TEACHER: Paulina

WEEK: 4

DAY: Wednesday

LENGTH: 45 min

LEVEL OF SS: UpperIntermediate  DATE: 24/08/2016 
TP# 8


TOPIC/THEME:
Reacting to stories and
anecdotes

LESSON
FOCUS
Functional language

MAIN AIM:
By the end of the lesson students will have practised
using new expressions to ask for more information, show surprise, approval or
sympathy while listening actively to a story or an anecdote.
Subsidiary Aims:
Students will have also practised reading a
dialogue for gist .
Students will also have also practiced narrative
tenses by telling stories and anecdotes.


PERSONAL AIMS
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CLASS PROFILE:
The class consists of 13 students, 2 men and 11 women, 12 Polish and 1
Ukrainian.
The strongest students are Jerzy and Grażyna (the first one on the
left) and they like to contribute a lot during OCFB. Grażyna J. ( on the
right) seems to be the weakest student but she enjoys working with other students. Grażyna, Maria
and Grażyna work well together. Jerzy
checks his dictionary a lot. Anna’s rather intolerant of ambiguity, asking
lots of questions not always relevant to the topic.
The group as a whole is strong, interested in lessons and very
cooperative.


ASSUMPTIONS:
In this lesson, I assume students will have already encountered a
range of expressions to show surprise, approval or sympathy and ask for more
information. The lesson will be a revision for the majority of the students
however some of the expressions may be new.
I also assume students can use a variety of narrative tenses to tell
stories and anecdotes.


ANTICIPATED PROBLEMS
& SOLUTIONS FOR LESSON OVERALL:
e.g. issues with
Classroom management


ANTICIPATED PROBLEMS

SOLUTIONS 
Problem 1
Students may arrive late
and miss the leadin

Solution 1
Put them in pairs/threes
with students, let them join the activity and prepare them for the restricted
and freer practice.

Problem 2
Student may use Polish
during restricted and freer practise

Solution 2
Tell students that using
Polish is forbidden, for both restricted and freer practice allow students to
ask you no more than 3 words that they might need while telling their stories.

Problem 3
Students may struggle
with restricted practice as it involves different activities (watching a
video, telling the story, reacting to it)

Solution 3
Prepare detailed ICQs,
demo the activity for the students and monitor closely to ensure students are
doing the “right” thing.

Problem 4
Students may not know
what to say during the freer practice

Solution 4
Allow students to talk
about somebody they know and/or to make up the story. Present a range of
ideas for students to choose from.

Problem 5
Students may feel tempted
to write down their stories during preparation for the freer practice.

Solution 5
Use ICQs, tell student
they can make some notes but they should not write down the whole story. *KEEP in mind that the activity is about listening actively –
listeners are more important than speakers.

Problem 5
Students may be tired as it is the last lesson

Solution 5
Include a range of
different activities for example a kinaesthetic matching activity for guided
discovery, ask students to stand up while drilling and include some activities
that are new to students (for example: videos).

MATERIALS:
handouts for students, pictures, ppt, videos on YouTube

Stage
Name

‚‚”


Procedure

Stage Aim

Engage

Tsss
ss
Tsss

3 min

Setup:
Display the wordcloud on the IWB. Tell students that
today we’re going to talk about different expressions. Students’ task is to
find as many expressions as they can. Tell them that some of the words can be
used more than once. Give students 1 minute.
Students:
look at the wordcloud and try to make as many expressions
as possible
OCFB:
Ask some of the students about their ideas. Tell
students that they will have a chance to check their guesses in a few
minutes.

To generate interest in the specific topic of the
lesson: asking for more information, showing surprise, approval and sympathy

Contextualization

Tsss
s
ss
Tsss

4 min

Setup:
Tell students you’re going to read a short dialogue.
Students need to find out: “Why did Monica get off the plane?”. Give students
one minute to read the text.
Students:
Students read the dialogue
Pair
check
OCFB:
Elicit the answer from the students.

To show usage in context and convey the general
meaning of the items
To practise reading for gist

Meaning clarification

Tsss
ss
Tsss

5 min

Setup:
Tell students that in the dialogue they could see some
expressions and now you’d like them to divide the these expression + some
more into 4 different categories. Give students the expressions and set time
limit – 1 minutes.
Students
in pairs: divide the expressions into 4 categories.
After a minute give
students 4 names for each category and ask students to match the functions
with the expressions. Set time limit – 1 minute.
OCFB:
Display the answers on the board.

To illustrate the target language

Meaning check

Tsss

3 min

Set
up: Tell students you want to make sure they know how to
use the expressions.
Ask
CCQs
Students
answer CCQs
No feedback.

