Lesson Plans

Proper instruction begins with proper lesson planning. Here are a few lesson plans I have written.

Class Level: Low-intermediate
Length of Lesson: 1 hour
Lesson Type & Subject: Using the simple future tense to make weather predictions.
Materials Needed: a set of weather flash cards (one large, one small), number flash cards, a sets of worksheets (student A and student B), world map that the smaller flash cards can stick to it.
Lesson Objective: Teach students the simple future tense while introducing different types of weather from around the world.

Assumptions: Students know numbers from -10 to 40. Students are familiar with the Celsius scale.

Anticipated Problems & Solutions:
Problem: Ss may not be sure if it is okay to use the simple future tense of
“‘be’+’going’+infinitive”.
Solution: I will let them know these two are interchangeable when making predictions.

Strategy 1

Interaction Patterns T>S & S>T
Timing 10 min.
Purpose of Procedure: Introduce students to basic weather words (rainy, snowy, cloudy, sunny, et cetera). Introduce the simple future tense “It will be…”, and the “The temperature will be…”
Presentation/Pre-teach:
1) Go through the flash cards and the vocabulary.
2) Go through weather flash cards a second time, using them in a substitution drill having the students form the sentence, “It will be…(sunny).”
3) Go through random number flash cards as a substitution drill having students form the sentence “It will be __°C”

Strategy 2

Interaction Patterns T>S & S>T
Timing 15 min.
Purpose of Procedure:
Practice/Forming sentences with model:
1) On the board there is a larger printout similar to the worksheet with weather and temperature already filled out.
2) Ss come to the board one by one. Using the simple future tense they will say how the weather and temperature will be for 5 cities
3) They will form the sentence, “Tomorrow, it will be ______(weather) in _____(city). The temperature will be __°C.

Strategy 3

Interaction Patterns S>S (w/ T monitoring)
Timing 30 min.
Purpose of Procedure:
Production/Information Gap Exercise
1) Explain the worksheets, then do an example with a student. S with worksheet A ask how the weather will be tomorrow in _____ (a major city). S with worksheet B has the answer. S with worksheet B ask how the weather will be next week in _____ (a major city). S with worksheet A has the answer.
2) Handout worksheets.
3) When everyone is finished, collectively check the answers for the worksheets. Tell the students, “Everyone with worksheet A, raise your hands”. Then ask individual students, “How will the weather in ______ be next week?”

Strategy 4

Interaction Patterns T>S & S>T
Timing 5 min.
Purpose of Procedure: To give closer to the class and prepare students for next class.
Procedure:
1)Review any common mistakes I may have noticed in students.
2)Remind students of homework, assignments or any upcoming dates.

Powered by Hackadelic Sliding Notes 1.6.5

Class Level: Low-intermediate
Length of Lesson: 1 hr.
Lesson Type & Subject: Listening Exercise “A Whole New World”
Materials Needed: Projector, Worksheet, Recording of “A Whole New World”, Speakers, Internet connection (It can be played from YouTube if a recording is not on hand. Make sure connection works before hand.)
Lesson Objective: Students will practice listening skills and be able to speak about traveling experiences.

Assumptions: Students do not have hearing problems.

Anticipated Problems & Solutions:
Problem: The poetic nature of the song may be difficult to comprehend.
Solution: Having the visual of the video may help. Also, I can foresee difficult lines and stanzas and prepare a simplified English meaning.

The recording is “A Whole New World” from Disney’s Aladdin. It is a slow ballad speaking about traveling and experiencing new and exciting locations.

Strategy 1

Interaction Patterns T>S & S>T
Timing 15 min.
Purpose of Procedure: To warmup students and get their minds in gear for the listening activity.
Presentation/Pre-teach and Warmup:
1) I will warm up the students by talking about traveling. The first question is a yes or no question, “Do you like traveling?”. It is followed by another easy question, “Where have you been?” This can be accompanied by travel related pictures on a projector. Also, I can show famous sights from around the world. I can ask the students if they know the name and where the sight is located.
2) I will elicit how students feel if/when they see famous sites in person. I will introduce vocabulary from the song that describes these feelings.
3) Next I would ask the students if they are familiar with the Disney version of Aladdin. If students are familiar (most likely they are), I would ask, “What did he ride on?” Now I will introduce the song, and explain the activity.

