Teaching Practice #4 - Complete lesson plan and materials

TEACHER: Paulina	WEEK: 2	DAY: Wednesday	LENGTH: 45 min
LEVEL OF SS: Pre-Intermediate	DATE: 10/08/2016		TP# 4
TOPIC/THEME: School facilities	LESSON FOCUS Lexis

MAIN AIM: By the end of the lesson students will have learned new lexis to talk about school facilities. Subsidiary Aims: Students will have also developed their reading skill for gist and practiced using IPA transcription to learn the pronunciation of the new words.
PERSONAL AIMS To improve my GI activity by using visuals. To use varied drills by using chunks/back chaining and phonetic transcription. To use as little TTT as possible.
CLASS PROFILE: The class consists of 9 students, 3 men and 6 women, 6 Polish and 3 Ukrainians. The strongest students are Grażyna and Denis and they like to contribute during OCFB, work in pairs or groups. Andrzej is the weakest student and prefers working directly with the teacher. He doesn’t like listening and pair work. Małgorzata and Grażyna work well together. Denis and Diana check their dictionaries a lot and Andrzej is quite intolerant of ambiguity, asking lots of questions. The group as a whole is strong, interested in lessons and very co-operative.
ASSUMPTIONS: Students will have a range of basic words to talk about schools and language schools. Students will be interested in the idea of looking for an ideal language school as they can identify themselves with their roles in the role play.
ANTICIPATED PROBLEMS & SOLUTIONS FOR LESSON OVERALL:                      e.g. issues with Classroom management
ANTICIPATED PROBLEMS	SOLUTIONS
Problem 1 Students may not have many ideas	Solution 1 Give time to think of ideas in pairs
Problem 2 The Freer Practice is complicated and involves changes in interaction.	Solution 2 Check the instructions by asking ICQs – who will you be talking to first (secretaries from language schools)
Problem 3 Andrzej may be very reluctant to do role play.	Solution 3 Make sure he understands all of the instructions. If there’s an impair number of students, find him a stronger partner and let him work in a three.
Problem 4 Students may use Polish instead of English	Solution 4 Remind students that the purpose of the speaking activities is to practice English, not Polish.
MATERIALS: Handouts based on vocabulary ex. From Straightforward – Pre-Intermediate, ppt, WB, digital projector, WB pen

Stage Name	Interaction pattern	Time Length of Stage	Procedure	Stage Aim/ Rationale
Engage	T-s-s-s s-s T-s-s-s	4 min	Set up: Tell students you’ve never studied English in a language school, but if you ever looked for one you’d … (DEMO!) Ask students to list 3 things that are important for them while choosing a language school. Students do activity: students discuss in pairs or threes. OCFB: MONITOR to gather some ideas.	to generate interest in the topic and context in a fun and a quick way
Contextualization	T-s-s-s s-s T-s-s-s	4 min	Set up: ORIENTATE student, tell them they’re going to read a description of a language school. They need to decide of it’s a modern or an old-fashioned school. Students do activity: Students read the text for the gist Pair check OCFB: Ask students about the answer to the question.	To show usage in context and test the general meaning of the new lexis
Meaning clarification	T-s-s-s s s-s T-s-s-s	5 min	Set up: Tell students that the text is full of new words. Ask them to guess from the  context what the new vocabulary items mean. DEMO! Students do activity: Students match the words with their definitions. Pair check OCFB: Check students’ answers on the WB.	To illustrate the concept of new lexis
Meaning check	T-s-s-s s s-s T-s-s-s	2 min	Set up: Tell students you want to make sure they understand the meaning of the new words. Students do activity: Answer CCQs No feedback	To check that learners understand the concept of the new lexis
Form clarification	T-s-s-s s s-s T-s-s-s	5 min	Set up: Tell students that they need to match the new words with the correct part of speech, pronunciation and parts of synonyms. DEMO! Students do activity: Students match words with their pronunciation, synonyms and parts of speech. Pair check OCFB: Display the answers on the WB	To clarify parts of the form of the new lexis
Pronunciation clarification	T-s-s-s s-s-s T-s-s-s	2 min	Set up: Ask students to look at the WB. Drill the words from the previous task using phonetic transcription Students do activity: Students repeat after the teacher. No feedback	To highlight the pronunciation of the new lexis, especially the “–ed adjectives”
Restricted practice I	T-s-s-s-s s s-s T-s-s-s	4 min	Set up: Tell students that they need to complete the questions with new words from the text. Highlight that they’re going to use this questions in a role play – they have to write down their answers. DEMO! Students do activity: Students complete the questions with a word from the box. Pair check OCFB: Display the answers on the WB	To provide initial accuracy-focused practise
Restricted practice II*	T-s-s-s-s s s-s T-s-s-s	4 min	*OPTIONAL TASK IF TIME ALLOWS Set up: Tell students they’re going to fill in the sentences with missing words. DEMO! Students do activity: Students fill in the text with missing words. Pair check OCFB: Display the answers on the WB	To provide further accuracy-focused practise
Freer practice	T-s-s-s s-s-s T-s-s-s	12 min	Set up: Tell students they’re going to have a role play now. Tell students that some of them are going to be secretaries from language schools and some of them are going to be customers looking for a perfect language school. Those who look for schools should use the questions practised before to gather information. They can take notes. They should talk to secretaries from every school. Give students 1 minute to read their roles. Students do activity: Students do the role play and try to find the best school for them. OCFB: Check if students found right schools.	To provide communicative personalized practice of the target language
PACS	T-s-s-s s-s 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 mistakes

