The document provides a week-by-week overview of lesson plans for an English conversation class. It includes learning objectives, class descriptions, homework assignments, and assessments for each day. The lessons cover topics like introductions, numbers/colors, prepositions, families, describing people, sports/leisure activities, weather, months/seasons. Vocabulary, grammar structures, dialogues and exercises are used to teach the content in a communicative way. Assessments include quizzes and tests to evaluate student understanding of the material.

1. Marlana Hufstetler
Conversation1
Spring 1 2016
Learning Objectives Classdescription Homework
Week 1
Monday
Students learn basic
introductions of themselves,
including their names, where
they are from, etc.
Tuesday
Students expand conversation
with question words and
become familiar with colors
and numbers
Wednesday
Students become familiar
with prepositions of place.
Students ask and answer
Monday
Brief introduction of the
class.
Instructor slowly introduces
herself and guides students
into very basic self-
introductions.
Instructor writes and goes
over helpful class phrases on
the board (p. 5) “Let’s
practice these.”
Oral practice (dialogues on
page1, 2, and 3)
Interviewing activities on
page 5.
Tuesday
Brief review and assessment
Review basic English
sentence structure to
encourage students to answer
questions/converse in
complete sentences;
vocabulary page 8
Students practice dialogues.
Teacher introduces colors and
numbers, asks questions
about the color of classroom
objects
Instructor introduces
numbers; students repeat
numbers orally, identify
numbers on the board
Introduce phone vocabulary,
students practice dialogue
using cell phones).
Review/informal assessment.
Wednesday
Review and assessment.
Introduce lesson purpose and
new vocabulary
Prepositions of place (pg. 11)
Monday
Students study lesson one
vocabulary and review basic
introductions in preparation
for the next day’s short quiz
assessment.
Tuesday
Students study colors and
numbers in preparation for
Wednesday.
Wednesday
Students will study for
Thursday’s short test over
chapter one.

2. Marlana Hufstetler
Conversation1
Spring 1 2016
questions involving
prepositions of place while
incorporating new and old
vocabulary.
Thursday
Students further utilize
prepositions of place
Students begin learning how
to give directions
Week 2
Monday-Holiday (MLK)
Tuesday-
Students further utilize
prepositions of place to
identify location
Students speak using singular
and plural nouns correctly
Ball and box demonstration;
students identify the location
of the ball by forming
complete sentences.
Students will orally fill in the
preposition blanks on page 12
and follow-up by filling in the
blanks on the board.
Students identify the
placement of objects around
the classroom
Review/oral assessment.
Thursday
Prepositions of place; new
location vocabulary
Map pg. 17 to further
demonstrate new location
vocabulary students answer
Georgia map questions
Students write out locations
of different places on white
board based on given
drawings, students identify
and give directions to places
on VSU map
Review chapter one
Ch 1 Test 1
Monday-Holiday (MLK)
Tuesday-
*Review where, what, and
who
Students read “Situation #2”
answer questions on page 16
together as a class.
Instructor introduces new
location vocabulary (car,
student/pupil, pronouns,
location, here/there).
Instructor utilizes the map on
the wall to further
demonstrate new location
vocabulary; students then
Thursday
TBD
Monday-Holiday (MLK)
Tuesday-
Page 21 practice questions
*students describe room in
their home rather than
classroom*

3. Marlana Hufstetler
Conversation1
Spring 1 2016
Wednesday
Students show a general
understanding of describing
places and location
Students become familiar
with correctly using articles
Thursday
Students become familiar
conversing in simple present
tense
orally answer Georgia map
questions on page 17 15
minutes.
Instructor introduces chapter
2 (vocab page 19).
Instructor introduces
singular/plural on pages 20 &
21.
Wednesday
Brief review of Tuesday’s
lesson (VSU map practice
page 17).
Instructor checks sing/plural
homework on (page 21);
students take turns orally
doing the practice at the top
of page 22.
Instructor introduces articles
(page 22); instructor writes
examples on the board and
students fill in blanks
individually.
Review colors as a class
(construction paper as
visuals) with new color vocab
(page 24) and do the
following practice.
Instructor introduces
everyday activities vocab (use
pictures, body language, etc.)
and adverbs (pages 25 and
26).
Students complete daily
activities pair work (page 25).
Thursday
Instructor reviews and goes
over Wednesday’s
homework.
Instructor introduces simple
present tense (page 26).
Instructor goes over new
vocabulary: academic
courses, university building
Wednesday
Page 23 “Definite or
Indefinite Article”
Study for test 2
Thursday
TBD

