on a large piece of paper to remember for next time.

Ball 5 min.

*See the Handbook for further explanation and examples of these activities.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 16

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Week 6: Looking for Work/Buscando trabajo

Looking for Work/Buscando trabajo

Objectives: Students will ask and answer six questions about looking for work. Students will describe how they found a job they’ve had and write about it.

Vocabulary: Do you _________? Common ways to look for work: at Home Depot, on Craig’s List, talk to family or

friends, call businesses, talk to former bosses, reply to Help Wanted signs Yes, I do. No, I don’t. Sometimes. Rarely.

Preparation: Find a picture of a day labor center or another place to look for work, and prepare

questions about that place using the question hierarchy. Find six images that represent ways to look for work (for example, people waiting

outside Home Depot, a computer, friends talking together, a person on the phone, a Help Wanted sign).

Make Human Bingo worksheets using small versions of the six pictures. Make sets of question cards for the Board Game.

*Refer to page 18 for tips on how to adapt activities for a higher or lower level student.

Activities Materials TimeWarm-up: Ball TossEach student say his/her name and makes a sound. Everyone repeats the name and sound chorally. Write each student’s name on the board.

Ball 10 min.

Introduce theme: Code Picture Question Hierarchy*Show a picture of a day labor center. Using the question hierarchy format, ask individual students questions about the picture.

Picture of a day labor center or another place people look for

work

5 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 17

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Activities Materials TimeActivity #1: Introduce Target LanguageIntroduce the 6 vocabulary words, using visuals that represent each picture. Hold up each picture and say the word.

Draw 2 columns on the whiteboard. Label 1 column Yes and 1 column No. Model a dialogue with a student volunteer. Hold up each picture, 1 at a time, and ask, Do you _______? Tape the picture under a Yes or No column on the board, according to the student’s answer.

Six visuals that represent the

ways to look for work

Tape

10 min.

Activity #2: Human Bingo*Distribute Human Bingo worksheets. Explain that the pictures on the worksheets are the same as the pictures on the board. Model the activity with an advanced student. Ask1 of the questions (Irma, do you look for work in newspapers?) If Irma says Yes, write her name in the box. If she says No, ask a different question until she says Yes. Irma then asks the teacher a question. When finished, both find different people to interview.

Students stand up with their Bingo worksheets, to encourage movement, and interview different classmates, trying to fill the entire worksheet with names.

Ask comprehension questions about the activity: Did anyone fill the entire worksheet? Which one were you missing? Who did you talk to who looks for work on the Internet?

Human bingo handouts: grid

of small pictures of ways to look

for work*

15 min.

Activity #3: Ball Toss PracticeElicit answers to the target question: Yes, I do. No, I don’t. Write them on the board or ask a student volunteer to write them. Introduce other possible answers, such as Sometimes, Often, Rarely. Student practice reading them chorally.

Throw the ball to a student and ask any 1 of the 6 questions. Student answers with any of the answers on the board. Student tosses the ball to a classmate. Repeat until everyone has practiced.

Ball 10 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 18

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Activities Materials TimeActivity #4: Board Game*Present 6 discussion questions to students: How do you look for work in the U.S.? Is looking for work here different than in your country? Do you use technology to look for work? Choose a job you’ve had and talk about how you got it. What is your dream job? Wild card: Ask any question related to jobs. Have the questions on large pieces of paper or write them on the white board. Go over questions as a class.

In groups of 3–4 people, students receive small cards with the 6 questions, a die, and a game piece. Students arrange cards in a circle. Students take turns rolling the die and moving the game piece, and asking one another the question in the card.

Do a report back: Did anyone hear anything interesting? What’s one thing you learned about a group member?

Sets of small question cards

Dice

Game pieces

15 min.

Activity #5: Brainstorming TipsIn their same groups, students brainstorm a list of tips or recommendations about how to look for work. One student volunteers or is chosen to be the group scribe. Encourage each group to write at least 5 tips or recommendations.

In turn, each group reads their tips aloud to the class.

Blank paper 20 min.

Wrap-up: Questions (One thing I learned) EvaluationAsk if students have any questions about the class.

Do a ball toss: Say one thing you learned today. It can be a word, a question, or a fact about a classmate. Model the activity first. I learned _____.

Ask for student comments about the class. What did you like about today? What can be changed or improved for next time? Invite students to respond in English or Spanish. Write responses on the whiteboard or on a large piece of paper to remember for next time.