LANGUAGE ANALYSIS:  LEXIS	PHONEMIC SCRIPT & WORD STRESS	DEFINITION	MEANS OF ILLUSTRATION	CHECKING MEANING .
cafeteria (n. c.)	/ˌkæfɪˈtɪriə/	a lunchroom, as for employees or students	definition	Is it a place where you eat or work? (eat) Is it open for everybody or just students? (just students)
experienced (adj.)	/ɪkˈspɪriənst/	wise or skillful in a particular field through experience	definition	An experienced teacher knows how to teach or doesn’t know how to teach? (knows how to teach) Has an experienced teacher taught before or not? (yes)
fee (n. c.)	/fiː/	a sum charged or paid, as for professional services	definition	Is fee money that you pay for teaching  or receive from teaching? (pay for teaching)
flexible (adj.)	/ˈflɛksɪbəl/	that can be changed; adaptable	definition	If something is flexible can you change it? (yes)
library (n. c.)	/ˈlaɪbrərɪ/	a place, as a building or set of rooms, containing books, recordings, or other reading, viewing, or listening materials arranged and cataloged in a fixed way	definition	Can you buy a book in a library? (no) Can you borrow a book from a library? (yes) Can you make a lot of noise in a library? (no)
location (n. c.)	/ləʊˈkeɪʃən/	a place or situation occupied	definition	Does location refer to a place or a time? (a place) Can you show location on a map? (yes)
qualified (adj.)	/ˈkwɒlɪˌfaɪd/	having the qualities, accomplishments, skills, knowledge, or credentials one needs for a job, function, position, office, or the like	definition	Is a qualified worker prepared for his job or no? (yes)
tuition (n. unc.)	/tʃuːˈɪʃən/	teaching, especially when given to a small group or one person, such as in a college or university	definition	Is tuition learning that you do on your own or with a teacher?

ANTICIPATED PROBLEMS & SOLUTIONS                     GRAMMAR      /      LEXIS     /      FUNCTIONAL LG
Meaning:
Problem 1 Cafeteria – possible L1 interference/false friend in Polish Problem 2 Library as a place where you can borrow books but cannot buy	Solutions Ask CCQs!
Form
Problem 1 Tuition (uncountable noun) – possible L1 interference – prywatne lekcje (PL, countable).	Solution 1 Highlight that it’s an uncountable noun in English. Ask form checking questions is it a countable noun or uncountable noun?
Pronunciation
Problem 1 experienced qualified Students may overgeneralise and pronounce the “-ed” ending  in both adjectives in the same way. Problem 2 flexible Students may mispronounce the “-ible” suffix by substituting  /ɪ/ with /i:/ sound/. Problem 3 Library Students may struggle to stress the new words properly.	Solution to all problems Highlight the pronunciation and stress pattern during the drilling activity.

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Teaching Practice #3 - Complete lesson plan and materials

TEACHER: Paulina	WEEK: 2	DAY: Monday	LENGTH: 45 min
LEVEL OF SS: Pre-Intermediate	DATE: 08/08/2016		TP# 3
TOPIC/THEME: School days	LESSON FOCUS Listening

MAIN AIM: By the end of the lesson students will have practiced their ability to listen for gist and specific information with three stories about school days. Subsidiary Aims: Students will have also have practiced and learnt new lexis related to school days to talk about their memories.
PERSONAL AIMS To reduce TTT by not echoing my students. To give clearer instructions by demonstrating all of the activities. To make sure students understand the instructions and new lexis by asking ICQs and CCQs.
CLASS PROFILE: The class consists of 9 students, 3 men and 6 women, 6 Polish and 3 Ukrainians. The strongest students are Grażyna and Denis and they like to contribute during OCFB, work in pairs or groups. Andrzej is the weakest student and prefers working directly with the teacher. He doesn’t like listening and pair work. Małgorzata and Grażyna work well together. Denis and Diana check their dictionaries a lot and Andrzej is quite 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 dependent prepositions (after the lexis lesson) but may still need some help as they will have been acquainted with them for approximately 1 hour. They have probably heard 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 listening.
Problem 2 The audio may not work.	Solution 2 Print the tape script and keep it at hand, read it a couple of times before the lesson – be prepared to read it.
Problem 3 Students may use Polish instead of English	Solution 3 Remind students that the purpose of the speaking activities is to practice English, not Polish.
Problem 4 Students may not be able to respond the multiple choice questions after listening once.	Solution 4 Play the audio again
MATERIALS: handouts students, pictures, prompts, audio files, tape script, ppt

