Name: / Date: September 30, 2014 / Week: 2 / Lesson number: TP #4
Lesson type: Listening / Level: Upper-Intermediate / Length of lesson: 40 mins / Number of students:
Lesson Aim(s) Specify your main aims and sub-aims, including any target language you aim to clarify
By the end of the lesson, students will (have learned/reviewed/practiced/developed…)
By the end of the lesson, students will have developed their ability to listen for gist and detail about flying an airplane.
In the following context:
They will also have developed speaking fluency in the context of flying airplanes. / Tutor:
Appropriate lesson aims?
(please circle)
YES NO
Materials (What you will need in this lesson) Write title, author, year, publisher and page number here and on all your copies/handouts.
American English File: 4A, Clive Oxenden & Christina Latham-Koenig, 1997, Oxford University Press, p. 27 / Tutor:
Sources acknowledged?
(please circle)
YES NO N/A
Language Analysis:
I have completed a) a language analysis sheet (grammar)
(please check b) a language analysis sheet (vocabulary)
all that apply) c) a language analysis sheet (functions) / Tutor:
Sufficient language analysis?
(please circle)
YES NO N/A
Trainer’s comments:
Points to work on (action points):
Comments on the lesson plan and language analysis:
Lesson plan grade (N/A for TP 1 and 2): BELOW AT ABOVE standard for this stage of the course.
Overall grade for this lesson: BELOW AT ABOVE standard for this stage of the course
Tutor ______Signature ______
Assumptions What do you expect the students will already know about the language/content of your lesson?
I assume that upper-intermediate students will be unfamiliar with some terminology in the context of airplane flying; thus, I will pre-teach vocabulary to focus on key words. I also assume that students will be somewhat interested in the conversation between pilots as I discovered in the previous lesson that most students have flown before and spoke about detailed air travel experiences. I assume that students might not grasp the entire audio conversation between pilots because of the quick (although it may be natural for native speakers) dialogue.
Anticipated problems (skills and classroom management – NOT language. E.g. problems with timing, grouping, instructions, topics, logistics, etc.)
· I want to make sure that students have enough time to finish each task
· I want to make my instructions clearer and more explicit to avoid confusion about what is expected of students when they are given a task
· Pair checks are also very important to include because students will help each other and work through some difficulties before WCFB / Solutions to these problems:
· Although I didn’t end class early (like I did on TP3) I rushed through my lesson to leave enough time for the important micro tasks in between each stage. For this TP, I will work on leaving enough time between tasks to ensure students can finish most answers and check with each other
· I will work on showing the task first, then state clear instructions and give an appropriate amount time to finish so that they know what to do
· Make sure students are given the opportunity to check with each other before WCFB! Don’t skip this step! **Pair check are NOT fast finishers!!
Personal Aims - What action points from your previous lesson(s) are you working on?
· Monitor more effectively and take a pen and paper to make notes on problem questions
· Make time for error correction at the very end of the lesson and target specific questions from that various tasks
· Use demos to maximize student focus and participation / Where are these on your lesson plan? What is your strategy to improve in these areas?
· During my monitoring, I have made a reminder for myself to take a pen/paper and take notes on difficult words/phrases or concepts to address towards the end of class
· I have also made a reminder to leave a minute or two (if possible) to go over problem questions that students had throughout the various tasks
· I have scripted clear, concise instructions where needed AND added demos to ensure students understand the directions
Board Plan: At each stage of the lesson the board will look like this:
TIME / INTERACTION / STAGE & AIM / PROCEDURE / TRAINER’S COMMENTS
1:55
1:56 / T-sss / Lead-in:
To raise interest in the topic of flying an airplane and set context for the lesson / SCRIPT
· The weather has been so terrible lately – I was watching the news and the local weatherman announced that a tropical storm has been causing all this rain and clouds in Boston…
· Does anyone else watch the news?
· Well, maybe you heard but many people in Japan lost power in their homes because of a big storm yesterday. A huge tropical storm came with very strong winds and a lot of rain. A whole area was flooded and people are leaving to China and Russia until the storm goes away
1:56
2:02 / T-sss / Pre-Teach Vocabulary:
To familiarize students with key words which may otherwise block their ability to comprehend the text / SCRIPT
· Does anyone know a word for this kind of huge tropical storm?
· It’s so severe that entire cities are damaged by the wind and rain
· Write on board: It starts with a “T”
· Typhoon! Very good!
CCQ:
· Is it a small storm or violent storm?
· Do you think some trees get damaged? How about homes?
SCRIPT
· Sometime when we’re on a plane, passengers feel the plane shake really hard
· Do you know what that’s called?
· Write on board: It starts with a “T”
· The pilot usually announces: ‘Ladies and gentlemen, due to some bad weather, you can expect some ______’
· Turbulence! Good job!
CCQ:
· Do you feel a small shake or a really big shake?
· Did you ever experience turbulence?
· Describe the situation.
SCRIPT:
· How many of you play have been in a game room?
· Sometimes you see a machine that looks like a bike or car with a wheel
· You have to sit down, put in a quarter, and all of a sudden you feel the seat moving and you press the gas pedal and it feel like you’re driving the car!
· What would you call that machine?
· Show picture of a simulator
· Draw on board: It starts with an “S”
· Simulator! Nice!!
CCQ:
· So are you actually driving a real car?
· What does it feel like when you are sitting on a simulator
SCRIPT:
· Show picture of Steven Seagal
· Do you know who this guy is? Have you seen his movies?
· He’s very tall, strong, and knows how to fight well
· What word could you describe someone like him?
