LTCL Dip TESOL / Unit 4 Gemma Lunn

Lesson Plan Date: Friday 27th September 2013 Time: 09.30 10.30 Level: Intermediate B1 Class Profile: This is a group of 9 teenagers and adults ranging in age from 16 to 35. There is a mix of nationalities: Italian (3), Vietnamese (1), Chinese (2) French (2) and Russian (1). The main focus of the group as a whole is to improve their conversational English skills as well as their grammar. They are very motivated and enthusiastic and have been willing to participate in a wide range of activities. Some of the students have been in class together for the past 3 weeks and others only since the start of this week; yet most students do not seem shy or reluctant to participate or communicate with peers. Furthermore, all students seem to be relaxed and to have formed a good rapport with each other. As would be expected at this level everyone is able to express themselves, their opinions and ideas clearly, however, most still frequently make basic grammatical mistakes despite having a good knowledge of a range of grammatical tenses and rules. I feel its worth mentioning that at the end of last week two very outgoing students left and as a result the class has not been as dynamic this week.. Learner Profiles Name --------- Barthes Nationality French First language French Age M/F 20 M Length of time in class and at SGI 3 weeks / 3 months Learner background --------- learns a lot of English by listening to music and watching films. Goals and priorities --------- is aiming to take the IELTS text next year with a view to studying at University in the UK. His short term goal is to improve his conversational English Strengths and weaknesses As is common with French speakers --------- tends to drop the s when using the third person singular; a mistake I have highlighted and which he is gradually improving on. --------- has a fairly good understanding of grammar terminology and different tenses. ---------s dominant style according to a VAK test is kinaesthetic. I will keep this in mind when planning classes and try to include plenty of activities with movement in. --------- is one of the quieter students and not so confident with more complex point of language such as phrasal verbs and idioms. --------- is very sociable and joins in with many activities on the social program thus practising his English a lot outside of class.

LTCL Dip TESOL / Unit 4 Gemma Lunn

Name --------- ---Nationality Vietnamese First language Vietnamese

Age 22

M/F M

Length of time in class and at SGI 6 weeks / 10 months Learner background --------lived in Singapore for two years. He is therefore used to living in an English speaking country. Goals and priorities --------wants to start studying an MBA next year so he needs to get a high IELTS score in order to do this.

Strengths and weaknesses ---------s main weakness is his pronunciation as he has a very strong Vietnamese accent and does not clearly articulate each word. This does not however, affect his confidence when speaking. --------- often makes mistakes with the auxiliary verbs do, are and have, particularly in question forms. A VAK test showed no dominant learning style.

Name --------- ----Nationality Chinese Korean First language Cantonese

Age M/F 35 F Length of time in class and at SGI 3 weeks / 3 months Learner background --------- speaks four languages including English. She is on a sabbatical from her job in China. She does not need English for work, only social purposes. Goals and priorities --------- loves to travel and wants to improve her English so she can communicate more effectively with people when travelling. Name --------- -----Nationality French First language French Age M/F 20 M Length of time in class and at SGI 2 weeks / 1 year Learner background --------- has lived in London for 2

Strengths and weaknesses --------- is not afraid of speaking out in class or participating 100% in activities, she is often the first student to answer during class discussion. She makes some pronunciation errors but is generally clear and easy to understand when speaking. --------- has a narrow vocabulary for this level and especially compared to her peers and she often asks the meanings of fairly basic words. However, --------- tries very hard to use the new lexis that she has learnt in class and is always keen for me to reassure her that shes using it correctly. I therefore envisage that this is an area she will greatly improve on over the next few months at SGI. The VAK test showed that --------- is a kinaesthetic and auditory learner.

Strengths and weaknesses Despite having lived in England for two years --------still makes lots of basic grammatical errors hence his need to spend this year focusing purely on his English abilities. --------- has demonstrated his grammatical knowledge but does not always put this into practise. He has a high level of English comprehension and is able to easily understand natural spoken English this is helped by his knowledge of a wide range of colloquial phrases.
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LTCL Dip TESOL / Unit 4 Gemma Lunn

years and completed a foundation course at University. Goals and priorities --------- wants to start a degree in Business Administration next year. He needs to improve his grammar and writing skills.

The VAK test showed no dominant learning style. --------- seems to prefer doing certain activities such as gap fills and grammar tasks by himself. Sometimes --------- is not particularly focused in class, when I have questioned him about this he says he is tired. However, I have requested that --------- move to Upper Intermediate next week as I do not think this level is challenging enough for him.

