Teacher School Room Level/Class T.khalid Hassan 2 H.S 27 Common core Textbook : Unit : 3 Lesson : Visa to the world Food Ordering Food Materials : textbook+White Board Objectives Personal objective Maximize students’ Students will be able to : engagement Recognize function in a context.
Date Time Nº of Ss 20/12/2014 30min 38 Skills focus : Functions Comptency : presentational Seating arragement :orderly rows Anticipated problems Contingency plan Ss may not remember T provides oral cues to the listening highlights trigger memory
Order food or take orders in a restaurant/café…
Stage
Engage
Study
Time Activity
5 min
Review : Discussion on last listening
Exercise a p : 40 5-7min communication
Role plays: Exercise B p40 Activate 15min Communication
Ss copying
Teacher’s Role
What I expect students to do/say
Interaction patterns
After greeting Ss, T asks somebody to write the date. T asks Ss to remind him of Unit title/theme. T reviews the last listening activity highlights. T refers to its context (restaurant) creating the need for ‘ordering ‘ T writes ordering food on B. T: “open your books to page 40” T asks students to read the situations. As and Bs T draws a chart on WB with two columns (taking orders questions and ordering expressions) and ask Ss to fill it from the dialogues given T asks Ss to add more expressions if available. Otherwise, T adds some. T gets Ss’ attention, and divides the class into As and Bs. T sets 6 minutes for Ss to write 2 or 3 dialogues/situations using the expressions on WB. T models the 1st example with one of the Ss. T monitors Ss work and offers help when needed. T invites some pairs to share their outcomes.
Students write date on B. Ss come up with « food » Ss recount the main events from the listening lesson : S-T and T-S « people, place , time… » Ss come up with « client » and « waiter »
Ss read the situations separately and recognize the difference between them. Ss explore the dialogues to complete the chart.
S-T and T-S
Ss preparation: Ss write the dialogues using the information in cue cards. Ss exchange roles ‘waiter vs. customer”
S-S
Ss share their products. Ss listen to their classmates and corrects when necessary.
Ss copy the chart on WB + one T write one of Ss’ dialogues on WB sample dialogue in their coursebooks
My REFLECTIONS:
By the end of the lesson, the instructional objectives were met. The students’ performance at the activation stage was convincing although due to time constraints and content’s less complexity, I only opted for a few pairs to share their products. The students could actually remember the moments I needed to exploit for contextualization purposes. They even came up with some very helpful expressions that were used in the listening passage.
What I could have done better according to my observers: I could have drawn the leaners’ attention to a dialogue that portrayed some pragmatic awareness issues as one of the students assuming the role of customer started the conversation with “heeeey” which is not always appropriate in such a formal context where speakers barely know each other. I didn’t observe that but my mentor my colleagues did.
Also, I could have had more interaction/feedback in the classroom by asking students to interact or react to their classmates’ dialogues.