· It starts with the letter “I”
· It also means impressive
CCQ:
· Does it describe someone as ordinary or impressive?
· Will you remember a person who you find imposing for a long time?
· What would an imposing person look like?
· Who do you know that is imposing?
2:02
2:03
2:07
(aud)
2:09 / S / Gist Task:
To develop students’ ability to listen for gist / SCRIPT
· In a minute, you’re going to hear an interview
· While you listen, write down who you think is being interviewed
ICQ:
· Call on student to check directions
· Andrew, should you just listen to the interview?
· What should you do?
· PRAISE!
· MONITOR (during audio)
· PAIR CHECK:
Compare your answers with a partner.
· WCFB:
Do we all agree? Who is being interviewed?
2:09
2:14
(aud)
2:19
2:20
2:22
(aud)
2:27 / S / Detailed Task:
To develop students’ ability to listen for specific information and detailed comprehension / · Show handout to students
SCRIPT
· Working by yourself, look over these questions.
· While you listen, answer these questions
· MONITOR!!! (during audio)
· PAIR CHECK:
With a partner, compare your answers
· Fast finishers:
Answer additional answers on the back
Write answers on board
· WCFB:
Martha, what do you have for #1?
Choose other students
SCRIPT
· We’re going to finish listening to the second part of the interview
· While you listen, the pilots will tell a few stories
· Write down at least (2) stories the pilots tell
· Add as much detail as you remember
· PAIR CHECK:
Work with a partner to compare your stories.
WCFB:
Ana Marie, can you tell us a detailed story from the interview?
2:29
2:35 / S / Productive Task:
To develop students’ speaking fluency in the context of flying airplanes / SCRIPT
· Do you think you would like to work as a pilot? What are the main advantages and disadvantages?
· You have a minute to take some notes by yourself
· Pair up with the person next to you and discuss
· MONITOR!!
**Leave a minute to do error correction**
Language Analysis Sheet – Vocabulary
Word / phrase: Typhoon / TeachingMeaning:
A violent tropical storm with very strong winds
Anticipated problems with meaning:
Students may not fully understand that a typhoon is not just a rain/thunderstorm, but an intensely powerful disaster. They may also confuse a typhoon with a hurricane or cyclone (storms also involving rain and wind). The main differences between these storms is location:
· Typhoon forms near Japan (Northwest Pacific)
· Hurricane forms near the US (Northeast Pacific/ Atlantic)
· Cyclone forms in the South Pacific/ Indian Ocean / I will convey meaning by…
· Describing to students the weather outside and then transition from lead-in to this vocab word
CCQs with answers:
· Is it a small storm or violent storm? (violent)
· Do you think some trees get damaged? How about homes? (yes, a lot of trees and homes)
Pronunciation (phonemes, stress):
taɪˈfuːn typhoon
Anticipated problems with pronunciation:
· The “ai” sound may be a bit more difficult to pronounce for some students’
· They may have difficulty pronouncing the words with the correct stress / Solution(s):
· I will write the word “typhoon” on the board with the stress pattern above it (as shown to the left)
· Afterwards, I will erase the word and practice drilling
· I will model and repeat clearly several times
· A choral and individual drill will follow
· NO “creeping death”!!!
Form (Part(s) of speech, collocation, (ir)regularity):
Noun
Anticipated problems with form:
· Some students’ may get confused and think it’s a verb because it’s a word used to describe an action / Solution(s):
· I will ask, “Can you show me typhoon right now?” “Can you actually perform/do it?”
· It’s a noun because it describes a thing
· Example sentence: The typhoon damaged trees and many homes on the beach.
Word / phrase: Turbulence / Teaching
Meaning:
a situation in which there is a lot of sudden change, confusion, disagreement and sometimes violence
Anticipated problems with meaning:
· The word can change forms depending on the context
· Therefore, the meaning may also change and NOT mean “violent shaking on an airplane”
· Ex) a turbulent conversation
· Clarify that turbulence (as a noun) refers to the action that is happening on the plane / I will convey meaning by…
· I will convey meaning by creating a situation where the students’ have most likely already heard the word
· The listening exercise will also focus on a conversation between pilots and it will be useful for me to set up the word in the same context
· SCRIPT: Sometimes when we are flying on a plane, passengers experience the plan shake really bad
· After a few minutes, the shaking stops and the pilot might say, ‘Ladies and gentlemen, we’re experiencing ______from the storm right now’
CCQs with answers:
· Do you feel a small shake or a really big shake? (big scary, shake)
· When was the last time you experienced turbulence? Describe the situation. (during a flight when they were going somewhere)
Pronunciation (phonemes, stress):
tɜːbjələns turbulence
Anticipated problems with pronunciation:
· Students’ may mispronounce the word
· Place the stress on the wrong syllable / Solution(s):
· I will first drill the word with the whole class
o I say it clearly
o Class repeats chorally
o I will choose a few individuals
· I will write the word with the stress/syllable pattern to show where the correct emphasis belongs
Form (Part(s) of speech, collocation, (ir)regularity):
Noun
Anticipated problems with form:
· Depending the context, this word can change forms and be applied to different situations so it won’t always mean “violent shaking of an airplane” as this specific lesson uses the word
· If a situation become turbulent the word becomes an adjective
· The word can also change into turbulent and also become an adjective that is used to describe a situation
· In this context, however, it is a noun that functions as the name of an action / Solution(s):
· Write that this word is a “noun”
· If students’ ask, clarify that that it is a noun because of the context: “the plane is experiencing turbulence”
Word / phrase: Simulator / Teaching