Name Age M/F --------- -----16 F Nationality Length of time Italian in class and at First SGI language 2 weeks / 2 Italian weeks Learner background --------- has studied English since primary school. Goals and priorities This is ---------s first time in a multilingual classroom. She wants to improve her listening skills, particularly when speaking to non-native English speakers. She also wants to work on her conversational skills.

Strengths and weaknesses ---------, --------- and --------- are all here as part of a 2 week school trip. --------- is very willing to participate in class activities and not intimidated by other older students. She speaks very fluently for her level and has a wide range of vocabulary. She struggled matching verbs / adjectives + prepositions in a previous class so this is an area we need to review. Despite this she has a very good knowledge of grammar tenses and often clearly explains reasons for using specific tenses. This was particularly noticeable during the lesson which compared the Past Simple and Present Perfect Simple tenses. --------- states that she is a visual learner and a VAK test supports this view, her kinaesthetic score was noticeably low.

Name Age M/F --------- -------- 16 F Nationality Length of time Italian in class and at First SGI language 2 weeks /2 Italian weeks Learner background Like --------- and ---------, --------studies English regularly at school in Italy. Goals and priorities --------wants to improve her grammar and speaking skills whilst at SGI.

Strengths and weaknesses ---------s confidence has really grown in the past week and she now fully participates and enjoys all activities. She sometimes makes errors both in spoken and written work with irregular singular and plural nouns such as people/person. Despite this she is a fairly fluent speaker for her level and has a high level of comprehension. --------- sometimes adds an extra vowel sound to the end of words ending in consonant sounds for example she pronounces shop / p/ as / p/, this is common with Italian speakers but she does this more frequently and strongly than --------- or ---------. This is a problem that Ive highlighted in class and --------- is making an effort to improve on this. --------- got a score of 35 38 on all learner styles on the VAK test suggesting she has no strong style. However, --------- thinks she is predominantly a visual learner.
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LTCL Dip TESOL / Unit 4 Gemma Lunn

Name Age M/F --------- ----16 F Nationality Length of time Italian in class and at First SGI language 2 weeks /2 Italian weeks Learner background --------- is interested in politics and learning other languages such as Spanish and German. Goals and priorities --------- has a good knowledge of grammatical rules and wants to use her time at SGI to put these into practice.

Strengths and weaknesses --------- is a very mature student. She is quick to correct errors both by herself and when prompted. She speaks very fluently and accurately for her level. She is familiar with and confident using colloquial language and phrasal verbs such as get on with it, this help her English sound natural. A VAK test showed ---------s dominant learning style to be visual with her auditory score not much lower, --------- states that she is a visual learner.

Name Age M/F --------30 F Nationality Length of time Russian in class and at First SGI language 4 days day / 1 Russian month Learner background --------- is a Judges assistant in Siberia and uses English a lot at work with her colleagues. Goals and priorities --------- wants to improve her conversational skills during her month at SGI.

Strengths and weaknesses --------- fitted into the class straight away this week due to her friendly nature and good sense of humour. --------is quietly spoken but she works well with all the other students and in particular with --------- and ---------. --------- is clearly used to conversing with other nonnative speakers as her level of comprehension is very high. --------- is fairly accurate when speaking and when she does make mistakes she can usually quickly correct these herself when prompted. ---------s VAK test showed she is a dominant visual learner a point which --------- strongly agrees with.

Name --------Nationality Chinese First language Cantonese

Age M/F 26 F Length of time in class and at SGI 4 days / 2 weeks Learner background --------works in an international company

Strengths and weaknesses --------- joined the class this week but has only attended two and a half classes. --------- is a confident speaker and has a good knowledge of a range of grammar tenses. However, --------- is too focused on accuracy when speaking and her fluency suffers as a result.

LTCL Dip TESOL / Unit 4 Gemma Lunn

in Shanghai where her boss is German and many colleagues are Italian and German. She therefore uses English for a large proportion of her time at work. She says she is confident with business English but less so in social situations. Goals and priorities ---------s main aim is to improve her spoken social English to enable her to more effectively communicate with both clients and colleagues at work.
Lesson Type: Grammar: students learn and practise the uses of be and get used to, for example Im used to living in London and Im getting to used the weather. Main Aim: For learners to be able to talk about things they are not used to, are getting used to and are now used to regarding their lives in London. Target Language: Be used to: I am used to taking the tube every morning, Im not used to the weather. Are you used to studying English every day? Get used to: Im getting used to eating more bread and less rice. Are you getting used to speaking English every day? Sub Aims: Phonology weak pronunciation of /t/ in used to. The difference between /ju st/ as in Im used to studying English everyday and /juzd/ as in I used your pen. Listening students will practise listening for specific information from a teacher created listening activity. Speaking students will have several opportunities during the class to practise speaking in both a controlled and free speaking activity.

