Lesson Plans by Marina Elena

Sample Lesson Plans by Marina Wulgarakis

Index The Magazine Competition and Studentsâ&#x20AC;&#x2122; Favourite Day 1 Class Profile 2 Procedure 5 Language Analysis 8 Materials 10 Unreal Conditionals and The Robbery Gone Wrong 13 Class Profile 14 Procedure 16 Language Analysis 19 Materials 21 Telling the Time and the World Clock 23 Class Profile 24 Procedure 26 Materials 27

The Magazine Competition and Studentsâ&#x20AC;&#x2122; Favourite Day

The Magazine Competition and Studentsâ&#x20AC;&#x2122; Favourite Day Writing Lesson Level: Elementary Students

Length 60 minutes

Level Elementary

Date

27.09.2012

Class Profile: A class with about 15 elementary students. It is a very mixed class regarding nationality and age so they are all dealing with their own specific problem areas. Kostas, Greek: Considers English important for all aspects of life, especially for work. He speaks German and Russian, but seems to be among the weakest in class when it comes to English. Stella, Greek: She participates actively and is very curious to learn new vocabulary. Valentina, Ukrainian: Lives in Greece and wants to learn English, because she likes the language. Alan, Kurdish: He is from northern Iraq and came to Greece three years ago. He speaks many languages and is a bit more advanced then the others in class. He can be quite impatient with them sometimes. Christos, Greek: He likes to learn and participates in the class for pleasure as well as better job opportunities. He travels a lot between Greece and Germany and wants to open a restaurant in Germany one day. Elias, Albanian: He wants to learn English for work and because he likes it. Nazigul, Uzbekistani: She wants to watch movies in English, is very quiet and needs some time to warm up in a lesson. She is a very serious student and takes a lot of notes. Idajet, Iranian: He participates in the class and seems quite eager to learn. Marina, Greek: She is quite active and communicates a lot with the students around her, even if it doesn’t always concern the lesson. Poucheria, Greek: She is an architect who is very easy to engage and motivate. She participates actively in every lesson. Ibrahim: He is very quiet, doesn’t like to speak during class and is maybe the most elementary student in the class. Merabi, Georgia: He is quite active and quick to participate in group work. Georgia, Greek: She was in the intermediate class for a short time but is really much more suited for this level. She is quiet but focused. Abdullah: He is quiet but serious and takes part actively in every exercise. He also asks questions after the class but doesn’t like to speak out loud in front of others. Grigoris: He is more of a pre‐intermediate Student who has been coming to the school for quite a while. He seems to like the classes however and claims to need the revision, because he tends to forget easily.

Primary Aim(s)

Evidence

Ss will be able to write a short article with four paragraphs about their favourite day using the connectors ‘and’, ‘or’, ‘but’ and ‘because’.

Ss will be able to write and evaluate an article of their own as well as the work of other Ss. Ss will be able to distinguish between a well written and a badly written article (Teachers example) applying the following criteria: paragraphing, use of connectors and content.

Secondary Aim(s) By the end of the lesson Ss will have  learned about the use of paragraphs in texts.  had the opportunity to evaluate and correct others’ articles.

Source Aids/Handouts New English File Elementary, 2005, Longman, File 3 Pictures found at: http://boldandfab.files.wordpress.com/2012/09/prize.jpg http://3.bp.blogspot.com/‐vgNMAMAsZiw/TlWFNVH2x5I/AAAAAAAAAM4/dlkV3iGOCjk/s1600/Pics‐Of‐ Cats‐And‐Dogs.jpg http://cantingcandrakirana.files.wordpress.com/2010/04/apple‐orange‐comparison.jpg http://www.bloginglese.it/wp‐content/uploads/2011/09/why.gif http://www.behavioradvisor.com/sbWatchTV.jpg http://www.testedich.de/quiz30/picture/pic_1336632176_6.jpg

Linguistic assumptions I expect Ss to be familiar with:  Present simple, 1st,2nd and 3rd person  vocabulary related to time, times of the day, likes and dislikes and hobbies  adverbs of frequency (usually, normally, sometimes, often, never) Anticipated Difficulties Solutions/Remedies

1. Form: Ss might not remember the correct position of the adverbs of frequency in the sentence. 2. Meaning/Concepts: Ss might have trouble understanding the meaning of the word paragraph. 3. Pronunciation: Ss might want to pronounce the weak schwa in favourite /ˈfeɪ.vər.ɪt/ strongly. 4. Management: It might be difficult to regroup the Ss for the final peer evaluation phase if the class is too big.