4. Marlana Hufstetler
Conversation1
Spring 1 2016
Week 3
Monday
Students further utilize their
vocabulary and skills to
increase in class
conversation.
Students learn how to
describe families.
Tuesday
Students participate in
conversation using possessive
adjectives to show
ownership/possession
locations, time, days of the
week (page 28); instructor
gives students days of the
week and time handouts.
Students complete practices
in class (pages 28 and 29);
students may utilize VSU
map given to them in
Wednesday’s lesson for
Practice1 on page 28.
Ch.1 Test 2
Monday
Instructor gives test
grades/grade slips and
introduces lesson.
Class review of VSU
places/VSU map practice,
countries and languages,
subjects, and professions (pg.
28 & 29).
Students work in pairs to
discuss their daily
schedules/present each
other’s schedule’s to class
(pg. 29).
Introduction of Chapter 3:
Families & Describing
People; instructor introduces
lesson 1 vocabulary (draws
family tree on board and
gives corresponding handout
for students to fill in) and
extra vocabulary.
Tuesday
Students present their family
descriptions to class
(Monday’s homework pg.
38).
Instructor introduces
grammar lesson: apostrophe
and possessive adjectives
(pgs. 35 & 37); instructor
utilizes board and realia to
Monday
Students will prepare to speak
about their families to present
in class.
Tuesday
Students complete pg. 34 and
study for Wednesday’s
“apostrophe and possessive
adjectives” quiz

5. Marlana Hufstetler
Conversation1
Spring 1 2016
Wednesday
Students identify people or
things with adjectives to add
description
Thursday
Students use descriptive
vocabulary to describe
people.
Students practice descriptions
with nationalities.
enhance students’
understanding; instructor
writes sentences on the board
for students to fill in.
Students read Dialogue #3 as
a class and answer questions
(pg. 38).
Wednesday
Instructor gives quiz.
Instructor and students open
class with Dialogue#4 &
questions (pg. 39-40).
Instructor introduces lesson
topic:
1.) Personality vocabulary &
practice
2.) Physical traits with “to
be” & follow up with
description activities pgs. 42-
44).
If time permits, instructor
continues lesson into
“Describing People and
Things with Opposites (pg.
45).
Thursday
If not completed Wednesday,
instructor continues lesson
into “Describing People and
Things with Opposites (pg.
45 through 47).
Instructor introduces
“Nationality & Practicing
Numbers” with numbers
vocab and practice (pg. 48)
Students do “Gap Number
Exercise” (pg. 49).
Instructor introduces
nationalities vocab and
students fill in nationalities
chart and practice
pronunciation (pg. 50).
Instructor leads students into
completing selected activities
Wednesday
Students study for Thursday’s
adjectives/description quiz
Thursday
Study for Monday’s test

6. Marlana Hufstetler
Conversation1
Spring 1 2016
Week 4
Monday
Tuesday
Students become familiar
with counting numbers up to
10,000 and are introduced to
sports and leisure vocab.
Wednesday
Students become further
familiar speaking about sports
and leisure activities using
verbs play, go, and do.
Students are introduced to the
months, seasons, and weather
seasons.
(pgs. 51& 52) students will
be asked to answer questions
aloud as well as fill in the
answers on the board.
Monday
Students take chapter 3 test
Tuesday
Number practice & brief
nationality review (pg. 48)
Students do “Gap Number
Exercise” (pg. 49).
Instructor continues into
Chapter 4 & begins with
introducing sports and
leisure vocabulary (pg. 55)
Students read dialogue aloud
and answer follow-up
questions (pg. 54-55)
Instructor introduces “Sports
and Leisure Activities”
grammar (pg. 57) and
students partake in “Practice”
(pg. 56)
Instructor introduces places
vocabulary and students do
following activities together
as a class (pg. 59).
Wednesday
Instructor gives a class
review of Monday’s
homework (David Beckham
questions pg. 57) and students
present personal paragraphs
after teacher checks for
mistakes.
Review game of leisure
activities vocabulary with
picture cards.
Students complete sports and
leisure activities practice (pg.
58) in pairs, then fill in
answers on the board.
Monday
Tuesday
Students write bio paragraph
similar to David Beckham’s
on pg. 56.
Wednesday
Students study for Thursday’s
quiz over nationalities,
numbers, and leisure
activities.

