Example lesson plan—for use with specific textbook

MAIN AIM(S):

To develop students’ skills of listening for gist and specific information in the context of a staged radio interview that discusses male and female behavior.

SUBSIDIARY AIM(S):

To introduce vocabulary items related to friendships.

EVIDENCE: I will know that the lesson aim(s) have been achieved if…

Students extract the gist of the radio interview as well as recognizing and identifying these words from the interview dialogue: sports; football; feelings; personal; movies; politics.
Students recall and use the presented vocabulary items during the lesson and in future lessons.

ASSUMPTIONS: What language are you assuming the students already know? How do you expect them to react to the topic / materials in your lesson?

The students will be familiar with the present simple affirmative and negative.
The students will already be familiar with these words: sports, watch, go, play, live, travel, shopping, music, football, study, restaurant, personal, politics, cinema (vocabulary from the preceding lesson).
The students will be familiar with the days of the week.

POTENTIAL PROBLEMS… …AND SOLUTIONS

Ss have difficulty understanding the radio interview.

Ss have difficulty analysing the short reading (Listening 1).
Ss have trouble understanding and/or the flashcards and vocabulary items.

Check understanding with simple questions that require short answers and repeat selection.
Elicit information from the Ss about the selection.
Check their understanding repeatedly and drill pronunciation.

MATERIALS:

Flash cards
“Days of the week” handout.
Straightforward Elementary Student book—accompanying CD.
Handout—carried over from Darek’s lesson (Straightforward Elementary workbook, pg. 10, ex. 1, A. Tennant. Macmillan 2006).

PERSONAL AIMS: During this lesson I will try to…

· sit down for short periods of time to relax my nerves.

· to establish and maintain a good pace.

· make sure I include ALL the students.

· reduce Teacher Talking Time.

Lesson plan – Procedure (for all lessons)

Stage

number

Aim(s) of the stage

(explain how the procedure benefits the students)

Procedure

(say what you and the students will do)

Inter-action

Timing

Tutor’s comments

Warmer / Introduction

To generate interest in the topic.

To activate Ss prior knowledge of TL (vocab. Items).

Pre-teach vocabulary

To activate Ss prior knowledge of TL (vocab. Items).

Pronunciation

To provide controlled oral practice of the new vocabulary.

Vocabulary Feedback

To provide a written record of the language as well as oral practice of the new vocabulary.

Listening

To practice listening for detailed information.

Listening

To practice listening for detailed information.

T introduces the lesson title, topic and aims in graded language.

T arranges students in groups of 2-3 students.

T refers to the following diagram already written upon the white board:

This is Mark. I play football with Mark.

T demonstrates the activity and checks instructions.

Ss copy the diagrams and work individually to fill them out (1 min.).

Students work in pairs and discuss their diagrams (3 min.).

T elicits prior knowledge of TL using flash cards / drawings of the vocabulary items (watch TV, go to the cinema, go dancing, play sports, study, go shopping, go to restaurants, listen to music, travel).

T drills pronunciation of each vocab. item (3-2-1).

T writes down the vocab. item on the whiteboard with syllabic stress noted for particular words (cinema, dancing, shopping, restaurant, music, travel).

T shows a flash card and nominates a strong student to state the vocab. item associated with it (2-3 min.).

T gives the flash cards to the strong student and asks them to nominate another student to give the vocab. item associated with the flash card they choose.

T writes down an example from the “days of the week” handout:

Monday:

On Monday, I watch TV.

T checks instructions.

T asks students to individually fill out the handout.

T demonstrates that students should discuss their week with their partner—reading what they do in the week.

Ss discuss what they have written on the handout (2-3 min).

T writes the following words on the whiteboard (during previous activity): sports, football, feelings, personal, tennis, movies, fashion, television, and politics.

T identifies that the lesson has shifted to a listening phase—in graded language.

Ss to listen to the interview and underline the words they hear from those given while giving a demo of the procedure.

T writes the answers on the whiteboard.

T shows students ex. 3 on pg. 25.

T demos instructions for the activity.

Ss listen to the interview and complete ex. 3.

T monitors, assesses and asks if they would like to hear the interview a second time.

Ask students to check their answers in pairs (1min.).

T writes the answers given by the textbook on the whiteboard so that students may check their answers.

T demos the instructions for ex. 4.

T teacher asks students to write down a check (if they agree and an (x) if they disagree with what they read in ex. 3.

T asks students to get into pairs and discuss the differences between their answers. If they match, why?