Learner Outcomes: 5

LTCL Dip TESOL / Unit 4 Gemma Lunn Learners will be able to talk about things that are unusual to them in London and things they are getting used to and are used to now. Personal Aim: I have been conscious during this course of giving clearer instructions and backing these up with relevant and effective ICQs and CCQs. For this final class I want to continue to be aware of this point and effectively check students understanding. One comment from the previous class was that I tend to do a lot of echoing throughout the lesson; this was not something I had previously been aware of. Whilst I know this is beneficial for re-formulating errors it does not set a natural tone to the lesson if I echo everything students say. Therefore in this class I want to try and reduce the amount I echo students. Throughout the course I have been working on improving the phonological aspect of the lesson from more effective drilling to more accurate phonology points. In this final lesson I would really like to deliver an effective, smooth and relevant phonology section of the lesson. I have therefore taken time preparing and practising this section of the lesson to try and ensure I meet this aim. Rationale: One student, ---------, has lived in England for 2 years but only been studying at SGI for 2 weeks, the other students have been here for 1 4 weeks so they are mostly all new to London or at least to studying at SGI. The forms studied today be/get used to something will help students talk about their experiences in London and England so far and compare things that they have had to get used to. I have heard some students speaking about this subject over the past two weeks using expressions such as this was strange for me and its normal for me now therefore the structures learnt today will help them more effectively talk about these topics. I chose to use a game in the engage section of the lesson as students have not been as lively this week as they were last week so I am hoping that starting with a game will engage them. Also, as it is Friday students are bound to be tired so this will help to wake them up! The content of the game will set the theme for the lesson and students can refer back to their answers later on in the lesson when they need ideas for the first speaking activity. I decided to use a listening activity in the study stage as it gives students the opportunity to hear and identify the target language in context which will be especially useful for auditory learners. I created my own listening activities in order to personalise the material and therefore engage students more. I previously used a teacher created listening activity and students were much more interested in listening to my friends and family rather than unknown speakers. I decided not to pre-teach the words altitude and bowing as this would give away two of the answers to the listening questions and I think it would be more beneficial for students to try and infer the meaning of these words. I am aware that the two study stages look fairly long on the plan 20 minutes in total. However, this does include paired discussions in between the listening activities and exploration of the target language which I think is crucial in order for students to be able to correctly use the language. In previous lessons I have given students the target language too easily and I think it is more beneficial for students to infer the meaning through an activity such as listening. Even though the study stage is long I do not feel students will be bored by this as it includes a variety of activities and I have still allocated plenty of time for the activate stage.

