Week: 5. Lesson number: TP 5 Lesson type: Grammar

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1 LESSON PLAN Name: Flavio Eslava Date: 11/13/2014 Week: 5 Lesson number: TP 5 Lesson type: Grammar Level: Upper-int Length of lesson: 40 minutes Lesson Aim(s) By the end of the lesson, students will Learners will have worked on their listening & speaking comprehension on the context of The interpretation of dreams Sub-aim: Have clarified M, F and done pronunciation drills. This will be a Text based lesson. Materials (What you will need in this lesson) Acknowledged sources American Headway 4B, Pg. 96, John and Liz Soars, OXFORD. 12x paper sheets with questions about dreams (Lead-in) 12x medium size paper sheets with Listening for scanning T or F questions 12x medium size paper sheets with Listening for detail questions 12x medium size paper sheets with Freer practice questions 12x medium size paper sheets with Extra reading/speaking practice **Only if I have additional time left 2x Transparency sheets (Listening for detail answers key and Pronunciation drill) Language Analysis: I have completed a) a language analysis sheet (grammar) (please check b) a language analysis sheet (vocabulary) x all that apply) c) a language analysis sheet (functions) Number of students: 7 Tutor: Appropriate lesson aims? (please circle) YES Tutor: Sources acknowledged? (please circle) YES Tutor: Sufficient language analysis? (please circle) Trainer s comments: A logical and effective listening lesson Flavio. Strengths to take with you and develop at the next level included: A range of good techniques to convey and clarify meaning. Now work on checking (see point 1 below) Progress with C-I-C drilling and correcting Ss. Nice to use phonemes on the OHP for feedback and visual highlighting of stress. Some good instant correction today. Use of praise and pair work in each stage this boosted confidence. Good personalization and letting Ss share their dreams. Monitoring the pair checks and fluency work to keep Ss on track and make good decisions about feedback. Use of the OHP to make your board work clear and legible. Points to work on (action points): 1) Convey meaning elicit words. Give them time to come up with the word then use CCQs to check they all understand before drilling, boarding and highlighting. Be systematic with this. (convey elicit CCQ. Model and drill. Board and highlight) 2) Listening lessons. A few small points. Sit quietly while Ss are listening so you don t distract them. YES Make sure tasks focus on receptive skills and don t involve too much writing. Minimal response tasks like T/F or multiple choice work well OR just have Ss speak about the answers takes the pressure off Ss to produce grammatically accurate sentences, keeps up the pace and keeps the focus on comprehension. 3) Save time for content and language focused feedback after speaking tasks. Today you went over time and Ss had stopped talking. Use that minute just to hear about one of the dreams. Comments on the lesson plan and language analysis Very detailed planning. Logical structure and very good stage aims. (Next time you don t need to list the aim of the pair check and feedback (though you show good awareness of these) we can assume this. Just the aim of the activity is enough). Good materials, very professionally presented but consider the format and only provide blank lines if you want Ss to write. Language analysis is strong with good awareness of pronunciation and meaning. CCQs planned well. Detailed board plan. Good strategies for integrating your action points. This lesson was ABOVE STANDARD for this stage of the course Tutor Lizzy Adams Signature

2 Assumptions What do you expect the students will already know about your target language/content of your lesson? I expect Ss to be able to understand most of the target language through a proper context. The topic of my lesson, dreams, must be very wellknown by the Ss; therefore, I don t expect Ss to have trouble with the speaking activities of the lesson. Anticipated problems (skills and classroom management NOT language. E.g. problems with timing, grouping, instructions, topics, logistics, etc.) Instructions not been understood Odd number of Students for group pairs Not enough time Too much time Personal Aims - What action points from your previous lesson(s) are you working on? Context and transitions between stages. Try to achieve smoother transitions. Solutions to these problems: Use as many ICQ s as needed to achieve understanding. Use demos. Demos often more effective. Form some groups with odd number of students I ll cut some time of the Freer practice activity. Provide feedback to only the most important questions of the activity Extend the time of the last activity (freer practice). If there s still time, use the extra activity to make sure they keep practicing intensifiers. Where are these on your lesson plan? What is your strategy to improve in these areas? To make sure there is a connection from the text/listening activity to the clarification stage. Make sure practice activities are contextualized Increase corrections and improve drilling technique. Include a demo of freer practice and ICQs Board Plan: At each stage of the lesson the board will look like this: To be more demanding during my pronunciation drills. Provide more instant correction, particularly with target language errors. Monitor for delayed error correction. I ll include a demo of the Freer practice while making sure Ss use the TL. I ll use the following ICQ: Will you use the TL? A: Yes. Dreams Overhead projector (OHP) (OHP) O 3.1) Listen and identify 4 things in the story that Paul describes as strange. 2) Listening for scanning: skeptical 1) The atmosphere (They were kissing in the street, while everybody was looking) 1. F /skeptɪkl/ 2) His girlfriend had the exact same dream 2. T O 3) His girlfriend described his hometown even though she d never been to that place 3. F Momentous 4) Paul thinks he transmitted his dream to her 4. T /moʊˈmentəs/ 5. T O 3.2) Correct the False answers from the previous activity. 6. F vivid 1) Paul describes himself as a down-to-earth person /vɪvɪd/ 3) In the dream, Paul and his girlfriend met by accident O 6) Paul thinks he transmitted his dream to her spooky /spuːki/ O Shivery Very good board plan well mapped out with good depth. /ʃɪvəri/