Ball 5 min.

*See the Handbook for further explanation and examples of these activities.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 19

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Week 7: Free Time Activities/Actividades en el tiempo libre

Free Time Activities/Actividades en el tiempo libre

Objectives: Students will ask and answer nine questions about free time activities. Students will describe and write about activities they recently enjoyed during the free

time. Students will practice inviting someone to do something.

Vocabulary: Do you _______? Do you want to ___________? Yes, I do. No, I don’t. Free time activities: ride bikes, read newspapers, play music, go dancing, play

sports, go to the park, play with kids, eat meals with friends, watch movies. What do you do in your free time?

Preparation: Find a picture of people at a party and prepare questions about it using the question

hierarchy. Find nine pictures of people doing free time activities (people riding bikes, playing

music, dancing, playing sports, going to the park, playing with kids, eating with friends, watching movies).

Make Human Bingo worksheets using small versions of the nine pictures. Write a dialogue between two friends, one inviting the other to do something fun.

*Refer to page 18 for tips about how to adapt activities for a higher- or lower-level student.

Activities Materials TimeWarm-up: Ball TossStudents say their name and a hobby they have.

Ball 10 min.

Introduce theme: Code Picture Question Hierarchy*Show a picture of people at a party. Using the question hierarchy format, ask individual students questions.

Picture of people at a

party5 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 20

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Activities Materials TimeActivity #1: Introduce Target LanguageIntroduce the 9 vocabulary words using visuals that represent each picture. Hold up each picture and say the word.

Draw 2 columns on the whiteboard. Label 1 column Yes and 1 column No. Hold up each picture, 1 at a time, and ask a student volunteer, Do you _________ in your free time? Tape the picture under a Yes or No column on the board.

When all pictures on the board, ask students comprehension questions: What are some things Carmen does in her free time? What doesn’t she do?

Nine pictures of free time activities

Tape

10 min.

Activity #2: Human Bingo*Distribute Human Bingo worksheets. Explain that the pictures on the worksheets are the same as the pictures on the board. Model the activity with an advanced student. Ask 1 of the questions: Carmen, do you play with kids in your free time?) If Carmen says Yes, write Carmen’s name and the name of the activity (play with kids) in the box. If she says No, ask about a different place until she says Yes, and then write her name and activity in the box. Carmen then asks the teacher a question. When finished, both find different people to interview.

Students stand up with their Bingo worksheets, to encourage movement, and interview different classmates, trying to fill the entire worksheet with names.

Ask comprehension questions about the activity: Did anyone fill the entire worksheet? Which one were you missing? Who did you talk to who plays sports?

Human Bingo handouts: 3x3 grid of small

pictures of free time activities

15 min.

Activity #3: Board Game*Students draw pictures on 3 small papers of things they do in their free time or things they’ve done recently. In groups of 3, students arrange their pictures in a circle, to form a board game. Students take turns rolling a die and moving a game piece around the board. Students describe their pictures as the game piece lands on what they drew.

Small blank papers

Dice

Game pieces

5 min.

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Activities Materials TimeActivity #4: DictationRead aloud a dialogue between two friends, 1 inviting the other to do something fun. Students listen and take notes on their paper, writing down what they hear. For extra help, students may work in pairs. Repeat the dialogue as necessary.

Distribute the dialogue. Students compare what they heard with the dialogue sheet. Go over any new words.

Copies of dialogue

between 2 people

Blank paper

20 min.

Activity #5: SkitsIn pairs, students write their own dialogue between 2 people and practice inviting someone to do something fun.

Students present their skits to the class.

15 min.

Wrap-up: Questions (One thing I learned) EvaluationAsk if students have any questions about the class.

Do a ball toss: Say one thing you learned today. It can be a word, a question, or a fact about a classmate. Model the activity first. I learned _____.

Ask for student comments about the class. What did you like about today? What can be changed or improved for next time? Invite students to respond in English or Spanish. Write responses on the whiteboard or on a large piece of paper to remember for next time.

Ball 5 min.

*See the Handbook for further explanation and examples of these activities.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 22

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Week 8: Likes and Dislikes/Gustos y disgustos

Likes and dislikes/Gustos y disgustos

Objectives: Students will ask and answer nine questions about music preferences. Students will write sentences about their preferences and a classmate’s

preferences. Students will listen to three songs and vote for the one they’d like to learn in the next

class.