Revise quickly and correct where necessary. Provide examples and visuals. Use the text and its cut up paragraphs to make it clearer.

Model carefully and correct. Let them pick a favourite in pairs first to reduce the number of articles in each group.

5. Cultural issues: Some Ss might be unfamiliar with magazines and magazine articles. 6. Topical knowledge: none expected 7. Difficulty of text/task: Writing in English is in itself difficult for some of the Ss, regardless how easy the task might be.

Show realia. If a student can’t write at all, let him/her work together with a partner or be the evaluator.

Name: WULGARAKIS Marina Elena

Date: 27.09.2012 PROCEDURE

Stage Lead In

Warmer

Reading

Teacher Activity

Learner Activity

Aims

Materials

Interaction

Time

Show magazine and ask Ss if they know what it is. Elicit the words ‘magazine’ and ‘article’. Tell Ss that they are all going to take part in a competition for the best article about ‘my favourite day’ and that the class is going to vote on the best article at the end of the lesson. Write ‘My favourite day’ on the board and ask Ss what their favourite day of the week is and why. Show picture of Anna and her family and tell Ss that they are going to read her article. Ask them to guess what the favourite day of the girl in the article could be. Elicit what a paragraph is. Hand out cut up paragraphs of Anna’s article for Ss to put in the right order.

Ss look at the magazine and guess at the words. Listen

Set context Elicit vocabulary

magazine

class

2‐3‘

Ss brainstorm and respond to Ts questions. Guess and make predictions.

Motivate Ss to read Brainstorm ideas

PowerPoint board

class

2‐3’

Respond. Read and put paragraphs in correct order.

Give positive example of what to write Introduce paragraphs and their function. Check understanding of text.

HO Text

individual, pairs

5‐8’

Presentation

Practice

Editing

Writing

Compare in pairs. Elicit what each paragraph is about and that different kinds of information go into different paragraphs. Show sentences from the text without connectors on the board and ask students in pairs to compare with text and find what’s missing (and, or, but, because) Use pictures to elicit what connectors are used for and summarize on the board. . Hand out fill in the blank sentences and ask Ss in pairs to find the right connectors. Compare together. Announce own article and show on the board. Ask Ss if they think it is well written (no) – ask them why (paragraphing, connectors). Hand out badly written text and ask Ss to rewrite it in pairs. (skip if not enough time) Show content of each paragraph on the board and tell Ss to write their own article.

Report to T.

Compare and report missing connectors. Guess function.

Highlight connectors Make function clear

PowerPoint board

class, pairs

5‐8’

Work together to complete sentences. Report to T.

Allow for controlled practice

HO Fill in the blanks

class, pairs

5’

Read article and report what’s wrong with it. Discuss and rewrite article.

Allow Ss to edit and correct

HO T’s text

pairs

5‐8’

Write four paragraphs

Practice writing

board

individual

10’

Feedback

Tell Ss to edit the article of the person next to them first and then group Ss by days of the week. Each group decides on one article they like best and eventually elect a class winner.

Ss read each other’s articles and edit them using the criteria discussed in the lesson. Ss vote on their favourite article (or articles).

Editing Peer correction

Ss’ articles

pairs, groups, class

10’

Vocabulary Analysis Sheet Vocabulary item

Meaning

Form (irregularities)

favourite

best liked or most enjoyed land not in towns / cities to ask or request someone to come physical activity you do to stay healthy

favorite (US)

in the country invite

exercise

Pron – special features /ˈfeɪ.vər.ɪt/

How will I get meaning across? demonstrate

How will I check meaning? ask Ss for favourite colour. Is this in the city?

in the countryside

/ˈkʌn.tri/

picture

invitation

/ɪnˈvaɪt/

examples, describe

Invite Ss to something as demonstration.

take exercise

/ˈek.sə.saɪz/

synonym: throw, mime

elicit from mine

Language Analysis Sheet Sentence Connectors

example(s)

cat and dog I love horses, but I hate spiders. Why? Because I said so. I go out or stay at home. I don’t like horses or spiders.

meaning

And: joining two similar ideas But: Contrasting two ideas Because: Giving a reason Or: Joining two alternative ideas / express two possible ideas

appropriate contexts

Writing and speaking. Link ideas and sentences to make text or speech more coherent.

possible problems for the students

Distinguishing ‘and’ and ‘or’. Using the right connector in the right place.

Original Text from New English File Elementary, Lesson 3:

Adapted Text: My favourite day of the week is Saturday, because it’s the weekend!

