Name:
Christopher Meoli / Date:
September 14th, 2015 / Week:
1 / Lesson number:
TP1
Lesson type: Speaking / Level: Pre Inter / Length of lesson: 60min / Number of students: 12
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 speaking and debate skills by discussing the ranking of characters in an anecdote
In the following context: by the end of the lesson, students will have practiced active listening for details. / 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.
Adapted version of ”Abigail’s tale” (Original Author unknown) / 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 expect that Pre Intermediate students will have some difficulties with some of the vocabulary and with debating. I expect some of them to be a little surprised by the content, but I also expect them to find this to be interesting and engaging for them because these types of dilemma exists in every culture and in stories from all over the world.
Anticipated problems (skills and classroom management – NOT language. E.g. problems with timing, grouping, instructions, topics, logistics, etc.)
· Students may come late and miss the beginning of the listening
· Some students may feel uncomfortable with the topic of someone cheating on their boyfriend/girlfriend
· Students may not understand some of the vocabulary in the story
· For some reason, some students may have difficulty understanding the listening / Solutions to these problems:
· When students are in pairs, I will ask their partner to explain the story to them.
· Assure students that there is no right or wrong answer and that everyone is entitled to their opinion – the purpose is for the to discuss and practice their speaking and cultural awareness skills.
· I will pre-teach some “blocking” vocabulary
·
· I will have a few copies of the story on paper, which I could hand out
Personal Aims - What action points from your previous lesson(s) are you working on?
· I want to make sure that I am not talking (reduce Teach Talk Time (TTT) )
· I want to improve my monitoring skills to make sure students understand the task and are working toward it
· Do more delayed error correction / Where are these on your lesson plan? What is your strategy to improve in these areas?
· I have scripted my instructions, so that I do not speak too much and only say the important things.
· I have written “Monitor” on my lesson plan every time I have to monitor, so I don’t forget.
· I made sure to plan in time at the end of the lesson for error correction. I also wrote a note to monitor with a pen and paper and write down errors I hear.
Board Plan: At each stage of the lesson the board will look like this:
TIME / INTERACTION / STAGE & AIM / PROCEDURE / TRAINER’S COMMENTS
18:00
18:06 / T-sss
s-s
s-s-s-t / Lead in – to engage sts in the topic: making difficult decisions / judging people. / · “last weekend, I went out to watch a band with my friends. We were having a good time talking and suddenly I saw one of my friend’s girlfriend in the bar. She was with a different man and it looked like she was flirting with her. All of a sudden I saw them kiss quickly and then they left the bar. I know both of them but I am probably better friends with him. I am not sure. He’s not my best friend or anything.
· Maybe I should tell him. … What do you think I should do? Discuss with your neighbor . 2mins.
· WCFB 2mins MAX!
18:06
18:11
18:16 / T-sss / Focus on Necessary language for the task
-to give sts the “tools” they need to be active in a discussion/debate later in the class. / · Who Thinks I should tell him?
· Who AGREES? Who disagrees?
Write: “agree” “disagree” on the board
· Elicit ways to agree / disagree
· Write on the board:
· I agree. Exactly! That’s what I think. Yeah! I think so too.
· I disagree. I don’t think so. I don’t agree with you. What about…
· “In a minute you are going to listen to a story about a girl named “Abigail.”
· Elicit: flood, (river)bank, to cheat on someone, to beat s.o. up, to slam the door, skip
· “does anyone know what this is” (skip across the room)
· “When do people do it?”
· Slam door and elicit “slam”
· Show a picture of a river and show the sides of the river. Elicit bank or move on.
18:16
18:22 / Set Context for speaking task / (Predictions based on setting?) Time permitting
“now you are going to listen to a story…. After you hear the story, you will get a paper and you will write down the things that happened in the story in order.”
· “ in a minute I am going to hand this paper to you. We are going to do the first one together. “
· Read options off & ask: which of these came 1st in the story?”
· Pass out papers: GO!
· MONITOR!!!!
· Pair check
· MONITOR!!!!!
WCFB: quickly get class answers & move on need to get sts speaking!!!
18:22
18:25
18: 27 / S / Preparation time-
To give sts a chance / · Write on board and say: “number 1 is the person who acted in the “best” way. Number 5 is the person who asked in the “worst” way. “
· “You have 2 minutes. Write each person on your list in order. Who acted the best and who acted the worst.”
· ICQ: how many names should you write down?