LTCL Dip TESOL / Unit 4 Gemma Lunn The rationale for the phonology aim is that students may incorrectly pronounce used when in the context of be / get used to and pronounce it as in I used your bike yesterday/juzd/ instead of /just/ as in Im used to living here . Students may also not naturally use the weak form of to /t/ so I will need to elicit and drill this as well. I decided to have a mingle activity for the first speaking activity to get students out of their seats and moving and to ensure they speak to all their classmates. In the completed examples on the find someone who worksheet I have tried to include a variety of examples that will appeal to the range of cultures within the class. I also chose a variety of pictures in the final task to give students a range of situations to discuss. Timetable Fit: Earlier this week students studied comparisons between their hometowns and London and also learnt some more advanced adjectives to describe places. This lesson follows on nicely as it continues the theme of students comparing their lives in their native countries and their lives in London. Three students are leaving after this class so this theme will be a nice one to finish on and summarise their experiences here. Assumed knowledge: 1. I assume that learners will be able to understand enough of what is said in the listening activities to be able to complete the questions and that the speed of speech and content is not too difficult. 2. I assume that learners have already studied used to to talk about things which happened in the past actions or states which no longer happen now. I assume this as I have heard several students correctly use this over the past 2 weeks. 3. I assume that learners will know the necessary lexis (or at least sufficient lexis) to discuss the range of situations which appear in the final speaking activity. Anticipated Problems (with solutions / flexibility): 1. The different uses of used to to talk about things which happened in the past actions or states which no longer happen now and be/get used to to talk about things which you have become accustomed to can be confusing for students. I will therefore elicit and clearly define the different uses and structures. I do not want to go into a detailed explanation of used to so if students do seem to be struggling with the comparison I will tell them Ill explain this in a later lesson. 2. Be / get used to can be used with the past, present and future tenses. Although students are competent at using these different tenses in their simple and perfect forms I do not want to overload them with new information in this lesson and will therefore just focus on using the target language in the present simple and continuous forms: I am used to and I am getting used to. 3. I do not think all the students will be familiar with the words altitude and bowing and these are two answers to the first listening exercise. Rather than pre-teach this vocabulary Id like students to try and infer the meanings of these from the context. However, if students are struggling with these answers I will firstly try and elicit the meaning from any students that are familiar with the words and then give students hints as to what these words mean. 4. There is flexibility within the plan to shorten or extend one or both of the final speaking activities in the activate stage. I can shorten the first activity by asking students to only fill in 3 more of the blank boxes, thus still giving them plenty of practise by cutting down on the amount of time it takes them to complete the worksheet. I can also extend this activity by allowing students more time to ask and answer questions. The final speaking activity can be shortened by only giving students 1 minute to discuss the situations and also only using a 7

LTCL Dip TESOL / Unit 4 Gemma Lunn couple of the slides. It could be lengthened by giving students longer to create example sentences and getting class feedback after each slide. Materials PPT slides which include target language and pictures for the final free-speaking activity. (see attached slides) (teachers own) Coloured card for students to write the game answers on. Listening Activity (teachers own) Listening worksheet & activate 1 worksheet (teachers own) Listening transcript (teachers own) Summary of Lesson Plan:

Engage Study 1

09.45 09.53 09.53 10 .08

Students play a game which will introduce the theme of the lesson and get them engaged. Students listen to two speakers talking about their new lives in South Korea and Peru. Students identify forms of be/get used to something and the grammar rules for these structures. Students play a find someone who activity to see what their classmates are not used to, getting used to and used to in London. Students look at various pictures and imagine what the people are getting used to and are used to in a range of situations.

Study 2

10:08 10:13

Activate 1

10.13 10:28

Activate 2 & Reflections

10:28 10:45

LTCL Dip TESOL / Unit 4

Gemma Lunn

Procedure
Stage Engage 09.45 09.53 Aim & Rationale The aim of this stage is to get students engaged in the topic and inform them of the aims of this lesson. Teachers procedure Tell students they will play a game called take 5, I will say a topic and they need to write 5 answers in their groups. Its a race so the fastest team wins. When they have written 5 answers they must shout take 5. 5 things that you found strange when you came to London. 5 things you miss about your home and country. 5 differences between your countries and here. After each point get students to feedback on their answers and briefly discuss and compare these as a class. At the end post students answers on the wall for future reference. Elicit (broadly) what todays lesson will be about by asking what do you think well be talking about today? Show the students the pictures of my friends Emma and Adam and ask them to guess which countries they are in. Explain that they have recently moved to Peru and South Korea. Give students 1 minute, in pairs, to talk about some things that might be unusual / different for Emma and Adam in their new countries. Study 1: Listening The rationale for using the listening is for Tell students they will listen to Skype calls I recently had with firstly Adam then Emma to Activity & Learner Outcomes Students understand they will play a game in groups where they must quickly write down 5 answers. Students write down 5 answers for each point. Dynamic Time T-S 1 min

S-S

4 mins

Students feedback answers such as I found it strange speaking English every day and I miss my family Students respond and say that todays lesson will be things we found strange about London or things that are different here to your country. Ss will guess which countries Adam and Emma are in and understand they have both recently moved to South Korea and Peru, respectively. Students say things like the food might be different and the culture is very different

S-T

T-S-T

1 min

T-S-T

1 min

S-S

1 min

Students will understand that they are going to do some listening activities. Students understand they

T-S

1 min

LTCL Dip TESOL / Unit 4

Gemma Lunn

9:53 10:08

students to hear the target language in context and get ideas for the following activities.

see how they are getting on in their new countries. Hand out the listening worksheet and explain that students need to write down 3 things that they hear Adam and Emma say are unusual about their new countries. Highlight that you dont expect students to understand everything straight away as these are natural listening and the people are speaking quite fast. Play the first recording once and students note down 3 things Adam found strange about South Korea the time difference, the spicy food and bowing. Ask students to compare their answers with their partner. Play the recording again so students can add to and check their answers. Ask students to compare their answers with their partner. Repeat the previous four procedures with the second listening.

are listening for specific information and will not feel stressed if they cannot understand the whole listening.