7. Marlana Hufstetler
Conversation1
Spring 1 2016
Thursday
Students become familiar
with describing weather,
months, and seasons in every
day conversation.
Week 5
Monday
Students converse briefly
incorporating places
vocabulary.
Class review of leisure
activity places and students
complete grammar “practice”
in pairs (pg. 59)
Introduce “The months,
seasons, & weather seasons”
if time permits (pg. 60).
Thursday
Instructor goes over questions
students may have about
today’s quiz.
Students take today’s quiz
(written and oral).
Students read “Places +
Weather Dialogue” (pg. 60)
and answer follow-up
questions (pg. 61).
Instructor introduces months,
seasons, and weather
vocabulary (pg. 61); students
are given picture cards and
descriptions to match
vocabulary and play
identification game in pairs.
Monday
Instructor goes over
Thursday’s homework (pg.
62).
Instructor goes over graded
test and reviews missed
material (in notebook).
Instructor gives brief review
of weather vocabulary.
Instructor introduces
“SeaWorld” (pg. 63); review
of places vocabulary (pg. 59);
instructor reads introduction
to students and introduces
new vocab (marine zoo,
shows, rides, dolphins,
penguins, stingrays, whales,
birds, restaurants, etc.).
Go over SeaWorld follow-up
Thursday
Students read and complete
dialogue questions (pg. 62).
Monday
Study for oral quiz

8. Marlana Hufstetler
Conversation1
Spring 1 2016
Tuesday
Students become familiar
conversing using weather and
seasonal vocabulary.
Wednesday
Students improve
conversation skills,
particularly with descriptions
(weather and seasons in this
case)
questions as a class (pg. 63);
students asked to prepare
descriptions of a park in their
country to introduce to class.
Tuesday
Instructor gives oral
quiz/interviews.
Instructor briefly reviews
Test 3 with students missing
during Monday’s class.
Students complete dialogue
activities as a class (pg. 64
and 65).
Instructor gives brief review
of weather vocabulary (use
weather picture cards); go
over what temp are hot or
cold.
Instructor leads students into
conversation over the
day’s/yesterday’s weather
and seasons.
Instructor reads Listening:
Weather Report—students
listen to weather report and
answer questions (pg. 66);
students listen to weather
report again and fill in blanks
(pg. 67).
Wednesday
Instructor gives brief
“weather report” listening
quiz.
Instructor introduces weather
“Practice!” on board (pg. 67);
students continue onto (pg.
68) individually.
Weather games: map
(describe place)/going on
vacation (describe ideal
place).
Instructor introduces “The
Seasons of the Year” (pg.
69); students complete
Tuesday
Students study for listening
quiz (weather report)
Wednesday
Study for Thursday’s test
(gap number section,
nationalities, months,
seasons/weather—students
must write brief paragraph
about their country)

9. Marlana Hufstetler
Conversation1
Spring 1 2016
Thursday
Students demonstrate their
understanding of chapter 4
through test
Week 6
Monday
Student(s) becomes familiar
with more household
vocabulary and begins using
this vocabulary correctly with
THERE IS/THERE ARE in
writing and speaking.
follow-up exercise (pg. 70)
and present.
Instructor introduces The
Okefenokee National
Wildlife Refuge (pg. 71);
instructor introduces new
vocabulary.
Students answer the questions
on pg. 71 individually, then
together as a class.
Review for Test 4 (if time
permits).
Thursday
Instructor briefly goes over
Chapter 4 test main concepts
and instructions; students
encouraged to ask questions
over concepts they do not
understand (10 minutes max).
Students take chapter 4 test.
Instructor introduces chapter
5 if time permits.
Monday
Instructor introduces lesson
and writes brief lesson
schedule on board for
students.
Instructor introduces Chapter
5 (furniture, household
chores, and feelings) with key
vocabulary from “Dialogue
1” (pg. 72)couch, living
room, bookcase, etc.;
instructor utilizes drawings
and realia.
Student(s) read “Dialogue 1”
and answer follow up
questions together as a class
(pgs. 72-73).
Instructor introduces
remaining vocabulary (pg.
74) & introduces THERE
IS/THERE ARE grammar
Thursday
Students study “Home &
Furniture” vocab (pg. 74)
Monday
Students complete grammar
point extra practice (pg. 73).