Strategy 2

Interaction Patterns T>S & Media>S
Timing 20 min.
Purpose of Procedure: For students to practice listening skills.
Practice/Filling in the blanks:
1) Explain the worksheet. It is the lyrics from “A Whole New World” (http://bit.ly/1dh5jO) with blanks. The students must listen to the song and fill in the blanks. On the reverse side is the complete song with discussion questions.
2) We will listen to the song twice (or three times if needed).
3) We will go over the correct words, calling on students for the answers. We will also discuss vocabulary and the meaning of the stanzas.

Strategy 3

Interaction Patterns S>S (w/ T monitoring)
Timing 20 min.
Purpose of Procedure:
Production/Conversation
1) Let the students know that later they can check their answers against the complete song on the back. Now bring their attention to the discussion questions at the bottom of the paper.
2) Pair the students with a partner to ask the question. Some example questions are:
1. Have you ever traveled to a foreign country?
i. Who did you go with?
ii. What did you see?

2. If you can go anywhere in the world, where would you go? Why?

3. What are two place from your country you would recommend me to see? Why?
3) Afterward, have the students share a few of their answers with the class as a whole.

Strategy 4

Interaction Patterns T>S & S>T
Timing 5 min.
Purpose of Procedure: To give closer to the class and prepare students for next class.
Procedure:
1)Review any common mistakes I may have noticed in students.
2)Remind students of homework, assignments or any upcoming dates.

Powered by Hackadelic Sliding Notes 1.6.5

Class Level: Intermediate (Adults)
Length of Lesson: 1 hour
Lesson Type & Subject: Recognizing questions and suitable answers for questions (worksheet) & speaking (interview).
Materials Needed: Inside Out – Intermediate, question worksheet.

Lesson Objective: Students will be able to recognize questions and find and create suitable answers.

Assumptions: Students are familiar with interrogative sentences and patterns.

Anticipated Problems & Solutions:
Problem: Pairs of students may not finish matching questions with appropriate answers in allotted time during strategy 2.
Solution: The pairs may work together and share their findings.

Strategy 1

Interaction Patterns T>S (Teacher to student) and S>T (Student to Teacher)
Timing 10 min.
Purpose of Procedure: To familiarize students to the answer forms before the interview and pre-teach unknown vocabulary.
Presentation/Pre-teach: Explain how the worksheet is organized. At the top, there are 20 questions. They are in a continuous block of text without spacing and other characters. Below the block of text, there are 20 answers. Ask students go read the answers and look up words they do not understand, either with the teacher or a dictionary. Ask CCQ (concept checking questions) to make sure they understand the worksheet (How many questions are there? Where are the questions?). Hand out worksheet.

Strategy 2

Interaction Patterns S>S
Timing 20 min.
Purpose of Procedure: To practice finding questions and matching them with appropriate answers.
Practice/Sentence Searching
1) In pairs Ss will go through the block of text. They will find interrogative sentences, and bracket them off.
2) Ss will match the questions with the appropriate answer. An example is, “How many brothers and sisters do you have?”, “I have only one brother.”

Strategy 3

Interaction Patterns S>S (w/ T monitoring)
Timing 25 min.
Purpose of Procedure: To use new vocabulary and question structures learned from the sentence searching.
Production/Pairs Interview
1) T assigns pairs. Ss use previous questions to interview each other. Ss will report to whole group later. Taking notes is encouraged.
2) Ss interview each other.
3) Ss report findings to whole group. (If corrections needed, T writes notes and holds them until end of report.)

Strategy 4

Interaction Patterns T>S & S>T
Timing 5 min.
Purpose of Procedure: To give closer to the class and prepare students for next class.
Procedure:
1)Review any common mistakes I may have noticed in students.
2)Remind students of homework, assignments or any upcoming dates.

Powered by Hackadelic Sliding Notes 1.6.5

Class Level: Intermediate Adults
Length of Lesson: 1 hour
Lesson Type & Subject: Reading Exercise “Fifty Good Friends” (Reading taking from “True Stories in the News Second Ed.” Heyer, Longman)
Materials Needed: Handout, Projector.
Lesson Objective: Students learn reading skills of looking for main ideas, and looking for details. Students can introduce a friend using vocabulary related to friendship

Assumptions: Students are familiar with chemotherapy and the effects of hair lose, also that there are no students with strong emotional ties to the story (currently having cancer or a loved one with cancer).

Anticipated Problems & Solutions:
Problem: Students may find it difficult to pronounce ‘chemotherapy’ and ‘depressed’ (adding an extra sound of ‘ed’)
Solution: Have them break down the sounds of syllables and clap out the syllables.

