• Author / Uploaded
• Yohana Rojas

Citation preview

LESSON PLAN Name: Yohana Rojas

Date: 10/19

Week: 3

Lesson number: 5

Lesson type: Skills Lesson: Listening Lesson Aim(s)

Level: Pre-Intermediate

Length of lesson: 40’

Number of students: 10 Tutor:

By the end of the lesson, students will have developed their listening skills in the context of life in Sweden. As a sub-aim, Ss will be able to talk about their own experiences living abroad. Materials

Appropriate lesson aims? (please circle)

YES NO Tutor: Sources acknowledged? (please circle)

American Headway 2, John and Liz Soars, 2001, p. 45

YES NO N/A Tutor:

Language Analysis:

Sufficient language analysis? (please circle)

I have completed a) a language analysis sheet (vocabulary)

YES 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): standard for this stage of the course.

BELOW

AT

ABOVE

NO

Tutor _____________________________ ________________________

Signature

Assumptions What do you expect the students will already know about the language/content of your lesson? Ss might be familiar with most of the topics they will hear in the text. These are the seasons, work, vacations, the weather and houses. Anticipated problems

Solutions to these problems:



Ss might turn up late and miss the lead-in.



They will spend the first 5 minutes talking about what they did at the weekend. The lesson will start 5 minutes later as a result.



Ss might be tempted to work on the worksheet during the listening for gist.



Ss will be asked not to unfold papers.



Ss with the same nationality might not have much to say in the last activity.



SS will be paired to someone who comes from another country.

Personal Aims - What action points from your previous lesson(s) are you working on? 

Where are these on your lesson plan? What is your strategy to improve in these areas?

I am working on time management. I tend not to give the right time to each activity and thus running out of time for the last activities.



I have talked to my tutor about the time each activity should last and I have been given advice I am going to follow.

Board Plan: At each stage of the lesson the board will look like this:

Context of the listening – pictures of Sweden Pre­teaching of vocabulary question for the  gist activity

Answers to activities

Topics to talk  about in the  productive  follow­up

TIM E 5’

STAGE & AIM

Lead-in To create awareness and interest in Sweden.

INTERACTI ON

T-Ss Ss-Ss

PROCEDURE

Ss look at pictures of Sweden and ask each other the following questions: What do you know about Sweden? What is the country like? What are the people like? Feedback from Ss who want to volunteer

3’

Pre-teaching of Vocabulary To enable Ss to have sufficient vocabulary to do the tasks and to prevent blocking of key vocabulary central to the topic.

Ss are presented 3 words: Set , rise, cottage T-Ss

For further analysis look at appendix 1

T-Ss

Tell Ss they will listen to Jane talking to her friend Carla about her life in Sweden. Jane comes from the United States, but three years ago she married a Swede and went to live and work in Stockholm.

Listening for gist 5’

To give Ss a reason to listen at a general level

Individual work

Listen to Carla and notice her reactions when Jane talks about her experience. T elicits feelings on the board: T-Ss

Angry, surprised, bored Open class feedback: Carla is surprised

12’

Listening for Detailed understanding

T-Ss

Ss are asked to unfold their work sheet and work on exercise 1.

To give Ss a reason to listen for more detail and to allow them to do a more specific task

Individual work

Ss go through the sentences and look for new words to be clarified Meaning clarification of words is given

Ss-Ss

Ss work in groups of three and discuss whether the sentences are true or false.

Individual work

T monitors Open class feedback by noting down their answers on the board without comment. Ss listen and check

15’

T-Ss Ss-Ss

T provides right answers and asks Ss to discuss why they are false

T- Ss T-Ss

T elicits answers. T asks Ss to remember their first reactions when they arrived to live in new York.

Productive follow Up Ss-Ss

Ss work with people from the same nationality and in groups talk about the differences between their hometown and Sweden or New York. Topics to consider: The seasons, work, vacations, the weather and houses.

TRAINER’S COMMENTS

Ss-Ss Open class feedback

Ss are paired with a person from a different nationality. They talk about and ask each other about their experience living abroad. T provides examples of good language and provide error correction of collected mistakes.

Language Analysis Sheet – Vocabulary Word / phrase: set Meaning: to go down below the horizon

Teaching I will convey meaning by… Drawing

Anticipated problems with meaning:

CCQs with answers:

Ss might wonder about similar words.

If the sun sets, does it go up or down? DOWN

Pronunciation /set/ Anticipated problems with pronunciation: No problems anticipated

Solution(s):

Form verb, used to talk about the sun or moon Anticipated problems with form: No problems anticipated

Solution(s): ------

Word / phrase: rise Meaning To move upwards Anticipated problems with meaning: No problems anticipated Pronunciation (phonemes, stress):

Teaching I will convey meaning by… drawing CCQs with answers: If the sun sets, does it go up or down? UP Solution(s): Makes a vibrating sound

Anticipated problems with pronunciation: /z/ sound Form verb Anticipated problems with form: No problems anticipated Word / phrase: cottage Meaning : a small house, especially in the country Anticipated problems with meaning: No problems anticipated Pronunciation (phonemes, stress): Anticipated problems with pronunciation: Ss might pronounce last word e

-----

Solution(s): ----

Teaching I will convey meaning by… Pointing a picture in their sheet CCQs with answers: Are they big elegant houses? NO Solution(s): Show silent letters

Form Noun Anticipated problems with form: No problems anticipated

Solution(s):---

Word / phrase: luxurious Meaning

Teaching I will convey meaning by… Exemplifying with hotel names CCQs with answers: If sth is luxurious is it comfortable? Yes Is it cheap? NO, it’s expensive Solution(s): Tell Ss it’s similar to the sound in She but with a vibrating tone.

very comfortable; containing expensive and enjoyable things

Anticipated problems with meaning: No problems anticipated Pronunciation

Anticipated problems with pronunciation: Ss might find it hard to make /z/ sound Form adjective Anticipated problems with form: No problems anticipated

Solution(s): ----

Exercise1: What do you know about Sweden?

Exercise 2: Discuss these statements about Sweden. Do you think they are true (T) or false (F)? 1. In winter there is only one hour of daylight. 2. Swedish people look forward to winter. 3. The houses are cold in winter. 4. In Sweden, it gets much hotter in summer than in New York or Washington , D.C. 5. In parts of Sweden the sun never sets from May to July. 6. Many people in the United States work longer hours than people in Sweden. 7. Swedes always start work early in the morning. 8. Country cottages in Sweden are usually very luxurious. 9. All houses have a sauna. 10.The whole family likes to sit in the sauna together.

Exercise 3. Compare your country with what you know about Sweden or New York.

Adapted from American Headway 2, John and Liz Soars, 2001, p. 45