SAMPLE LESSON PLAN - Weebly

1 S. Russell SAMPLE LESSON plan 1 SAMPLE LESSON plan : Pre-intermediate Making predictions using 'will' and 'won't' (Using the textbook: New english File - Pre-Intermediate, Oxenden, Latham-Koenig, & Seligson, OUP, 2005) S. Russell SAMPLE LESSON plan 2 Analysing meaning, form, and phonology ( MFP ) of the target language. EXAMPLES of TARGET LANGUAGE: Predictions using will and won t . : I ll fail my exam. I won t get there on time. Also, use of positive phrases: Cheer up; congratulations; don t worry, etc. _____ MEANING (as in the context of this LESSON ) Used to say things we think, guess, or know about the future. MS = You ll break your leg. CCQ = Am I sure? (no) Future? (yes) If I say something about the future that I don t know for sure, I m making (prediction).

2 _____ FORM S + will/won t + bare infinitive _____ PHONOLOGY Will contacts to ll. Won t is w nt. Anticipating language problems ANTICIPATED PROBLEMS Pron: Students may want to separate the will from I ll, you ll, etc. I will drill this and used my fingers to show the contraction if need be. Sts may say want instead of won t . I will point this difference out to them, use phonemes, and drill if need be. Sts may know you can also use will and won t to promise, refuse, and offer. I will not be covering those in this class, but will point out that while that s true, the focus of this LESSON is on future predications, if the issue comes up. S. Russell SAMPLE LESSON plan 3 LESSON plan : Stage / Substage Learning aim(s) What does this contribute to learning?

3 Procedures, instructions, setup & scripting What is happening in the classroom to achieve the learning aim? # 2-3 T-s-s-s 2-3 T-s-s-s 1 T-s-s-s 3 s-s 5-7 T-s-s-s S s-s 5-7 S s-s T-s-s-s 5 s-s-s-s Create rapport and intro to listening exercise. To introduce the task, provide a context, and develop gist listening skills. To develop guessing from context skills. To develop listening for detail skills and provide a model of some prediction statements. To provide feedback and correction. To develop listening skills and provide a model of some prediction statements. To provide feedback and correction. To allow sts to compare opinions and check their understandings with each other. Hand out Caller tip sheet.

4 Greet S. Talk about the radio. Who listens to it? What? Has anyone ever called in to the radio? Have you heard people call in? What sorts of things do they say? 4a: Listen to the introduction to this radio show. *Play CD 1 track 50* -What was it about? - What s good about positive thinking? 4b: Look at this chart. These are some thing callers say when they call in to this radio show. What s a tip? (advice). In pairs (set up), guess what the missing words are. Fill them in on the my guess chart. Remember, the show is about what? (Positive thinking). Ok, you ve got 4 mins. Monitor. 4c: Ok, now listen to what the people actually say. Fill in their answers on the second chart. What are you filling in? (what the people say), on what (the 2nd chart). *listen* Check you answers with you partner.

5 Monitor. Wc FB: Pick students to read complete sentences to class. Now, listen to it again. Write down any extra information you hear about each tip. What are you writing? (extra info). *Listen* Check your answers with your partner. Monitor. Wc FB: Ok, what extra info did you hear for caller 1?.. Ok, in groups of 3(or4) set- discuss which tip you think is the best. FB: Class vote. S. Russell SAMPLE LESSON plan 4 Stage / Substage Learning aim(s) What does this contribute to learning? Procedures, instructions, setup & scripting What is happening in the classroom to achieve the learning aim? # 1-2 T-s-s-s 2-3 T-s-s-s 4 s-s 5 s-s 1-2 T-s-s-s 6 s-s 1-3 T-s-s-s To practice pron. To allow sts to make models of the language they will soon be using, and become familiar with positive phrases and prediction to do with certain situations.

6 To provide feedback and correction. To practice speaking positive phrases and predictions. To provide feedback and correction. To provide pron. practice. To provide clarification. To practice asking will questions and replying with a phrase and a reason. To summarise and close the LESSON . Hand out phrase sets and fill-in sheet. Stick phrases on the board and drill as a class. 5a: Ok, with your partner, match these positive phrases with one of these situations, and then make a positive prediction. For example: I ve lost my cat. Elicit which phrase and then a statement. (remember, will and won t). I m having a party tomorrow elicit. You write your predictions on these blank slips. -So, what do you do with these phrases? (match them to a situation) What do you write on the blank slips?

7 (prediction). Ok, you ve got 5 mins. Monitor and as groups finish, get them fill in their sheets with their sentences and to put one of their sets on the board. Ok, everyone stand up. Take a couple of the situation cards (from textbook) with you. Stand in two lines. You re going to read your card to the person opposite you. They reply with a positive phrase and a prediction. If you get stuck, look at the board. Get 2 Sts to model. Have them swap partner a couple of times. Monitor and give feedback. Ok, great. Sit back down. 5b: Are you a positive thinker? Look at the expressions in the box at the bottom of the page. Read them with me. Do maybe and perhaps mean the same thing? (yes). Ok, in pairs, ask each other these questions. Reply with an answer from the box AND give a reason for that answer.

8 So, I might be asked Do you think you ll pass your exam? , and I d say I think so. I ve studied very hard . Ok, you ve got 5 min. So, are you guys positive thinkers? Ask a couple of the pairs what they think, and ask the wc a couple of questions. S. Russell SAMPLE LESSON plan 5 Materials: Listening Activity: My guess: Listen and check: Adapted from New english File, Oxenden, Latham-Koenig, & Seligson, OUP, 2005, p31. Tip Caller 1 Live in the _____, not in the _____. Caller 2 Think _____ thoughts, not negative ones. Caller 3 Don t spend a lot of time reading the _____ or watching the _____ on TV. Caller 4 Every week make a list of all the _____ _____ that happened to you. Caller 5 Try to use _____ _____ when you speak to other people.

9 Tip Caller 1 Live in the _____, not in the _____. Caller 2 Think _____ thoughts, not negative ones. Caller 3 Don t spend a lot of time reading the _____ or watching the _____ on TV. Caller 4 Every week make a list of all the _____ _____ that happened to you. Caller 5 Try to use _____ _____ when you speak to other people. S. Russell SAMPLE LESSON plan 6 Phrases: (Enlarge, print, and cut for each pair) I have an important exam tomorrow. I m getting married next month. I m a bit depressed today. I m going to New York next month. I can t go out tonight. I don t have any money Cheer up! Don t worry! Congratulations! That s great! Good luck! I ve lost my cat. I m having a party tomorrow. S. Russell SAMPLE LESSON plan 7 Match the phrases Adapted from New english File, Oxenden, Latham-Koenig, & Seligson, OUP, 2005, p31.

10 Your friend You I m 1 I have an important exam tomorrow. 2 I m getting married next month. 3 I m a bit depressed today. 4 I m going to New York next month. 5 I can t go out tonight. I don t have any money S. Russell SAMPLE LESSON plan 8 Are you a positive thinker? Do you you ll go somewhere exciting for your next holiday? you ll pass your next exam? you ll get a good job? you ll do something nice this weekend? you ll get an interesting email from someone tonight? you ll get to the end of this course? Adapted from New english File, Oxenden, Latham-Koenig, & Seligson, OUP, 2005, p31.