Teaching Practice #8 - Complete lesson plan and materials

TEACHER: Paulina	WEEK: 4	DAY: Wednesday	LENGTH: 45 min
LEVEL OF SS: Upper-Intermediate	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 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 work using a range of energy levels by sitting down and modulation of the voice.
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 co-operative.
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 lead-in	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	T-s-s-s s-s T-s-s-s	3 min	Set-up: 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	T-s-s-s s s-s T-s-s-s	4 min	Set-up: 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	T-s-s-s s-s T-s-s-s	5 min	Set-up: 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	T-s-s-s	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	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 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	T-s-s-s s s-s T-s-s-s	2 min	Set-up: 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	T-s-s-s s s-s T-s-s-s	10 min	Set-up: 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 accuracy-focused practice
Freer practice	T-s-s-s s-s T-s-s-s	10 min	Set-up: 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	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 :                           GRAMMAR     /    FUNCTIONAL  LG
Meaning Form Pron	Asking for more information Showing surprise Showing approval Showing sympathy What  happened next? Really? Wow! Oh no! Then what happened? You’re joking? That’s great! How awful! How did you feel? You’re kidding! Right? That’s fantastic! What a pity! What was it like? No! I don’t believe it. How wonderful! That’s a pity! How +adjective That’s What + a pity That’s Fixed expressions and phrases. We use intonation to express different emotions. Connected speech and stress. /intrusive sounds/ What  happened next? Really? Wow! Oh no! Then what happened? You’re joking? That’s great! How/w/awful! How did you feel? You’re kidding! Right? That’s fantastic! What a pity! What was it like? No! I don’t believe it. How wonderful! That’s a pity!
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.

 All the necessary materials for this lesson plan are here