10. Marlana Hufstetler
Conversation1
Spring 1 2016
Tuesday
Students further utilize
household appliance
vocabulary and correctly use
“have to” in conversation
Wednesday
Students use effectively use
new emotion vocabulary in
conversation.
point into lesson; template
sentences written on board
combing new vocabulary and
grammar point.
Student(s) do practice as an
open-notebook quiz (only one
student came to class, so
intended group work was not
possible) (top of pg. 75).
Tuesday
Instructor briefly goes over
class schedule outline on
board.
Instructor passes out graded
tests and quizzes and goes
over mistakes with students.
Instructor check’s Monday’s
hw and briefly reviews
Monday’s vocab and
grammar points (more than
half class was absent).
Students work together with
partners to complete dream
house “practice” (pg. 75);
instructor leads students into
using complete sentences and
correct grammar; students
will then present partner’s
dream house to class.
Instructor introduces key
vocabulary and leads students
into dialogue & questions
(pgs. 77-78).
Instructor introduces
grammar point—has
to/objective to obligation—
leaves template on board (pg.
78).
Students take quiz.
Wednesday
Instructor outlines lesson
(review, commands, emotion
adjectives, rude vs. polite).
Tuesday
Students do practice (pg. 79)
Wednesday
Students study for Thursday’s
test

11. Marlana Hufstetler
Conversation1
Spring 1 2016
Students become familiar
with grammar points:
commands and “rude vs.
polite” ways of speaking.
Thursday
Students show an
understanding of Chapter 5
material through test
Week 7
Monday
Students correctly converse
using present continuous
tense.
Instructor reviews Tuesday’s
hw (pg. 79) and calls on
students to answer.
Instructor gives brief review
of Tuesday’s new vocab and
leads students into opening
review activity: Practice! (pg.
80); instructor may call on
students to answer questions
rather than using as a group
activity to save time.
Instructor introduces
“Commands” grammar note
and writes some examples on
the board (pg. 81).
Students do “Practice”
together as a class and follow
with “Practice with a partner”
(pg. 82).
Instructor leads lesson
towards “adjectives that
describe emotions” and goes
over vocabulary (pg. 83);
students complete activity on
pg. 83 for an in-class
participation grade.
Instructor goes over “Rude
vs. Polite” and leads students
into follow-up practice (pg.
84).
Go over Thursday’s test.
Thursday
Instructor outlines lesson
(test, present continuous)
Students take Ch5 test (35
minutes).
Instructor introduces present
continuous as much as time
permits (pgs. 86-88).
Monday
Instructor outlines lesson plan
on board.
Thursday
Students complete page 86
and 87 present continuous
practice/prepare for quiz
Monday
Practice 2, pg. 94 & study for
human body quiz on Tuesday.

12. Marlana Hufstetler
Conversation1
Spring 1 2016
Students becoming familiar
with the parts of the human
body vocab and using them in
conversation.
Tuesday
Students expand knowledge
of daily activities and practice
using these activities in
everyday
language/conversation.
Instructor reviews Thursday’s
homework (pg. 86-87) &
returns any remaining graded
assignments so students can
begin preparing for finals.
Instructor reviews present
continuous in more depth
(limited Thursday due to time
lost during testing) (pgs. 86-
87).
Instructor gives students a
short in-class, graded
assessment over present
continuous that counts as a
participation/quiz grade:
instructor writes a list of 8 to
10 daily activities—ex: wash
dishes, brush teeth, etc. on the
board and students must
change them to present
continuous tense. Daily
activities/vocab (pg. 77, 25).
Instructor leads students into
select review activities (pg.
88).
Instructor introduces Chapter
6 (The Human Body); first
vocabulary is introduced and
students must point to the
body parts the teacher reads
aloud (pg. 92).
Students do activities
individually and in pairs (pgs.
93-94).
Tuesday
Instructor checks homework.
Students take short “body
parts” quiz.
Icebreaker: instructor begins
lesson by leading students
into a class discussion over
music; read “southern music”
introduction together as a
class (pg. 95-96); students
prepare discussion questions
Tuesday
If not completed during class,
daily activities practice (pg.
100); otherwise, students will
study for quiz.

13. Marlana Hufstetler
Conversation1
Spring 1 2016
Wednesday
Students successfully utilize
present progressive in
conversation while
incorporating daily routine
vocabulary.
on pg. 96 and present to class.
Extra conversation practice:
Dialogue and questions (pg.
97).
Instructor then moves lesson
into “Daily Routine”;
instructor goes over
vocabulary and
demonstrates/draws on the
board to assist student
understanding; instructor may
incorporate “Practice!” (pg.
99) to explain vocab.
Students do first “Practice”
and share answers with class
(pg. 98).
Instructor reads dialogues for
practice two and students fill
in blanks (pg. 98).
End class with final “Your
Daily Activities” practice (pg.
100) if time permits; if not,
students complete for
homework and answer
questions in relation to
themselves.
Wednesday
Instructor passes out grade
report and reminds students
to use engrade.
Instructor goes over
homework (pg. 100), which
serves as brief review for
daily activities/present
progressive quiz.
Students take “daily routine”
quiz (15 to 20 mins).
Instructor leads lesson into
health care; instructor
reviews key vocabulary (pg.
100) and uses activity on
(pgs. 101-102) to further
allow students to
utilize/comprehend
vocabulary; students may do
Wednesday
Students study for Thursday’s
test. There will be an
interview portion using
present continuous to ensure
student’s understanding.

