Teaching Practice #6 - Complete lesson plan and materials

TEACHER: Paulina	WEEK: 3	DAY: Thursday	LENGTH: 45 min
LEVEL OF SS: Upper-Intermediate	DATE: 18/08/2016		TP# 6
TOPIC/THEME: Air-travel: the inside story	LESSON FOCUS Reading

MAIN AIM: By the end of the lesson students will have practiced their ability to read for gist and detailed information with an extract from a book about air travel. Subsidiary Aims: Students will have also practised new lexis related to air travel to talk about their experiences.
PERSONAL AIMS To reduce TTT by not echoing my students. To use more varied drilling and not to forget about drilling. To shush students in a civilized way by not using pssst and shush.
CLASS PROFILE: The class consists of 13 students, 2 men and 11 women, 11 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 and he’s rather intolerant of ambiguity, asking lots of questions. The group as a whole is strong, interested in lessons and very co-operative.
ASSUMPTIONS: In this lesson, I assume students will have already encountered a range of vocabulary related to travelling, especially travelling by plane but they may still need some help as it is not vocabulary we use very often. They have probably seen this type of text before.
ANTICIPATED PROBLEMS & SOLUTIONS FOR LESSON OVERALL:                      e.g. issues with Classroom management
ANTICIPATED PROBLEMS	SOLUTIONS
Problem 1 Students may arrive late and miss the lead-in	Solution 1 Put them in pairs/threes with students, let them join the activity and prepare them for the ‘main’ reading.
Problem 2 Students might feel tempted to translate every word they don’t know.	Solution 2 Tell students you’ll pre-teach them some essential vocabulary, but they have to guess the rest from the context.
Problem 3 Students might find the sentence insertion activity challenging.	Solution 3 Allow more time for pair check to let student discuss their options. Underline key words in the sentences to be inserted. During OCFB draw students attention to the key words in the text. Elicit answers from students.
MATERIALS: handouts for students, pictures, video, audio (snoring), ppt

Stage Name	Interaction pattern	¿	Procedure	Stage Aim/ Rationale
Generate interest in the Topic	T-s-s-s s-s-s T-s-s-s	3 min	Set up: Tell students they’re going to watch a short video. Their task is to answer the question displayed on the IWB (Who is the man? Where is he? What is he doing? What’s the topic of the lesson?) Students do activity: Students watch the video and answer questions in pairs. Feedback in open class: Elicit answers from students. Let them talk!!!	To generate interest in the topic in a fun and quick way
Generate interest in the Text	T-s-s-s s-s-s T-s-s-s	5 min	Signpost that in a moment students will read an extract from a book about air-travelling. But before they do that you’d like them to look at the book’s back cover and try to answer (in pairs) the questions. Feedback in open class: elicit right answers from each pair. Tell them they’ll soon check whether their predictions are correct.	To generate interest in the text
Orientation task and gist task	T-s-s-s s s-s T-s-s-s	5 min	Signpost that students are going to do the reading now. Set-up: ORIENTATE students about the text. Tell students they need to read the text very quickly to check their predictions. Set time limit – 2 minutes. Students do activity: Students read quickly the text to check their predictions Pair check Feedback in open class: elicit answers from the students	To prepare students for reading and allow students to deal with the text To provide practice in reading for gist and specific information to gain a global understanding of the text
Pre-teach vocabulary	T-s-s-s s s-s T-s-s-s	7 min	Signpost that there are some difficult words in the text that you wish to help the students with Set-up: Tell students they need to match the words with their definitions or pictures Students do activity: Students match new words with their definitions or pictures Pair check Feedback in open class: Display the answers on the IWB. Ask CCQs DRILL!	To help students with blocking words in the text
Detailed comprehension task	T-s-s-s s s-s T-s-s-s	12 min	Signpost that students are going to read the text again. Set-up: Tell students that they’re going to read the text again. Tell the students that there are 5 sentences missing in the text. Their task will be to put these sentences in the right places. There’s one extra word Students do activity: Students read the text and ‘insert’ the missing sentences Feedback in open class: Check the answers with students. *Analyse wrong answers – show students the keywords in the text, don’t just give answers.	To provide practice in reading for detailed information
Personal response to the TEXT -> TOPIC	T-s-s-s s-s-s T-s-s-s	8 min	Set up: Display the question on the IWB, ask students if they believe in all of the stories. Demo the response by giving your own opinion. Ask students to rank the stories from the most to the least possible. Students do activity: Students talk about the text and share their opinions. Monitor closely to trigger feedback later. Feedback in open class: Ask some of the students about their ranking.	To provide fluency speaking practice by encouraging students to respond to issues in the text and make a link to the students’ lives
PACS	T-s-s-s s-s T-s-s-s	5 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 correct any errors heard and to allow the students to participate in the correction of these

LANGUAGE ANALYSIS: LEXIS	PHONEMIC SCRIPT & WORD STRESS	DEFINITION	MEANS OF ILLUSTRATION	CHECKING MEANING
simultaenous	/ˌsɪməlˈteɪnɪəs/	existing, occurring, or operating at the same time	definition	If I talk on the phone and cook at the same time, do I do it simultaneously? (yes) If I eat breakfast and then get dressed do I do it simultaneously? (no)
policy	/ˈpɒlɪsɪ/	a definite course of action followed by a business, government, etc	synonym	If something is against a company policy, can I do it? (no) If I know the policy, do I know how to act? (yes) Is policy the same as politics? (no)
shortage	/ˈʃɔːtɪdʒ/	the condition or state of not having enough	antonym	If there is shortage of water, is there enough water for everyone? (no) If there’s shortage of food, am I hungry? (yes)
courtesy	/ˈkɜːtɪsɪ/	thanks to	synonym	If sth is courtesy of somebody, are we thankful? (yes) If sth is courtesy of sb do we have to pay for it? (no)
wheelchair	/ˈwiːlˌtʃɛə/	a chair mounted on wheels for use by persons who cannot walk because they are temporarily or permanently disabled.	visual	A picture of a pushchair and a wheelchair + question – which picture shows a wheelchair, A or B? (B) If I need a wheelchair, can I walk? (no)
tight	/taɪt/	allowing little space, time, etc., between parts	definition	If my timetable is tight, do I have a lot of time or little time? (little) If the time between my two flights is tight can I go shopping at the airport? (no)
snore	/snɔː/	to breathe during sleep with hoarse or harsh sounds	audio	Is it a nice sound? (no) Can we do it when we are NOT sleeping? (no)

ANTICIPATED PROBLEMS & SOLUTIONS                     GRAMMAR      /      LEXIS     /      FUNCTIONAL LG
Meaning:
Problem 1 Students might confuse wheelchair with a pushchair. Problem 2 Students might confuse policy with politics as there is one word for both in Polish. Problem 3 Students might get confused by the figurative meaning of tight.	Solutions Ask CCQs
Form
Problem 1 Courtesy of – student might not be aware of the fact that it is a dependent preposition.	Solution 1 Ask what preposition appears after courtesy? Tell students that it’s always the same preposition.
Pronunciation
Problem 1 Students might find it difficult to pronounce words such as: simultaneous, courtesy, shortage wheelchair and snore.	Solutions Provide phonetic transcription in on the handouts. Highlight the pronunciation, especially the word stress during the drilling activity.

You can find the materials here