Passage:

Manuel Garcia had stomach cancer. The doctors told him, “You need chemotherapy to stop the cancer.”

Manuel went to the hospital for chemotherapy. Chemotherapy is strong medicine. After a few weeks of chemotherapy, Manuel’s hair began to fall out. Soon he had no hair.

Manuel was depressed. He felt strange without hair. He didn’t want people to see him.

One day Manuel’s brother and three other relatives visited Manuel in the hospital. Manuel was surprised when he saw them. They had no hair! “You shaved your heads!”

Manuel said. Manuel began to laugh. The other men laughed, too. “Please be quiet,” the nurse said. But the nurse was smiling.

When Manuel came home from the hospital, friends and relatives came to visit him. “We want to shave our heads,” they said. “We want to look like you.” Manuel shaved their heads. He also shaved his sons’ heads. In one day he shaved fifty heads. Manuel’s wife wanted to shave her head, too. “No!” said Manuel.

At the hospital Manuel was depressed because he had no hair. Now he is not depressed. “I’m ready for anything,” he says.

~ Reading taking from “True Stories in the News Second Ed.” Heyer, Longman

1) Lead-In. I will introduce the topic by presenting the photography of Manuel Garcia and his fifty friends around him reaching for his bald head (Available in book). If that picture is not available I can show this picture [ http://bit.ly/6OIPGP ("Bald for Brian") ]. I can ask “What are the men doing?” (Reaching in towards one man.), “What is unusual about them.”(They are all bald.) Read the title of the story (“Fifty Good Friends”) and look at the picture again. I can ask them to predict the story “What do you think this story is about?”, “Can you guess what happens?”

2) Pre-teach vocabulary and structures that the students will encounter in reading.
I would have to pre-teach words such as cancer, Chemotherapy, depressed, and shave.

3) Read for main ideas. For gist questions I would ask, “What was Manuel Garcia’s problem.”, “How did he feel?”, “How did his friends help him?”, and “How did he feel afterwards.” Then I would give them a limited time read the article and look for the answers. This teaches them how to scan and look for important information quickly.

4) Read for detail. After reading it aloud, I could ask for detailed question. Some example questions would be, “Why was Manuel’s hair falling out?”, “What kind of cancer did he have?”, “Who visited Manuel in the hospital?”, “What did the nurse say?”, “Was she serious?”, “Whose hair was not cut? Why?” Also, I can make a sheet that summarizes the story, however the are blanks in the simple sentences. Students would have to fill in the sentences (many are the vocabulary words).

5) Activate students’ higher level skills. I would ask the students to think about their friends. I would have them quickly draw a picture of them and their best friend. Next they would write a short paragraph about them and their friend. I could present it as a ‘write a sentences’ activity with cue phrases such as name, where does s/he live, likes/dislikes, how you met, et cetera.

Afterward the students would be paired off and share their paragraphs with their partners. I would encourage partners to ask follow up questions.

Powered by Hackadelic Sliding Notes 1.6.5

Class Level: Any level
Length of Lesson: 1 hour
Lesson Type & Subject: Forming and recognizing /θ/ pronunciation.
Materials Needed: Handout of /θ/ word list, minimal pairs and worksheet

Lesson Objective: Students will learn how to properly from the /θ/ pronunciation and be able to distinguish it from similar sounds.

Assumptions: Students have a strong enough reading ability

Anticipated Problems & Solutions:
Problem: Students may confuse the /th/, and /s/ pronunciation with the /θ/ pronunciation (they may also confuse the /d/ pronunciation but that will not be addressed so as not to confuse the students with too many sounds at one time).
Solution: Review minimal pairs.

Strategy 1

Interaction Patterns T>S & S>T
Timing 5 min.
Purpose of Procedure: To make sure the students know how to properly form the /θ/ pronunciation.
Presentation/Pre-teach: Explain to the students that the /θ/ is formed by placing the tongue between the teeth and lightly blowing. Also, it is voiceless (the throat does not vibrate). Clearly model forming the sound. Have students follow.