I usually stay in bed until 10:30. At about 11 o’clock I have breakfast and read the newspapers. In the summer I often go to my parents’ dacha in St. Petersburg. Dacha is the Russian word for a house in the country. It’s a place where you relax and forget about everything.

My mother normally makes a big lunch. In the afternoon we play cards or read. My parents sometimes go for a walk, but I don’t go with them. I don’t like walking or doing exercise!

In the evening, we often invite friends for dinner. In the summer we eat outside and people usually sing and dance. We never go to bed early, because nobody works on Sunday morning!

Presentation: They belong to the same category! → dog and cat, apple and orange

There’s a strong contrast. → I love... but I hate...

Give a reason / explanation.

Express two possible ideas. → I could watch TV or go out. Contrast two alternative ideas. → I don’t want to watch TV or go out.

My favourite day of the week is Friday. It’s the day before the weekend. (because) I usually get up early in the morning. I have classes at CELT Athens. (because) I take the Metro. I sometimes take the bus. (or) At about 10 o’clock I arrive at the language school. I meet my friends. (and) We often laugh. One of us says something funny. (because) In the afternoon we do our homework. We don’t have time to eat a big lunch. (but) In the evening I normally watch TV. I read a book. (or) I don’t like going to bars! I don’t like going to clubs! (or)

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Unreal Conditionals and The Robbery Gone Wrong Grammar Lesson Level: Intermediate Students

Length 60 minutes

Level Intermediate

Date

17.09.2012

Class Profile: An intermediate class with 10 students. About two or three of them are pre‐ intermediate level and might be too weak for the course. Rula, 52: Is enthusiastic, but still makes a lot of grammar mistakes when talking. She struggles with word order sometimes and pauses often to think of the right word to use. She confuses tenses and the verbs “make” and “do”. She is not too shy to speak because of these issues. She takes the course out of personal interest and because she has some free time. Nikos, 39: He confuses articles and has a very pronounced Greek accent. He is comfortable with speaking however, but tends to reuse the same verbs over and over. He does have quite a lot of vocabulary he wants to use, but can not always use it appropriately. He is very active and tries a lot of things on his own. Eva, 55: She is from Poland and has been studying English for about 3 years. She wants to learn it to communicate with her friends and family all around the world. She has difficulties understanding what is being said, but her pronunciation is quite good and she is good at writing. She needs more vocabulary and might not be on the right level for the course yet. She needs a lot of help from other Ss and does not contribute much. Maria, 37: She is Greek and has been learning English for 4 ~ 5 years, mostly private tutoring. She pauses often when speaking to search for the right word and lacks vocabulary. She seems to be the auditory learning type, but still needs words to be written down in English. She needs to learn English for her job in the medical department. Niki, 51: Her vocabulary is still quite poor and she still translates in her head before saying something. She is taking the course for fun and to communicate with friends from GB. She also speaks some French. She wants to speak more, would like to practice everyday, and is trying very hard. She also wants to improve her listening skills. Natalie, 58: She is from Russia, her first language is Russian, but also speaks Greek fluently. She has been learning English on and off all her life but forgets a lot of the language when she is not using it. She takes the course because she likes the language and wants to communicate with different people. She has an easier time reading than listening and is very talkative. She does not understand questions oftentimes, but gives an answer anyway. Dimitris: A very active student who likes to participate and contribute. He has a good vocabulary and is not shy to talk. He has a lower degree and has studied English for quite a few years, but he neglected it since University. He likes to watch movies and listen to English radio programmes in his free time. Danielle: She is very quiet, does not contribute much and might be too weak for the class. She makes a lot of tense related errors when speaking or writing.

Primary Aim(s)

Evidence

Ss will be able to use second and third conditionals to talk about wishes, regrets and hypothetical situations in the present and future.

Ss will be able to produce sentences in writing using the target structure as well as orally during games and controlled practice stages.

Secondary Aim(s) By the end of the lesson Ss will have  reviewed form, meaning and functions of second and third conditionals  had opportunities for communicative practice using both structures

Source Aids/Handouts Coursebook and Teachers book: New English File, Oxford University Press, Unit 4 Pictures found at: http://4.bp.blogspot.com/‐QB0g7YlKhIk/TzcspcVXF‐ I/AAAAAAAAAUY/JAp_W6XsqRo/s1600/bank+robber.jpg

Linguistic assumptions I expect Ss to be familiar with:  all basic areas of grammar  most of the lexis appearing in texts and exercises  previous exposure to both second and third conditionals Anticipated Difficulties Solutions/Remedies

8. Form: The Second Conditional contains the simple past in the if‐clause which might confuse students since the meaning is present or future. 9. Meaning/Concepts: Problems distinguishing second and third conditionals and their meaning, especially in relation to tenses. 10. Pronunciation: Both second and third conditionals make for very long sentences which can be a mouthful for students. 11. Management: 12. Cultural issues: 13. Topical knowledge

Provide controlled practice and make sure to check understanding regularly. Give clearer explanation, provide more examples. Individual and group drills, pronunciation practice.