Stage Name	Interaction pattern	Time Length of Stage	Procedure	Stage Aim/ Rationale
Generate interest in the Topic	T-s-s-s s-s-s T-s-s-s	5 min	Set up: tell students about your best OR worst school days memory. Ask students to tell their partners about their best OR worst memories. Students do activity: Students talk in threes about their best/worst memories from school days. MONITOR! Feedback in open class: BEST/WORST MEMORIES - students share the best stories. Use what you heard during monitoring to trigger the feedback.	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 listen to three speakers BUT before they do that you’d like them to predict what the speakers are going to talk about. Set-up: Tell students that they’re going to work in threes. Each group will have a set of pictures and they need to guess the story. DEMO with different pictures. Give students handouts. Ask ICQs! Students do activity: using a mixture of visuals students predict the stories Feedback in open class: elicit right answers from each group. Tell them they’ll check their predictions in a second.	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 listening now. Set-up: Tell students they’re going to listen to the text once. ORIENTATION! Students need to match the speakers with the topics. Each speaker with one topic only. ICQs Students do activity: students listen to the audio and match speakers with topics Pair check! Feedback in open class: show or elicit the right answers	To prepare students for listening and allow students to deal with the text To provide practice in listening for gist 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: give students a handout with a matching task – do a first example showing how to match Students do activity: using a mixture of definitions, synonyms, visuals students match up to the tricky items solo Pair check! Feedback in open class: show or elicit the right answers Ask CCQs for each of the items to check the meaning; drill pronunciation of the problematic ones	To help students with key 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 listen again. Set-up: Tell students they’re going to listen again to the text. This time they need to choose one of the three answers (a, b or c). Tell students they will listen twice. Give students a minute before the listening to read the questions and a minute after to think about their answers. Play audio for the second time and stop after each speaker. Allow students to Pair check! and elicit answers. Have a transcript at hand in case of doubts Students do activity: Students read the questions, listen and choose the correct answers, think it over, listen one more time, pair check. Feedback in open class: Check the answers with students. *Analyze wrong answers.	To provide practice in listening for specific information
Personal response to the TEXT -> TOPIC	T-s-s-s s-s-s T-s-s-s	7 min	Set up: Tell students that they’re going to talk in threes. Ask them to answer the questions displayed on the WB. Students do activity: Students discuss the questions related to the listening text and the topic of the lesson. MONITOR Feedback in open class: Ask some of the students about what you’ve heard while monitoring.	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	4 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 .
grade (n.)	/ɡreɪd/	a letter or other symbol indicating the relative quality of a student's work; mark.	visuals	What is the best grade you can get in Poland? (6) What’s the worst grade you can get in Poland? (1)
subject (n.)	/ˈsʌbdʒɪkt/	a branch of knowledge as a course of study:	examples	What subject are we studying now? (English)
take an exam (v.+n.)	/ˌteɪk ən ɪgˈzæm/	to do an exam, to sit an exam	visual	Visuals: Two photos – in which picture are students taking an exam?
brilliant (adj.)	/ˈbrɪljənt/	having or showing great intelligence, talent, etc.:	synonyms	A brilliant idea is a good idea or bad? (good) Is it just good or very very good? (very very good) Is a brilliant person intelligent or stupid? (intelligent)
term (n.)	/tɜːm/	a division of a school year, during which instruction is regularly provided	definition	How many terms do we have in Poland? Winter term and … (summer)

ANTICIPATED PROBLEMS & SOLUTIONS GRAMMAR      /      LEXIS     /      FUNCTIONAL LG
Meaning:
Problem 1 subject – students might confuse it with the word object Problem 2 grade – in the matching exercise the grade in the picture is “A+” whereas in Poland we use numbers 1-6	Solution 1 Ask CCQs questions – Is Maths at school a subject or an object? Is a table a subject or an object?  Solution 2 Explain that in English speaking countries grading system is different
Form
Problem 1 take an exam – possible L1 interference (come to an exam)	Solution 1 Explain that word exam collocates with take. It’s a fixed expression.

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