Teaching Practice #7 - Complete lesson plan and materials

TEACHER: Paulina	WEEK: 4	DAY: Monday	LENGTH: 45 min
LEVEL OF SS: Upper-Intermediate	DATE: 22/08/2016		TP# 7
TOPIC/THEME: Extreme weather	LESSON FOCUS Lexis

MAIN AIM: By the end of the lesson students will have learnt new vocabulary to talk about extreme weather. Subsidiary Aims: Students will have also practised using phonetic chart to learn pronunciation of the new words. Students will also have an opportunity to get to know each other better by talking about their experiences during freer practice.
PERSONAL AIMS To reduce TTT by not echoing students’ answers and eliciting more from students. To use more varied pronunciation practice and not to forget about drilling. To monitor students more closely and interact a bit more with students while monitoring.
CLASS PROFILE: The class consists of 13 students, 2 men and 11 women, 11 Polish and 2 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 co-operative. The groups seems to have divided itself into two subgroups – the students they were in the group during the first two weeks of the course.
ASSUMPTIONS: In this lesson, I assume students will have already encountered a range of vocabulary related to weather, Weather is quite a neutral topic so I expect that every student will have something to say or share during freer practice. I also assume students will enjoy the “find someone who…” activity as it will get them a chance to get to know each other a bit better.
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 Student may use Polish during freer practise	Solution 2 Tell students that using Polish is forbidden especially during freer practice. Use ICQs – Can you use Polish? (no)
Problem 3 Students  may be tired as it is the last lesson	Solution 3 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 movement during freer practice.
MATERIALS: handouts for students, pictures, ppt, sounds (thunder)

Stage Name	‚‚”		Procedure	Stage Aim
Engage	T-s-s-s s-s T-s-s-s	3 min	Set-up: Tell students that they need to guess the topic of today’s lesson. Show them two pictures on the board and let them solve the puzzle in pairs. Give them 1 minute. Students: look at the picture and solve the puzzle OCFB: Check students guesses.	To generate interest in the specific topic of the lesson: extreme weather in a fun and quick way
Contextualization	T-s-s-s s-s T-s-s-s	3 min	Set-up: Tell students you’re going to tell them an anecdote. Students have to listen and answer the question: “How many countries did I go to?”. Remember to display pictures while you’re telling the story. Students: Students listen to the anecdote. Pair check OCFB: Ask students about  how many countries you went to, do they remember which ones?	To show usage in context and convey the general meaning of the items To practise listening for gist
Meaning clarification	T-s-s-s s s-s T-s-s-s	7 min	Set-up: Tell students that in the story they could hear names for extreme weather and now you’d like to check if they can match them with their definitions. Set time limit – 3 minutes. MONITOR Students: Match the words with their definitions Pair check OCFB: Display the answers on the board.	To illustrate the new lexis
Meaning check	T-s-s-s	2 min	Set up: Tell students you want to make sure they understand all of the words. Ask CCQs Students answer CCQs No feedback.	To check that learners understand the concept of new vocabulary
Form clarification	T-s-s-s s s-s T-s-s-s	5 min	Set-up: Tell students you want them to have a look at some sentences. Tell them that each sentence has at least one mistake. Students have to find he mistake and correct it. DEMO the first example. Set time limit – two minutes. MONITOR Students: Look for mistakes and correct them Pair check OCFB: Check answers on the IWB.	To clarify the tricky areas where students are likely to make errors
Pronunciation clarification	T-s-s-s s s-s T-s-s-s	5 min	Set-up: Tell students that some of the words have tricky pronunciation. Show them a table with phonetic symbols for vowels and diphthongs and ask them to categorise the words. Show how to pronounce each symbol. Do the first example on the board. Set time limit – two minutes. MONITOR Students: Repeat the questions after the teacher. Pair check OCFB Display the answers on the board, ask students to repeat the words after you.	To highlight the pronunciation of new lexis – specifically word stress
Restricted practice	T-s-s-s s s-s T-s-s-s	5 min	Set-up: Tell students they will have now an opportunity to check what they already know. Ask them to read the sentences carefully and choose one of the options – A, B, C or D. DEMO the first example on the board. Set time limit – 3 minutes. MONITOR Students: do the task Pair check OCFB: Display the answers on the IWB	To provide initial accuracy-focused practice
Freer practice	T-s-s-s s-s T-s-s-s	12 min	Set-up: Tell students they’re going to do a speaking activity. They’re task is to find someone who… Tell them they cannot ask more than 3 questions at a time. They cannot have the same name more than twice. They should talk to everyone in the room. Tell students that they can also talk about their friends and relatives (it doesn’t have to be only about themselves). Tell them they can ask follow up questions (not questions from the list). Set time limit – 8 minutes. MONITOR Students: Do the activity as described above OCFB: Ask students about some interesting experiences you’ve heard about during monitoring.	To provide communicative personalised practice of the target language
PACS	T-s-s-s	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: LEXIS	PHONEMIC SCRIPT&WORD STRESS	DEFINITION	MEANS OF ILLUSTRATION	CHECKING MEANING
blizzard (n. count.)	/ˈblɪzəd/	a snowstorm with very strong winds	picture + definition	Is it a rainstorm or a snowstorm? (snowstorm)Which picture show a blizzard? (b)
drought (n. count.)	/draʊt/	a long period of time when there is little or no rain	picture + definition	Do drought occur after very hot weather or after very cold weather? (very hot)Is there enough water for people and plants? (no)
flood (n. count.)	/flʌd/	a large amount of water covering an area that is usually dry	picture + definition	During a flood, does water stay only in the river? (no)Which picture shows a flood? (a)
hailstorm (n. count.)	/ˈheɪlstɔːm/	a sudden heavy fall of hail	picture + definition	Is hailstorm same as thunderstorm? (no)Can the pieces of ice be as big as an egg? (Yes, they can.)Can hailstorm cause damage? (yes)
heatwave (n. count.)	/ˈhiːtˌweɪv/	a period of unusually hot weather	picture + definition	During a heatwave, is it too hot or too cold? (too hot)Last summer, did we have a heatwave in Poland? (yes)Are we experiencing a heatwave now? (no)
hurricane (n. count.)	/ˈhʌrɪkən/	a violent storm with very strong winds, especially in the western Atlantic Ocean	picture + definition	Katrina is a name of a hurricane or tornado? (hurricane)Which picture shows a hurricane?
lightning (n. uncount.)	/ˈlaɪtnɪŋ/	a flash, or several flashes, of very bright light in the sky caused by electricity	picture + definition	Can we hear lightning? (no)Can we see it? (yes)Can we see it during a normal rain? (no)
monsoon (n. count.)	/mɒnˈsuːn/	a period of heavy rain in summer in S Asia; the rain that falls during this period	picture + definition	Does it always rain during a monsoon? (yes)Is it a season? (yes)Are monsoons common in Poland? (no)Are monsoons common in Japan? (yes)
thunder (n. uncount.)	/ˈθʌn.dər/	the sudden loud noise that comes from the sky especiallyduring a storm	sound + definition	Can we see thunder? (no)Can we hear it? (yes)Is it a loud sound or a quiet sound? (loud)
tornado (n. count.)	/tɔːˈneɪ.dəʊ/	a strong, dangerous wind that forms itself into an upside-downspinning cone and is able to destroy buildings as it moves across theground	picture + definition	Is tornado a strong wind or a weak wind? (strong) Does it always rain during a tornado? (no)