Strategy 2

Interaction Patterns T>S
Timing 15 min.
Purpose of Procedure: To practice properly forming the /θ/ sound.
Practice/Word and sentence repetition
1) Go through handout practicing words that have the /θ/ in the initial, middle and final position of the word. Say the word, and have the students repeat after you. Say the word twice. Change intonation throughout to keep the momentum of the activity.
2) Similar to the first step of this strategy, repeat minimal pairs that have the /θ/ sound. Make sure the students can distinguish and create different sounds.
3) Similar to the first step of this strategy, repeat sentences that use the /θ/ often. If students are having problems speaking the sentences, pronounce the sentence in sections.
4) Make sure to roam the room so you can distinguish students voices. If one is incorrectly forming the word, first address the mistake with the group as a whole. If the student persist, address the student specifically.

Strategy 3

Interaction Patterns S>S (w/ T monitoring)
Timing 35 min.
Purpose of Procedure: To let students produce the /θ/ pronunciation, and to let them recognize the /θ/.
Production/Pairs Dictation
1) There are two handouts, A and B. The handouts have a table on them. The table is four columns wide, and four rows deep. Half of the cells are randomly filled with words that have the /θ/ sound. The half of the words that are on A are not on B, and vice versa. Instruct the students that they will have to ask their partner to pronounce the missing words. Instructions and an example sentence will be written at the top of the worksheet.
3) Encourage students not to look at their partners paper. Rather, they should listen to the best of their ability, and their partner should try to speak to the best of their ability.
4) Review and go over the completed table. Explain any unknown vocabulary.

Strategy 4

Interaction Patterns T>S & S>T
Timing 5 min.
Purpose of Procedure: To give closer to the class and prepare students for next class.
Procedure:
1)Review any common mistakes I may have noticed in students.
2)Remind students of homework, assignments or any upcoming dates.

Powered by Hackadelic Sliding Notes 1.6.5


Class Level: Beginner/Young Learners
Length of Lesson: 1 hour
Lesson Type & Subject: Feelings and Emotions
Materials Needed: One set of large emoticons, Several sets of small emoticons.
Lesson Objective: Students can answer the question “How are you?” in several ways.

Assumptions:

Anticipated Problems & Solutions:
Problem: The young students my become rambunctious during the song.
Solution: Clearly make rules before beginning that there is to be no running or horse playing.

Strategy 1

Interaction Patterns T>S & S>T
Timing 10 min.
Purpose of Procedure: To introduce the vocabulary to the students, and give them an example of the model conversation.
Presentation/Pre-teach:
1) Begin by greeting the class with, “How are you?”. Usually most of the replies will be “Fine” or “So-so”. Ask students what other emotions or feelings are there. Make a mind map on the board of their answers. If they are able, ask the students “Why would someone feel ______?”
2) Teach the flash card vocabulary. Make sure they know the words.

Strategy 2

Interaction Patterns T>S & S>T
Timing 15 min.
Purpose of Procedure: To teach the phrase how are you in a controlled setting while using TPR (Total Physical Response).
Practice/Forming sentences with model:
1) Have students stand and walk in a circle in the middle of the classroom.
2) To the tune of “London Bridge is Falling Down”, teach the children a new song with the words, “Tell me, Tell me, How are you?” (lyrics below). Initially it starts will the students in a circle walking underneath two students with their hands in an arch. Everyone sings the song, and at the
the arching students drop their hands and and the student in the arch must answer. After answering that student becomes part of the arch (now with three students). This continues until all the students are part of the arch.

Tell me,Tell me, How are you?
How are you, How are you?
Tell me,Tell me, How are you?

(Student locked in ‘bridge’ must answer)

Strategy 3

Interaction Patterns S>S (w/ T monitoring)
Timing 30 min.
Purpose of Procedure: To let students
Production/Flashcard Prompt and Charades Exercise
1) Pair off the students, and give them a set of mini flash cards.
2) One student will ask, “How are you?” The other student will draw a card and answer. Encourage the students to do the actions while answering. The questioning student will ask “Why?” and the answering student will have to give a reply. Have the students go back and forth until the set is finished. They should do the set twice.
3) When the class has finished the flashcard exercise, bring them together and focus on the front of the class.
4) A S will be in the front. The class will ask the S, “How are you?” The S will draw a card, and do the action. The class will shout emotions. When the S hears the right answer s/he will reply, “Yes you are right, I’m ______”. The S from the class that got the answer correct will be the next student at the front.

Strategy 4

Interaction Patterns T>S & S>T
Timing 5 min.
Purpose of Procedure: To give closer to the class and prepare students for next class.
Procedure:
1)Review any common mistakes I may have noticed in students.
2)Remind students of homework, assignments or any upcoming dates.

Powered by Hackadelic Sliding Notes 1.6.5