Vocabulary: Do you _______? Free time activities: play an instrument, like to listen to music, get music from the

Internet, like to dance, listen to live music, listen to music in English, listen to music on the radio, like to sing, like loud music.

He/She plays/listens/likes/and so on.

Preparation: Find a picture of people playing musical instruments, and prepare questions about it

using the question hierarchy. Find or make nine pictures that represent music preferences (someone playing an

instrument, someone listening to music, a computer, someone dancing, a live performance, a music album in English, a radio, someone singing, picture of speakers blaring).

Type and print the nine vocabulary phrases on separate slips of paper. Make Human Bingo worksheets using small versions of the nine pictures. Choose three songs in English that students will listen to.

*Refer to page 18 for tips about how to adapt activities for a higher- or lower-level student.

Activities Materials TimeWarm-up: Ball TossEach student say his/her name and does a dance move. Everyone repeats the name and dance move in unison. Write students’ names on the board.

Ball 10 min.

Introduce theme: Code Picture Question Hierarchy*Show a picture of people playing musical instruments. Using the question hierarchy format, ask individual students questions about the picture.

Picture of people playing

music5 min.

Activity #1: Introduce Target LanguageIntroduce the 9 vocabulary words, using visuals that

Nine visuals that represent the vocabulary

10 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 23

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Activities Materials Timerepresent each picture. Hold up each picture, 1 at a time, and say the word.

Draw 2 columns on the whiteboard. Label 1 column Yes and 1 column No. Model a dialogue with a student volunteer. Hold up each picture, 1 at a time, and ask, Do you _______? Tape the picture under a Yes or No column on the board, according to the student’s answer.

words

Tape

Activity #2: Word Card PracticeRemove the pictures from the board. Distribute the word cards to students. Hold up 2 pictures at a time and ask students to identify 1 of them. For example, Which picture shows someone using the Internet? The student with the corresponding word card (get music from the internet) tapes his/her word card to the picture and puts it on the board. Repeat until all word cards and pictures are on the board.

Students practice forming the different questions. Point to a picture and elicit the question: Do you like loud music? Do you listen to music in English?

Vocabulary words written on 9 small papers

Tape

10 min.

Activity #3: Human Bingo*Distribute Human Bingo worksheets. Explain that the pictures on the worksheets are the same as the pictures on the board. Model the activity with an advanced student. Ask 1 of the questions: Raul, do you listen to live music? If Raul says Yes, write his name in the box. If he says No, ask about a different place until he says Yes. Write in name activity (Listen to music). Raul then asks the teacher a question. When finished, both find different people to interview.

Students stand up with their Bingo worksheets, to encourage movement, and interview different classmates, trying to fill the entire worksheet with names.

Ask comprehension questions about the activity: Did anyone fill the entire worksheet? Which one were you missing? Does anyone place an instrument? What kind of music do people like?

Human bingo handouts: 3x3 grid of small pictures of

music-related questions

15 min.

Activity #4: Writing PracticeStudents refer to their Human Bingo worksheets and write several sentences about their classmates. For example, Rosa likes to listen to music in Spanish.

Blank paper 15 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 24

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Activities Materials TimeMiguel listens to music on the radio.

Students present 1 of their sentences aloud to the class.

Activity #5: Choosing a SongTell students that every session, both English and Spanish students learn a song to sing during the last class of the session. Today we will pick a song from 3 options.

Play the 3 songs. On a piece of paper, students answer the question, Do you like this song? Advanced students may answer the additional question, Why? In small groups, students compare answers and discuss why they liked or didn’t like the songs.

On slips of paper, students vote for the song they want to learn. Count votes and announce the winning song.

CDs and CD player or iPod

Blank paper

20 min.

Wrap-up: Questions (One thing I learned) EvaluationAsk if students have any questions about the class.

Do a ball toss: Say one thing you learned today. It can be a word, a question, or a fact about a classmate. Model the activity first. I learned _____.

Ask for student comments about the class. What did you like about today? What can be changed or improved for next time? Invite students to respond in English or Spanish. Write responses on the whiteboard or on large piece of paper to remember for next time.

Ball 5 min.

*See the Handbook for further explanation and examples of these activities.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 25

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Week 9: Our Neighborhood and City/Nuestro vecendario y ciudad

Our neighborhood and City/Nuestro vecendario y ciudad

Objectives: Students will ask and answer four questions about their neighborhoods. Students will describe a need they see in their community and write about it.