Name: WULGARAKIS Marina Elena

Date: 17.09.2012 PROCEDURE

Stage Lead In

Presentation

Teacher Activity Show picture of bank heist and ask Ss to brainstorm in pairs what is needed in order to rob a bank successfully. Write ideas on the board as a list. Tell Ss about the robbers in the video and that they are in jail. Elicit what might have gone wrong and what they could be talking about. Announce playing video for Ss to find out. Pre‐question: Which of the things on the list appear in the video? Plays video Checks answer to pre‐ question. Hands out HO and asks Ss to watch for a second time and complete the grid. Ask Ss to compare answers in pairs. Play video again if necessary

Learner Activity

Aims

Materials

Interaction

Time

Brainstorm what a successful robbery entails and report to T Copy list from the board Respond to T’s questions Look at their list and prepare to watch

Set context Motivate Ss Elicit vocabulary Give purpose for watching

Power Point, board

class, pairs

5‐8‘

Watch and check list Watch and fill in grid Compare their answers

listen for gist listen for detail

Video HO 1

class, pairs

5‐8’

Checking

Controlled Practice

Lead In

Presentation

Ask Ss to form sentences beginning with ‘the robbery would have been a success if...’ and write them on HO, then peer correct. Ask concept questions, e.g. What time are we talking about? Did he guard the doors? Was it a success? Does he wish he could change it? Can he change it? How does he feel about it? Ask Ss to retell the story to a partner, using conditional sentences. Tell them to use the grid on the HO as help. Give example and model for pronunciation. Give feedback. Show lottery ticket and ask Ss what it is. Give model sentence: ‘If I had a lot of money, I would buy a new car.’ Model for pronunciation. Elicit structure and ask concept questions, e.g. Do I have a lot of money? Am I going to buy a car? Is this real or imaginary? What time are we talking about?

Ss write down sentences and compare with each other. Respond to questions

Raise awareness of form. Check understanding of meaning, function and time.

HO, PowerPoint

class, pairs

5’

Ss tell each other the story. Ss repeat the sentence

Practice pronunciation Learn forms accurately Automatise

class, pairs

10’

Respond to question Repeat model sentence

Set context Elicit structure

PowerPoint, Lottery Ticket

class

~5’

Respond to questions

Check understanding

PowerPoint

class

2‐3’

Dilemma

Read one of the cards and ask Ss what they would do. Give out one or two cards to each Student (depending on time left). Ask them to pick someone from the class and write down what they think that person would do in the situation described on the card. Ask them to question each other for points. Give feedback!

Respond to question Ss read the cards and write their predictions down. Ask each other ‘what would you do?’ and respond

promote fluency

Dilemma Cards

class

10‐15’

Language Analysis Sheet Structure or function

Hypothetical impossible or unlikely situations (unreal situations) in the present or future. Giving advice. Expressing regret or relief over an event in the past that can not be changed.

example(s)

Conditional 2: If I had a lot of money, I would buy a new car. (If X happened, Y would happen.) Conditional 3: If I’d seen you, I would have said hello. (If X had happened, Y would have happened.)

meaning

I imagine how it would be to have a lot of money. I think about what I would do with it. I want to buy a new car, but I can’t. I don’t have a lot of money. It happened in the past. I didn’t see you. I didn’t say hello. I wish I had seen you. I feel bad about it. There’s nothing I can do to change it.

form

Conditional 2: If + past simple or continuous , would + Infinitive Conditional 3: If + past perfect , would have + past participle

phonological features

In connected speech the contraction and weak form of have is usually used: If I'd known earlier, I would've done something: /wʊdəv/

appropriate contexts

Thinking about how people would act if they were confronted with unlikely situations. Thinking about things that went wrong in the past. Or things people regret not having done in their lives.

How are you planning to check understanding of the language?

