Name: / Date: 10-13-15 / Week: 5 / Lesson number: TP5
Lesson type: Reading / Level: Pre-Intermediate / Length of lesson: 40 minutes / Number of students: 10-16
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 practiced reading for gist and detail in the context of kitchen related tips. They also will have practiced fluency in speaking. / 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.
-Text from Clanfield, L. (2010). Global Pre-Intermediate course book. Oxford: Macmillan.p.20
-Worksheet about text, created by me
-Fast finisher worksheet
-Cardboard microwave
-Dirty/clean sponges! / 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?
Students will be familiar with the concept of tips for the kitchen, but I’m sure they will learn specific tips and perhaps several new words.
Anticipated problems (skills and classroom management – NOT language. E.g. problems with timing, grouping, instructions, topics, logistics, etc.)
- Students might complete the tasks too quickly
- Students might not engage in the activities
- My instructions might be confusing
- I have created fast finisher tasks for these students
- I will have them work alone briefly and then pair them
- I will demo beforehand and ask ICQ’s
Personal Aims - What action points from your previous lesson(s) are you working on?
- I need to set a clear context
- Asking ICQ’s and CCQ’s
- Rely on the lesson plan less while I am teaching and be more confident with the material and how the information will be conveyed.
- My lesson is about tips for the kitchen and ties in with the two previous lessons about cooking and food. There is no space for me to veer off of this theme.
- Scripted on my procedure plan
- Practice at home several times beforehand so I can visualize the steps without having to read them
Board Plan: At each stage of the lesson the board will look like this:
Tips for the kitchen
*** 3 predictions students have about the text***
-
-
- (demonstrate checkmark)
Store- verb / Storage- noun
Dim-adjective
Stick-verb
TIME / INTERACTION / STAGE & AIM / PROCEDURE / TRAINER’S COMMENTS
t->s / Lead-in / -Plug in cardboard microwave
“Who has one of these at home?”
“Which room do you keep it in?”
“Do you use it for cooking?”
“Do you use it for cleaning?”
“I DO!”
“This sponge smells bad! Should I throw it away and buy a new one?”
“My mother told me……….”
(MICROWAVE DEMO)
“Did you already know that?”
t->s / Pre-teach / ELICIT WORD “TIP”
(“So when my mother showed this to me, she was giving me a _ _ _”)
BOARD
“tip”
“This was a tip about cleaning.”
-Elicit/ teach:
-store (verb)
-storage (noun)
-stick (verb)
s->s / Gist Task / LIGHTHOUSE TEXT
“I have a list of some more tips that are about the kitchen.”
PARTNER PREDICTION
“Quickly speak with your partner about what kinds of things might be on the list.”
BOARD
“What are some ideas you talked about?”
(I Write at least 3)
INSTRUCTIONS
“Read quickly to see if any of your ideas are on this list. If they are, check them.”
(Demo “checkmark” on board)
“You have only 30 seconds to read, so are you reading every word?” “NO!”
DISTRIBUTE TEXT
GROUP FEEDBACK
“Did anyone find something on the list that you talked about?”
“Which tip was it?”
s->s / Detailed Task / LIGHTHOUSE WORKSHEET
“On one side there are questions. For example, ‘How can you keep your eggs fresh?”
“On the other side are the answers (tips)”
“Some questions are missing and some answers are missing”
“You will have to find the missing information and put themin the right place.”
“You have 2 minutes”
“you are working alone”
ICQ:
-Fast finishers get additional worksheet
PAIR CHECK
GROUP FEEDBACK
t->s / Post teach / “Dim-adjective” if needed (show cline on board)
s->s / Productive Task / PAIRWORK
-Pairs discuss one tip about the kitchen, food, cooking, cleaning, etc. that they knew before this lesson.
BOARD
- 1 tip that you have about the kitchen that is not on this list.
- Who taught you?
2 “Where did you learn it? Who told you? TV? Grandmother? Friend?”
GROUP FEEDBACK
Language Analysis Sheet – Vocabulary
Word / phrase: store / TeachingMeaning (Be specific but keep it simple. Look in a learner dictionary):
To put something that is not being used in a place where it is available and can be kept safely.
Anticipated problems with meaning:
Confusion with the noun (grocery store) / I will convey meaning by…
CCQs with answers:
Pronunciation (phonemes, stress):
/stˈɔː/
Anticipated problems with pronunciation: / Solution(s):
Form (Part(s) of speech, collocation, (ir)regularity):
verb
Anticipated problems with form: / Solution(s):
Word / phrase:storage / Teaching
Meaning (Be specific but keep it simple. Look in a learner dictionary):
The state of being kept in a place when not being used. / I will convey meaning by…
CCQs with answers:
Pronunciation (phonemes, stress):
Anticipated problems with pronunciation: / Solution(s):
Form (Part(s) of speech, collocation, (ir)regularity):
noun
Anticipated problems with form: / Solution(s):
Word / phrase: stick / Teaching
Meaning (Be specific but keep it simple. Look in a learner dictionary):
To become attached to the surface of something.
Anticipated problems with meaning: / I will convey meaning by…
CCQs with answers:
Pronunciation (phonemes, stress):
/stˈɪk/
Anticipated problems with pronunciation: / Solution(s):
Form (Part(s) of speech, collocation, (ir)regularity):
Verb
Anticipated problems with form: / Solution(s):
Word / phrase: dim / Teaching
Meaning (Be specific but keep it simple. Look in a learner dictionary):
Without much light.
Anticipated problems with meaning:
Students might think it is the same as dark. / I will convey meaning by…
Show cline on board.
Turn off the lights. “That was dark” “This is bright”
Make an x close to ‘dark’ on cline and try to elicit word.
“Then what is this?”
(I could squint my eyes and say, “I can see, but only a little.”)
CCQs with answers:
“If I am outside getting a sunburn, is it dim?” “NO!”
“If I am outside at 5:00 in the morning is it dim?” “YES!”
Pronunciation (phonemes, stress):
/dˈɪm/
Anticipated problems with pronunciation:
Students might say, /diːm/ / Solution(s):
Drill “/dˈɪm/ /I IIm/”
Form (Part(s) of speech, collocation, (ir)regularity):
Noun countable
Adjective
Anticipated problems with form: / Solution(s):