· ICQ: can you write more than one name next to a number?
· Turn your paper over. Go!
· MONITOR: make sure they are doing what you said!
· When sts are finished: “now you have two more minutes: write the REASONS WHY you think each person acted “well” or “badly”
· “TAKE notes”
· MONITOR!!!
18:27
18:45 / Speaking Task
To allow sts the chance to practice and develop speaking skills. / “everyone please stand up and take your papers with you.”
· Hand out playing cards and "find someone with the same color as you and sit down” (Or – if even #s of F/Ms split into M/F pairs and then hand out )
· “Make ONE list that you both can agree on. If you disagree, explain why and discuss”
· After 4mins: put into groups of 4-5 and give same task
· 5+mins
18:45
18:54 / FB on Content – to facilitate more in depth discussion and further practice speaking skills. / · “Each group comes to the board and has 2min to present their decisions as a group. “
· “The class listens to their list and WHEN THEY ARE FINISHED may ask questions to the presenters”
· facilitate the discussion as needed but let the sts talk. 4min max per group
· MONITOR: Write down errors.
18:54
19:00 / FB on Language – to provide them with
–
To help sts refine their language and be aware of common errors so that they can avoid them. / ***Delayed Error Correction ***
Call sts attention to the board:
· “these are some things I heard while you were speaking. “
· “Please raise your hand if you see a mistake”
· give markers to sts and see if they can correct the mistakes.
· Discuss as needed.
Language Analysis Sheet – Vocabulary
Word / phrase: (to) flood / TeachingMeaning (Be specific but keep it simple. Look in a learner dictionary):
When a lot of water goes to places where it should not and usually destroys things. Usually happens because of a storm or a lot of rain but can also happen at home in the sink or bathtub.
Anticipated problems with meaning:
Students may not have any experience with this and this may be new / I will convey meaning by…
Drawing a picture of a river and trying to elicit “:flood” by asking:
“what is it called when too much water comes into the river and the water goes up into people’s houses?”
If they do not get it I will give them the first letter and help them get it quickly.
CCQs with answers:
What is there a lot of in a flood? (water)
Can a flood happen in a dessert? (no)
Do people like floods? (no)
When have you heard of or seen a flood?
Pronunciation (phonemes, stress):
/fləd/
Anticipated problems with pronunciation:
Sts may pronounce the vowel sound like “flute” / Solution(s):
Quick – on the spot drilling – but not for long because this is not a vocabulary lesson.
Form (Part(s) of speech, collocation, (ir)regularity):
Noun and verb
Anticipated problems with form:
Sts may confuse the use of noun and verb / Solution(s):
Possibly give a quick example but move on because this is not a vocabulary lesson
Word / phrase: skip / Teaching
Meaning (Be specific but keep it simple. Look in a learner dictionary):
To hop or walk quickly when someone is particularly happy
Anticipated problems with meaning:
Sts may confuse skip with hop or walk / I will convey meaning by…
Demonstrating and asking sts when people might do this
CCQs with answers:
Would you skip if you got a low score on your English test? (n)
Can you skip ? show me.
Pronunciation (phonemes, stress):
/skIp/
Anticipated problems with pronunciation:
Short I vs. long i: / Solution(s):
Quickly drill but keep it short – this is a not a vocabulary lesson.
Form (Part(s) of speech, collocation, (ir)regularity):
verb
Anticipated problems with form: / Solution(s):
Word / phrase: cheat on (someone) / Teaching
Meaning (Be specific but keep it simple. Look in a learner dictionary):
To have have sex with/kiss someone who is not your partner – your partner expects you only to be with him/her
Anticipated problems with meaning:
Sts may think this phrase also applies to husband and wife where the term “affair” would more likely be used. / I will convey meaning by…
Describing a situation in which a man kisses/sleeps with a woman who is not his girlfriend and his girlfriend gets upset. ..
CCQs with answers:
If your girlfriend talks to another man, is she cheating on you? (n)
Would you be angry if your boyfriend/girlfriend cheated on you? (y)
Pronunciation (phonemes, stress):
/tSitan/
Anticipated problems with pronunciation:
The /tS/ sound may be difficult for some sts who do not have this sound in their language. / Solution(s):
Drill the phrase in a sentence and show the position of the lips with cheat on.
Form (Part(s) of speech, collocation, (ir)regularity):
Phrasal verb
Anticipated problems with form: / Solution(s):