Lesson Plan – Listening and Reading

MAIN AIM(S):

To develop students’ skills of listening for gist as well as listening and reading for specific information in the context of a lesson on homes (My first flat).
To enable students to understand and use the following vocabulary: fridge, clock, desk, pictures, stereo, sofa, plants, bed, chair, television, wardrobe, curtains, cupboard, cooker, living room, bedroom, and kitchen.

SUBSIDIARY AIM(S):

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

Ss recall vocabulary during this lesson as well as in future lessons.
Ss extract the gist of the listening activity in a way that suggests understanding.
Ss extract specific information from the reading activities to suggest that Ss’ understanding.

ASSUMPTIONS:

· Ss will have been introduced to adjectives, and in particular adjectives to describe a home.

Ss will have prior knowledge of some or all of the presented vocabulary (typical household items).
Ss will have prior knowledge of prepositions of place.
Ss will have prior knowledge of there is / there are and will be able to use this to describe the contents of a room.
Ss will have a relative understanding of what it is like to search for an apartment / house.

POTENTIAL PROBLEMS… …AND SOLUTIONS

Ss may have problems dealing with such a large amount of vocabulary.

Feedback will not be an enriching experience for the Ss.

ICQs are too pedantic in scope.

Do not spend a great deal of time on words that students seem comfortable with—adjust accordingly.
Take care to leave no question or quizzical statement open ended.

Ask only one or two questions and make sure that only a one or two word answer is needed to answer them.

MATERIALS: Please list them here, and make sure your tutor has copies.

· OHP

OHT—pg 36.
OHT—T sentences / 3 sentences for ex. 1, pg. 37.
Handouts—pg. 36-37.
Song lyrics for “Passenger Seat”—time permitting song activity.

PERSONAL AIMS: During this lesson I will be working on / trying out…

Giving clear instructions and relevant ICQs.
Giving clear and relevant CCQs.
Varying the methods by which students give / receive feedback.

Analysis

Teaching

Meaning of target language – what is it?

Fridge: (refrigerator) a colloquial expression for an appliance that keeps food at a cool temperature.

Clock: A device used to indicate the time of day.

Desk: A piece of furniture commonly used for studying / working upon.

Pictures: a two dimensional photograph, drawing or work of art that is used for decoration.

Stereo: In this case referring to a soundsystem consisting of a receiver, CD player, record player and a number of other audio electronic devices.

Sofa: A large piece of furniture designed to be sit upon. It is commonly found in living rooms.

Plants: Living things that grow from the ground. Smaller species are commonly found in homes.

Bed: A piece of furniture used for sleeping.

Chair: A piece of furniture designed to be sit upon.

Television: An electrical appliance that shows moving pictures and sounds for the purpose of entertainment and information diffusion.

Wardrobe: A piece of furniture in which clothing is kept.

Curtains: A piece of material or cloth that is specially made to cover a window.

Cupboard: A piece of furniture with shelves protected by a door(s).

Cooker: An appliance that is used for cooking food.

Living room: A room of in a house used for gathering and relaxing.

Bedroom: A room in the house used for sleeping.

Kitchen: A room in the house used for cooking and sometimes eating.

How you will get this across? How will you check that students have understood? How will you help students avoid possible misunderstandings?

OHT with vocab. item and its depiction.
The matching activity on page 36 should give Ss an even more solid understanding of the TL.

Form of target language – what do the students need to know about the form of the language you're focusing on?

Ss need to know the spelling of the words.

How you will make this clear to students? How will you check that students are using the form correctly?

Ss will be exposed to the spelling of each word via OHTs and textbook.

Pronunciation of target language – what problems might students have with the phonology of the language you're focusing on? (think about sounds, stress, weak forms, contractions, intonation)

Ss may have problems with the vocab. items sofa, mirror, cooker, curtains, cupboard, fridge, television, wardrobe, pictures, living room, bedroom, and kitchen.

How will you make students aware of the important phonological features? How will you help the students improve their pronunciation?

Drill pronunciation 3-2-1 method.