3 Name: Flavio Eslava Lesson type: Listening & Speaking TP#: 5 Time Interaction Stage & Aim Procedure Trainer s Comments 5 S<>S Lead in to raise interest and create context T Writes on the board the word Dreams T starts the conversation by telling one of his most memorable dreams. T asks Ss these questions: - Did you dream last night? - Can you remember anything about it? T tells Ss they will discuss briefly about dreams in pairs and hands them a paper sheet with questions. Nice to start with an example of a dream you had. Lovely gestures to bring it to life. Nice to elicit an example of a dream *perhaps let them talk about it in pairs so more of them are more involved. You interrupted Miro s long narrative politely. Nice pair work for the lead-in Feedback to close the activity T asks a member of each pair to give a summary of their discussion 5 Clarification of Vocabulary To clarify the meaning of some trouble words before the listening tasks T tries to elicit each word or a synonym from Ss first, before explaining their meaning. T uses the OHP to show Ss the TL words and starts to clarify meaning and form T elicits the meaning of the TL words by using synonyms, examples and gestures. The OHP is used to mark sentence stress. T uses CCQs to confirm understanding of each trouble word (*Look at Vocabulary Analysis for specific examples) Pre-teaching vocab by conveying meaning first. *Give them time to come up with the word themselves. * CCQ before you drill. Very good C-I-C drilling and highlighting the stress. *Highlight the form too. (they re all adjectives). <>T 5 S Pronunciation To elicit pronunciation from Ss and to provide practice Listening for scanning for Ss to practice listening for specific information good Pronunciation drills with the whole class and with individual Ss as well. T elicits correct word stress and corrects pronunciation Good! T tells to Ss they will listen to Paul describe one of his most memorable dreams good to plan this transition. Task before text. Clear instructions. Good transition to this stage.

4 S<>S <>T 10 S Ss<>Ss awareness. It isn t gist. And that s fine! Pair-check to allow Ss the chance to relax and peer teach True! No need to put this here. Just the aim of the activity. Feedback verification to let Ss verify and learn from their own Listening for detailed info for Ss to practice listening understanding Pair-check to allow Ss the chance to relax and peer teach Before playing the recording, T hands in the activity (True or False questions) and tells Ss to listen carefully to find where in the listening the speaker mentions the sentences Ss check answers with a partner T asks Ss to mention the correct answers and writes them on the board. T gives time for Ss to discuss with each other and correct their. T tells Ss that they re going to listen to Paul describing his dream again and instructs them to listen very carefully to identify 4 things in his dream he thinks are strange. T hands in material to Ss to work individually. T monitors and writes down Ss errors for delayed correction on the WB Pair-check to compare answers with other Ss pair check *When they disagree on the answers, it can be a good idea to go over why. Clear task. *Have them do it orally. Writing tends to be more time consuming and puts more pressure on Ss to be accurate. The main aim here is listening comprehension so no need to make it about productive skills (writing). You had to do some correction too which wouldn t be such a priority if Ss had just spoke about it. *when the main aim is receptive skills, make sure it doesn t become too productive. <>T <>T Activity verification to show let Ss verify and learn from their own Delayed correction to clarify speaking T asks Ss to write the answers on the board gives time for Ss to discuss with each other and correct their. T writes down some Ss on the board and ask them to discuss in pairs possible errors good use of praise and encouragement. Speaking task. Nice to encourage Ss to use specific vocab (though the aim is fluency so not 100% necessary).

5 Feedback to close the activity 10 S<>S Freer practice To develop fluency with the target language pretaught vocab T explains the task and instructs Ss to use the TL words. T shows a demo of the activity - Can I start talking without caring to use the words learned? A: No T tells Ss to begin talking about their most memorable dreams. T monitors and writes down Ss errors for delayed correction on the WB *Do a demo perhaps refresh their memory about your dream and ask them what it means. Good monitoring here to keep them on task. You did some good correction too. *Save time for content and language focused feedback. T<>S<>T General feedback To close the activity Delayed correction to clarify speaking Ss share their dreams and its possible meaning to the whole class To correct Ss grammar and pronunciation T thanks Ss for their attention, introduces next T

6 5 Ss<>Ss Ss<>Ss Extra activity: Reading for Ss to continue practicing their speaking Pair-check to allow Ss the chance to relax and peer teach Feedback to close the activity T explain the activity to Ss T hands Ss a text with descriptions of 3 personal dreams and asks them to interpret the dreams in groups Pair-check to compare answers with other Ss T asks a member of each pair to give a summary of their discussion. Whole class feedback and corrections