Vocabulary: Four questions about neighborhoods: Which neighborhood do you live in? What do

you like about your neighborhood? What don’t you like about your neighborhood? What does your neighborhood need?

I think…. I would like…. I want….

Preparation: Find or make four pictures that represent the four target questions (for example: A

picture of a neighborhood, a smiling face, a frowning face, a person with a light bulb over their head).

Type and print the written versions of these four questions on separate strips of paper.

Make the grid charts with four visuals at the top, enough for multiple groups. Write a paragraph about the needs you see in your neighborhood. Find a picture of the singer/group who recorded the song the students chose the

previous week. Make a fill-in-the-blank worksheet with the lyrics to the song students chose the

previous week.

*Refer to page 18 for tips about how to adapt activities for a higher- or lower-level student.

Activities Materials TimeWarm-up: Ball TossStudents say their name and a hobby they have.

Ball 10 min.

Introduce theme: Code Picture Question Hierarchy*Show a picture of a neighborhood. Using the question hierarchy format, ask individual students questions.

Picture of a neighborhood

scene5 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 26

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Activities Materials TimeActivity #1: Introduce Target LanguageIntroduce the four target questions using visuals: Which neighborhood do you live in? What do you like about your neighborhood? What don’t you like about your neighborhood? What does your neighborhood need?

Tape the visuals to the board. Interview an advanced student about the questions. Write the student’s answer under the pictures.

Distribute the written versions of the 4 questions to students. Point to each visual and elicit the question. Student with the corresponding question comes to the board and tapes the written version to the visual.

Lead the class in a choral reading of the 4 questions.

Four visuals that represent the

target vocabulary

Written versions of the 4 target

questions

Tape

10 min.

Activity #2: Group Grids*In groups of 3–5 people, students fill out a communal grid with the 4 questions. Students take turns interviewing one another and writing the answers on the grid. Teacher can designate a leader for each group. The leader begins as the group scribe and then makes sure everyone has a chance to write and speak.

Groups that finish early may brainstorm other questions about neighborhoods or make a list of things that are similar or different about the group members’ neighborhoods.

Report back: Each group says a few interesting things they learned from their conversation.

Wall charts with 4 questions

Markers

Tape

15 min.

Activity #3: Mingle*Students draw a picture on a small piece of paper of something their neighborhood needs or 1 change they would like to see in their neighborhood.

Students talk about their picture with as many classmates as they can.

Report back: Did you hear anything interesting? What are some changes that you want to see in your neighborhood? How can those changes happen?

Small blank papers 5 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 27

Kelly Malone, 04/02/14,
Something missing here?
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Activities Materials TimeActivity #4: Model Paragraph Writing*Pass out a written description of the teacher’s neighborhood needs. Students read silently and circle words that are new. When finished reading, students consult each another about the words they circled. For any words they could not define among themselves, they can consult a dictionary or the teacher.

Students write a paragraph about their own neighborhood and needs they see.

Written description of

teacher’s neighborhood

20 min.

Activity #5: Practice the SongIntroduce the song that students chose the previous week. Show a picture of the singer or group. Ask questions: Have you listened to him/her/them? Do you like them? What kind of music do they play?

Pass out the fill-in-the-blank listening worksheet. Students listen to the song and write the missing lyrics in the blanks. Repeat as necessary.

Go over the worksheet together and talk about the lyrics. Are there any new words? What is the song about?

Play the song again and encourage students to sing along.

Picture of singer/group

Fill-in-the-blank worksheet of song lyrics

CD and CD player or iPod

15 min.

Wrap-up: Questions (One thing I learned) EvaluationAsk if students have any questions about the class.

Do a ball toss: Say one thing you learned today. It can be a word, a question, or a fact about a classmate. Model the activity first. I learned _____.

Ask for student comments about the class. What did you like about today? What can be changed or improved for next time? Invite students to respond in English or Spanish. Write responses on the whiteboard or on a large piece of paper to remember for next time.

Ball 5 min.

*See the Handbook for further explanation and examples of these activities.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 28

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Week 10: Goals for the Future/Metas para el futuro

Goals for the Future/Metas para el futuro

Objectives: Students will ask and answer nine questions about goals. Students will describe and write about at least one goal.

Vocabulary: Do you want to_______? Goal vocabulary: write a resume, visit family, exercise more, get married, learn a

new skill, get a new job, take English class, eat more vegetables, talk to people in English.