ANTICIPATED PROBLEMS & SOLUTIONS                     GRAMMAR      /      LEXIS     /      FUNCTIONAL LG
Meaning:
Problem 1 Students may confuse lightning and thunder.     Problem 2 Students may not understand what a monsoon is. Problem 3 Students may confuse tornado and hurricane.	Solutions: Ask CCQs Can we hear lightning? (no) Can we see it? (yes) Can we see thunder? (no) Can we hear it? (yes) Does it always rain during a monsoon? (yes) Is it a season? (yes) Are monsoons common in Poland? (no) Are monsoons common in Japan? (yes) Show students two pictures, ask them: “Which picture shows a hurricane?”
Form
Problem 1 Students may be confused by the fact that lightning  and thunder are uncountable nouns (L1 interference). Problem 2 Students may be confused that the word flood can be both a noun and a verb.	Solution 1 – Ask form checking questions Provide examples of these errors in the form checking stage. Ask students: “Can you say I heard a thunder or I saw a lightning?” (no) Ask students can I say that the river flooded the city? (yes) Is it a regular verb or an irregular verb?
Pronunciation
Problem 1 Students may say MONsoon instead of monSOON (L1 interference). Problem 2 Students may say /tɔːˈnʌdəʊ/ instead of /tɔːˈneɪ.dəʊ/ (L1 interference).   Problem 3 Students may say ˈhʊrɪkən/ instead of ˈhʌrɪkən/ (L1 interference). Problem 4 Students may say /flʊd/ instead of /flʌd/ (overgeneralization, for example good, food, mood, etc.)	Solutions Provide an activity with phonetic transcription for students to discover the correct pronunciation. Highlight word stress during the drilling activity.

 All the necessary materials for this lesson plan are here