Use concept checking questions, such as:     

Are we talking about the past, the present, or the future? (Present) Do I have a lot of money? (No) Am I going to obtain a lot of money? (Probably not) Am I going to buy a new car? (Probably not) Is this real or imaginary? (Imaginary)

    

Are we talking about the past, the present, or the future? (Past) Did I see you? (No) Did I say hello? (No) Can I change it? (No) How do I feel? (Regretful)

Bank Robbery To-Do List   

Look at the tasks the three bank robbers should have completed. Complete the grid by filling in what effect their actions had. Check the tasks they actually completed. 

Marlene

Fingers

Slick

To-Do Pick up plane tickets

Consequence 

Pick up change of clothes

were easily recognisable

Wait outside the bank

didn’t get away

To-Do Take van from public car park

Consequence 

Pick up Marlene and Slick on time

were late

Park in street beside bank

were seen by the cameras

To-Do Guard doors

Consequence didn’t know the police were coming.

The Robbery would have been a success if...

Video used: Created with GoAnimate

Telling the Time and the World Clock Functional Language Lesson Level: Elementary Students

Length 30 minutes

Level Elementary

Date

18.09.2012

Class Profile: A class with about 10 elementary students. It is a very mixed class regarding nationality and age so they are all dealing with their own specific problem areas. Kostas, Greek: Considers English as important for every aspect of life, especially work. He speaks German and Russian, but seems to be among the weakest in class when it comes to English. Stella, Russian: Has been living in Greece for twenty years. Valentina, Ukranian: Lives in Greece and want to learn English, because she likes the language. Alan, Kurdish: He is from northern Irak and came to Greece three years ago. He speaks many languages and is a bit more advanced then the others in class. However, he is quite impatient with them and tries to command everyone’s attention. Christos, Greek: He likes to learn and wants to participate in the class for pleasure. Elias, Albanian: He wants to learn English for work and because he likes it. Nazigur, Uzbekistani: She wants to watch movies in English, is very quiet and needs quite some time to warm up in a lesson.

Primary Aim(s)

Evidence

Ss will be able to tell and read the time on a clock and ask about it.

Ss will be able to ask each other about the time and their daily routines and answer correctly.

Secondary Aim(s) By the end of the lesson Ss will have  reviewed numbers from 1 ‐ 60  had opportunities for communicative practice using vocabulary connected to time and times of the day.

Source Aids/Handouts New Cutting Edge Elementary, 2005, Longman, Module 3

Pictures found at: http://ejad.best.vwh.net/java/clock/about_clocks.html http://de.depositphotos.com/7411581/stock‐illustration‐Man‐Daily‐Routine‐People‐Icon‐Sign‐Symbol‐ Pictogram.html

Linguistic assumptions I expect Ss to be familiar with:  numbers  very basic vocabulary related to daily routines (Wake up, eat, sleep, ...)  asking basic questions using the present simple Anticipated Difficulties Solutions/Remedies

14. Form: Students might have problems with the syntax and say ‘one half past’ instead of ‘half past one’. 15. Meaning/Concepts: Ss might have problems understanding the concepts ‘to’, ‘past’ and ‘quarter’ and when to use them. 16. Function: 17. Management: 18. Cultural issues: 19. Topical knowledge 20. Difficulty of text/task

Give clear models, correct where necessary, provide more examples. Model well and use the board to illustrate.

Name: WULGARAKIS Marina Elena

Date: 18.09.2012 PROCEDURE

Stage Lead In

Controlled Practice

Checking

Freer Practice

Teacher Activity Draw Circle on the board and fill in the numbers of the clock for the hours together with the Ss. Draw an outer circle and do the same with the minutes. Mark quarter and half hours and explain ‘past’ and ‘to’. Switch to PP clock Draw hands of the clock in various positions and ask Ss what time it is. Ask Ss to come up to the board and draw hands showing a specific time onto the clock. Give out HO A+B with World clock and have Ss ask each other for the missing times. Compare together, give feedback

Learner Activity

Aims

Materials

Interaction

Time

Ss repeat numbers, learn correct pronunciation.

Motivate Ss Elicit numbers Pronunciation Practice

Board

class

5‐8‘

Respond to questions

Check form and correct errors

PowerPoint

class

5’

Ss come up to the board and draw hands of the clock.

Check understanding

PowerPoint Board

class

3‐4’

work together to complete the HO Respond to questions

Give Ss opportunity to practice asking and answering questions about the time

pairs

5‐8’

A New York

Tokyo

It’s _______________

New Delhi

London

It’s _______________

Berlin

Beijing

It’s _______________

Moscow

Paris

It’s _______________

B New York

Tokyo

It’s _______________

New Delhi

London

It’s _______________

Berlin

Beijing

It’s _______________

Moscow

Paris

It’s _______________