I would like to ________.

Preparation: Find a picture of someone receiving a diploma and prepare questions about the

picture using the question hierarchy. Find or make nine pictures of the goal vocabulary (for example, a picture of a

resume, a family, someone exercising, people getting married, someone working, a Hiring sign, a classroom, vegetables, people talking, and so on).

Type and print the nine vocabulary phrases on separate slips of paper. Make Human Bingo worksheets using small versions of the nine pictures. Print the lyrics of the song students are practicing.

*Refer to page 18 for tips about how to adapt activities for a higher- or lower-level student.

Activities Materials TimeWarm-up: Ball TossStudents say their name and a plan they have for the upcoming week or weekend. This week I’m going to ______. Write students’ names on the board.

Ball 10 min.

Introduce theme: Code Picture Question Hierarchy*Show a picture of a person receiving a diploma. Using the question hierarchy format, ask individual students questions about the picture.

Picture of someone

receiving a diploma

5 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 29

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Activities Materials TimeActivity #1: Presentation of VocabularyIntroduce the 9 vocabulary words, using visuals that represent each picture. Hold up each picture and say the word.

Draw 2 columns on the whiteboard. Label 1 column Yes and 1 column No. Model a dialogue with a student volunteer. Hold up each picture, 1 at a time, and ask, Do you want to _______? Tape the picture under a Yes or No column on the board, according to the student’s answer.

Nine pictures of goals

Tape

10 min.

Activity #2: Word Card PracticeRemove the pictures from the board. Distribute the word cards to students. Hold up 2 pictures at a time and ask the students to identify 1 of them. For example, Which picture shows someone _______? The student with the corresponding word card tapes their word card to the picture and puts it on the board. Repeat until all word cards and pictures are on the board.

Students practice forming the different questions. Point to a picture and elicit the question, Do you want exercise more? Do you want to visit your family?

Nine small cards with goal

vocabulary written on them

Tape

10 min.

Activity #3: Human Bingo*Distribute Human Bingo worksheets. Explain that the pictures on the worksheets are the same as the pictures on the board. Model the activity with an advanced student. Ask one of the questions: Gloria, do you want to____? If Gloria says Yes, write her name in the box. If she says No, ask about a different goal until she says Yes. Gloria then asks the teacher a question. When finished, both find different people to interview.

Students stand up with their Bingo worksheets, to encourage movement, and interview different classmates, trying to fill the entire worksheet with names.

Ask comprehension questions about the activity: Did anyone fill the entire worksheet? Which one were you missing? Does anyone want to get a new job? What kind job would you like?

Human bingo handouts: 3x3 grid of small

pictures of goal-related

questions

15 min.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 30

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Activities Materials TimeActivity #4: Board Game*Students draw 2 goals they have on 2 small cards. They can be the same or different from the examples on the whiteboard.

In groups of 34 people, students arrange their cards in a circle. Students take turns rolling a die and moving a game piece around the board. The student who drew whatever picture the game piece lands on tells his/her group about this/her goal.

Ask the class what some of their goals are. Introduce the frame: I would like to _______. Teacher models the frame with some of her own goals. Students turn to a partner and share their goals using the new frame.

Small blank papers

Dice

Game pieces

15 min.

Activity #5: WritingStudents write several sentences about their goals.

For a greater challenge, students may interview a partner and write about their goals, as well.

Students share their sentences in small groups.

Blank paper 10 min.

Activity #6: Final Song PracticeExplain that during the language exchange portion, each class will sing a song. Introduce the song that students chose 2 weeks ago.

Pass out the lyrics. Play the song once and have students follow along silently.

Play the song again and students sing along. Ask if people feel ready to cantar!

Lyric sheets

CD and CD player or iPod

10 min.

Wrap-up: Questions (One thing I learned) EvaluationAsk if students have any questions about the class.

Do a ball toss: Say one thing you learned today. It can be a word, a question, or a fact about a classmate. Model the activity first. I learned _____.

Ask for student comments about the class. What did you like about today? What can be changed or improved for next time? Invite students to respond in English or Spanish. Record responses on the whiteboard or on a paper to remember for next time.

Ball 5 min.

*See the Handbook for further explanation and examples of these activities.

APPENDIX 4: SAMPLE LESSON PLANS (LANGUAGE EXCHANGE MANUAL) - 31

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