Unit 14

UNIT 14 WORKSHEET

WORKSHEET – UNIT 14


Task 1 – Why do teachers plan their lessons?

Often teachers lack the experience to spontaneously conduct a productive class.

Task 2 – Explain why planning is important.

Planning is important to maintain control of the lesson and continue in the right direction, allowing students too much influence can cause language problems for an inexperienced teacher.

Task 3 – Plan a straight arrow ESA lesson from the materials towards the end of unit 14 (Unit 14, task 3 materials). The materials are entitled Where have you been.

(attached to email)

Task 4 – Plan a patchwork style ESA lesson using the materials at the end of unit 14 (Unit 14, task 4 materials). The materials are entitled Possibilities.

(attached to email)

Again, include all the information at the top of the sample lesson plan form:

Teacher, observer, date/time, class level, room, expected number of students, context, focus, teaching aids, learner objectives, personal aims, anticipated problems for students, solutions, anticipated problems for teacher, solutions, procedure, phase, timing, interaction.


Plan 1: Possibilities
LESSON PLAN

Note: By using the [Tab] key or the mouse, the cursor will automatically move to the next box. On the procedure section, use one box for each phase (engage, study or activate) of your plan.

Teacher:
Room: 3B
Observer: n/a
Expected numbers: 10
Date & Time: 03/04/2008
Class level: Intermediate
Context:
Possibilities
Focus:
Might and may
Teaching aids: Pictures of football, worksheets, exercises
Learner objectives:
To understand possibilities using might and may
Personal aims:
Teach students to differentiate between might and may
Anticipated problems for students:
Similarity between might and may
Solution:
Exercises
Anticipated problems for teacher:
Students find subject to be boring
Solution:
Lots of interaction
Procedure
Phase
Timing
Interaction
     


Plan 2: Where have you been?
LESSON PLAN

Note: By using the [Tab] key or the mouse, the cursor will automatically move to the next box. On the procedure section, use one box for each phase (engage, study or activate) of your plan.

Teacher:
Room: 2F
Observer: n/a
Expected numbers: 8
Date & Time: 03/03/08
Class level: Intermediate
Context:
Travel
Focus:
Things that you have done
Teaching aids: White/blackboard, worksheets
Learner objectives:
Students should be able to tell people where they have been using the correct tense
Personal aims:
To encourage students to participate with each other
Anticipated problems for students:
Understanding the present perfect tense
Solution:
Use many different examples
Anticipated problems for teacher:
Students not participating
Solution:
Group activities, ask students many questions
Procedure
Phase
Timing
Interaction
For the introduction begin the lesson by asking the students if they have been anywhere interesting lately, then move on to other questions such as where is the favourite place they have ever been.
Engage
5 mins
T-S
To make the lesson more interesting bring to class any souvenirs you have and ask the students to pass them around. The students will most likely ask questions which will encourage conversation about traveling to various places.
Engage
10 mins
T-S
Hand out the grammar worksheet to the students and go over it as a class. Using examples from the previous procedure, write on the board various sentences which match what the students have been saying, i.e. You have traveled across Mexico. Introduce the students to some basic modal verbs such as 'shall' and 'must'. Explain clearly the formations and the way which the sentences are constructed and randomly prompt students to produce a sentence with the correct grammar.
Study
10 mins
T-S
Ask students to answer the questionnaire then swap their answers with the person next to them. Go through the answers one at a time and ask each student to correct the worksheet which they had swapped with their neighbour.
Study
5 mins
S-S
Split the class into two halves and play a game similar to Jeopardy, where students provide pre-written landmarks on cards to ask the opposing team. Ask for a volunteer from each team to demonstrate the activity and use very obvious examples during the demonstration and then hand out the cards.
An example of what a card might have written on it could be 'The Eiffel Tower' in which case the question would be 'What would you see in France?’ The question is the response students must give in order to win points. In the end the team with the most accumulated points will win.
Activate
15 mins
T-S