Show the Ss where syllabic stresses lay using small circles above the vocab. items.
Experiment with phonemic symbols, i.e. give one example and ask if it is helpful. If deemed helpful present OHT showing difficult pronunciation.

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

Flexi-activity

Warmer / Introduction

To generate interest in the topic.

To activate Ss prior knowledge of vocab. Items.

Pre-teach Vocabulary

To activate Ss prior knowledge of TL.

Pronunciation

To provide controlled oral practice of new vocabulary.

Vocabulary feedback

To provide controlled practice for recognizing new vocabulary.

Listening

To practice listening for gist.

Listening

To practice listening for specific information.

Reading

To practice reading for specific information.

Pronunciation

To provide controlled fluency practice.

Semi-authentic practice

To provide Ss with practice using the TL.

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

T puts up 3 numbered sentences about the their own homes on the OHP—two of them are true and one is false: There are 15 plants in my living room. There is a clock on the back wall of the classroom. There are 200 black pens in the classroom.

T asks Ss to read the sentences and write down which one is false, i.e. Number three is false.

T elicits answer from the class.

Ss work in pairs and devise 3 sentences about the classroom (2-true, 1 false) (4 min.).

T asks Ss to get into 3 groups of 4 (if 11 Ss—one group of 5, one group of 6).

Ss read their sentences to other pairs while the listening members try and suss out the false sentence (3 min.).

T asks for examples of false sentences.

T asks Ss to close their books.

T presents up OHT of pg 36 of the textbook.

T elicits the name of each room: living room, kitchen, bedroom, living room.

T elicits prior knowledge of vocab. items (OHT): fridge, clock, desk, picture, stereo, sofa, plants, bed, chair, television, wardrobe, curtains, cupboard, and cooker.

T drills pronunciation of sofa, cooker, curtains, cupboard, fridge, television, wardrobe and pictures (3-2-1+ choral close).

T reveals written example of each vocab. item on the OHT.

T demos the mumble drill for the word fridge. If successful T tries the word television.

T asks CCQs: I put food in the... (fridge). I put my clothes in a... (wardrobe).

T asks Ss to close their books.

T demonstrates activity (Vocabulary ex. 2).

Ss complete the matching exercise (3 min).

T asks Ss to check in pairs.

T asks Ss for the answers.

T asks Ss to read the instructions for ex 4 in pairs (1 min.).

T asks Ss to look at pg 36.

T asks Ss which flat the girls will rent: Which flat do you think Shelly and Claudia will rent? Flat A or Flat B?

T asks Ss to discuss in pairs (2-3 min.).

T asks Ss to listen to the telephone call and determine which flat the girls have rented.

T nominates a pair to give the answer (Flat A).

T asks Ss to close their books.

T asks Ss to read the 3 questions on the OHT: Does Shelly like her flat? Where is Claudia from? Does Shelly want to see her parents?

T asks Ss to discuss the questions in pairs (2-3 min.).

T asks Ss to listen to the dialogue and try to answer the questions—repeat selection as needed. Ss should work alone.

Ss work in pairs and discuss the answers to the questions (2-3 min.).

T nominates a strong pair-group to give the first answer.

Ss then nominate another group.

T asks Ss to close their books.

T demos ex. 2, pg 3: (T gestures toward reading) Your job is to read this dialogue and underline the false information.

T asks ICQ: What information are you going to underline?

T hands out copy of pg 36.

Ss work in pairs to complete the activity (5 min.).

T reveals the answers using the OHP.

T demos the activity: First practice with partner.

T pairs Ss together and assigns A and B roles.

T asks Ss to practice the dialogue (3-4 min.)

T demos second part of the activity: T speaks along with the listening example.

T asks Ss to speak the dialogue in time with the listening example.

Ss speak in time with the listening excerpt (chaos ensues).

T demos the activity with a S: S holds a photograph of an apartment. T asks questions about the apartment. T encourages Ss to use their own language. The Ss are looking for an apartment so choose the one they like.

T groups Ss into pairs and elects for estate agents.

Ss go to an estate agent and begin the interaction (2 min. Per estate agent).

Get feedback: What flat did you choose...why?

T-Ss

S-S

T-Ss

Ss-Ss

T-Ss