14. Marlana Hufstetler
Conversation1
Spring 1 2016
Thursday
Students successfully utilize
grammar points and
vocabulary from Chapter 6
(the human body) to complete
the chapter test.
Week 8
Monday
Students demonstrate an
understanding of basic
conversation interview
questions and new grammar
points.
a role play/acting activity to
encourage conversation.
Instructor introduces
grammar point: should (pg.
103) and follow-up interview
activity (choose activity on
either page 103 or top of
104).
Grammar point: this vs. that
(pg. 104) and follow-up
activity.
Grammar point: simple past
and follow-up activity (pg.
106)
**students will receive a
participation grade for
successful completion of
grammar point activities.
Instructor outlines Thursday’s
test for students.
Thursday
Instructor passes out graded
quiz and goes over correct
answers.
Instructor asks students to ask
any questions about the day’s
chapter test.
Instructor goes over test
instructions and further
encourages students to ask
questions.
Students take Chapter 6 test.
If time permits, instructor
leads students into discussion
over campus healthcare (pg.
107).
Monday
Instructor checks homework
(students were to fill out
answers to mock interview
questions) and goes over
acceptable answers with the
class.
Thursday
Students read and complete
dialogue (pg. 109).
Monday
Students begin studying for
final exam; complete practice
at the top of pg. 112.

15. Marlana Hufstetler
Conversation1
Spring 1 2016
Tuesday
Students demonstrate a clear
understanding of the usages
of “should” and “this, that,
these, and those” in language.
Students demonstrate an
understanding of count and
noncount nouns.
Instructor continues missed
lesson from Thursday as
thoroughly as possible:
Instructor introduces
*[ Grammar point: should
(pg. 103) and follow-up
interview activity (choose
activity on either page 103 or
top of 104).
Grammar point: this vs. that
(pg. 104) and follow-up
activity.
Grammar point: simple past
and follow-up activity (pg.
106) ]* about twenty
minutes
Tuesday
Instructor outlines lesson plan
for students.
Students take quiz over uses
of “should” and “this, that,
these, and those”.
Instructor hands out general
“study guide” outline to
prepare students for final
exam—mock interview
practice.
Move lesson into
conversation (simple past
tense) and do practice (pg.
106).
Instructor introduces Chapter
7: Food (pg. 108); instructor
begins with vocabulary (gives
students vocab handout with
pictures) (pg. 110; activity
bottom of pg. 112).
Instructor goes over count
and noncount nouns (pg.
111)
Students complete activity
(top of pg. 112) by writing on
the board.
Tuesday
Study for irregular past tense
verbs quiz.

16. Marlana Hufstetler
Conversation1
Spring 1 2016
Wednesday
Students demonstrate an
understanding of simple past
tense (including irregular
verbs) and how to correctly
use it to describe their lives.
Students become familiar
with correctly using
comparatives and superlatives
in language.
Thursday
Students demonstrate an
understanding of the term’s
chapters through completion
of interview and written
exam.
Wednesday
Instructor begins class with a
brief review over “irregular”
verbs in the simple past tense
(pg. 113-114); instructor
leads students into
conversation by asking them
about past events—
class/group activity (pg. 113).
Students take “quiz: irregular
verbs in simple past tense”
approx. 10 minutes.
Instructor introduces “Dining
out” vocabulary (pg. 117);
instructor utilizes the board to
explain vocab meaning and
elicits conversation from
students to prove/assess their
understanding of “dining out”
vocabulary—“Warm Up
Discussion” (pg. 116).
Instructor introduces
grammar point:
comparatives and
superlatives (pg. 118);
instructor goes over rules
while writing on the board
and elicits examples from
students.
Students work in pairs to
complete 1 or both practices
(pg. 119), depending on time
left in class.
Instructor leaves at least 10
minutes of class time for
students to ask questions
regarding the final exam.
Thursday
Instructor interviews students
for the oral portion of the
final exam.
Students take written exam
during the remainder of class.
Wednesday
Students prepare for
cumulative final exam on
Thursday.
Thursday
N/A