To check that learners understand the concept of new
target language

Form clarification

Tsss
s
ss
Tsss

5 min

Setup:
Tell students you want them to have a look at some
sentences. Tell them that each sentence has a mistake. Students have to find the
mistakes and correct them. DEMO
the first example. Set time limit – 1 minute. MONITOR
Students:
Look for mistakes and correct them
Pair
check
OCFB:
Check answers on the IWB, elicit why.

To clarify the tricky areas where students are
likely to make errors

Pronunciation clarification

Tsss
s
ss
Tsss

2 min

Setup: Ask
student to stand up and repeat the expressions after you. Use back chaining.
Students:
Repeat the expressions after the teacher.
No feedback

To highlight the pronunciation of new target
language – specifically word stress and sentence stress

Restricted practice

Tsss
s
ss
Tsss

10 min

Setup: Tell
students they’re going to watch two very short videos. They are going to do
the task in pairs. One of the students is going to watch a video for a minute
and then is going to tell it to the partner using some cues. The other
student has to listen actively and react according to the cues given. At the
end the student can guess what movie it is. After that students swap roles.
The first student listens actively and the second one watches the movie and
tells the story to the partner
Students:
do the task as described above
MONITOR
No feedback

To provide initial accuracyfocused practice

Freer practice

Tsss
ss
Tsss

10 min

Setup:
Tell students that this time they’re going to do a similar task but they’re
going to tell their own stories and/or anecdotes. Allow students to talk
about somebody else to make up the story. Tell students that if they don’t
tell the story they need to listen actively, using the expressions from the
lesson. Once they finish, they swap. Tell students they should swap after
+/3 minutes. DEMO the activity. Give students 1 minute to think about what
they want to say, to ask you some questions and to make some notes.
Students:
Do the activity as described above
OCFB:
Ask students about some interesting stories you’ve
heard about during monitoring.

To provide communicative personalised practice of the
target language

PACS

Tsss

3 min

Set
up: Write some errors you collected on board, ask pairs to correct them – set
time limit  1 min.
Pairs discuss possible
ways to correct the errors seen on the board.
Feedback in open class:
ask students where the errors are and elicit correct versions form the
students, change what is on the board.

To encourage learners to help students learn from
their errors

LANGUAGE ANALYSIS :
GRAMMAR
/ FUNCTIONAL LG


Meaning
Form
Pron

Fixed expressions and phrases.
We use intonation to express different emotions.
Connected speech and stress.
/intrusive
sounds/


WRITTEN
RECORD:
What written record will students get of key
features of M,F,P of the language you are teaching?
Handouts with GD and activities.

ANTICIPATED
PROBLEMS & SOLUTIONS
FUNCTIONAL LG


Meaning:


Problem 1
Level of formality – students may not see the
difference in the formality of the given expressions.
Problem 2
Level of appropriacy for
given context situation – students may react in inappropriate ways to some situations, e.g.
A:
My dog died yesterday. B: How wonderful!

Solutions: Ask CCQs
Do the speakers know each other?
Do they know each other very well?
Is this expression rather formal or
informal? (show expressions on the IWB)
Can we use these expressions when
somebody dies? (no, no, yes)
Can we use these expressions when the
situation is serious? (no, no, yes)

Form


Problem 1
Students may follow How or That’s with adverbs instead of
adjectives (L1 interference), e.g.
That’s fantastically! and How awfully! instead of That’s
fantastic! and How awfully!
Problem 2
Students may present simple instead of present continuous in sentences
with joke or kid, e.g. Do you joke? instead
of Are you joking?, You kid, right? instead
of You’re kidding, right?
Problem 3
Students may use present continuous instead of present simple in
construction with believe, e.g. I’m not believing you. instead of I don’t believe you.
Problem 4
Students may confuse subject / object
questions while asking for more information, e.g. What did happen next? instead of What happened next?

Solution 1 – Ask form checking questions
Can I say: how awfully?
That’s greatly?
Can I say: You joke, right?
Why not?
Elicit from students: Because it’s happening right now, at the moment.
Can I say I am believing you?
Why not?
Elicit from students: Because believe
is a state verb (doesn’t take –ing nding).
Can I say: What did happen next?
Why not?
Elicit from students: Because it’s a subject question.
If time, check at PACS

Pronunciation


Problem 1
Students may use flat intonation and consequently sound rude or
inappropriate for a certain context.
Problem 2
Students may not connect words, e.g. What _ happened _ next?
Problem 3
Students may stress the wrong word in a sentence, e.g. What A
pity! Instead of What a pity!
Problem 4
Students may pronounce to strongly the indefinite article a and pronounce it as /æ/ instead of /
ə/.

Solution 1
Point this out during
pronunciation clarification stage and drill.
Solution 2
Drill the last word > drill the chunk > drill full expression.
Solution 3&4
Highlight word stress during the drilling activity.

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