Students listen and note down any answers they heard.

1 min

Ss can discuss their answers and help each other. Ss listen again and add to and / or edit their answers. Ss can discuss their answers and help each other. Students listen to the recording twice, comparing answers with their partners after each time. Students note down the answers the altitude, the food and not hearing English. Students share their answers and find out what the correct answers are.

S-S S S-S S-S & S

1 min 1 min 1 min 4 mins

Ask students to share their answers. Elicit and put on the boards definitions for altitude (a great height) and bowing (best understood through a demonstration) and check students know how to pronounce this words. Tell students they will listen to both

T-S-T

2 mins

Students understand they need to copy then listen

T-S

1 min

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LTCL Dip TESOL / Unit 4

Gemma Lunn

conversations one more time and they need to complete a sentence from each, ask students to copy the sentences onto their worksheets.

and complete the 2 sentences Adam: Im ____ ___ __ the time difference so Im sleeping much better now! Emma: Its great, I love it, but ___ ___ ___ to the altitude yet so I still feel a bit sick.

Play the recordings again. Ask students to compare their answers with their partner. Elicit the answers from the students.

Students listen and complete the gaps with getting used to and Im not used Students compare their answers. Students give the answers getting used to and Im not used. Students respond getting used to means something is becoming usual / normal and Im used to means it is normal now but was strange before. Students explain that I used to live in Barcelona is talking about something that happened in the past that is not true now. Students will understand the different pronunciation of used.

S S-S

2 mins

1 min S-T

Study 2 Target Language 10:08 10:13

The aim of this stage is for students to explore the target language by understanding the correct pronunciation, structures and uses of be/get used to.

Use the two completed sentences to elicit what getting used to and Im not used mean. Show the next slide and elicit what the difference is between the two previous sentences and the sentence I used to live in Barcelona. Elicit the pronunciation of the sentence: I used your pen /juzd/ and then Im used to living here /just/ /t/. Drill the words individually then practise the example sentence through front chain drilling chorally then individually. Elicit the positive and negative grammatical structures for be/get used to: + noun / verb + ing (gerund) and examples of these.

T-S-T

2 mins

T-S

1 min

T-S-T Students understand the grammatical structure of be/get used to and can give correct examples such as Im used to waking up early and Im getting

2 mins

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LTCL Dip TESOL / Unit 4

Gemma Lunn

Activate 1 10:13 10:28

The aim of this stage is for students to have controlled practice of the target language and apply it to their own situation, thus personalising the language and making it easier to remember.

Explain to students that they are now going to find out what their classmates are used to, getting used to and not used to regarding their lives in London. Show the examples on the slide and explain they need to find someone who says yes to all of the things in these boxes. Elicit the question you can ask for the first box. Ask students the example question until someone replies no Im not used to it yet and write their name in the gap. Ask students to complete the remaining 6 boxes on the worksheet, tell them they can use ideas for the game at the beginning of the lesson and direct students to their answers from this if they need to. Monitor the students and correct any mistakes on the spot to avoid them repeating the mistakes during the activity. Tell students that they must have someones name in every box on the sheet and the first person to complete the sheet is the winner! Monitor and note down any errors I hear students make. Put any errors/mistakes on the board and ask students, in pairs, to see if they can work out what the error/mistake is.

used to the tube. Ss understand that they will find out about things their classmates are and are not used to in London.

T-S

1 min

Students respond are you used to studying English everyday? T-S-T Students understand that they only write someones name if their answer agrees with the sentence. Students complete the remaining 6 boxes with sentences such as ___ is getting used to talking with people from other countries S 3 mins 1 min

Students mingle asking and answering classmates questions with responses such as Im getting used to taking the tube every day and Im not used to drinking English tea. Ss will see the common errors and mistakes and hopefully avoid making these again in the final activity. Ss will understand that they can use the target language learnt today to freely speak about a

S-S

9 mins

S-S

1 min

Activate 2: Free

The rationale for this final speaking activity

Explain to students that you will show them pictures of various life changing events, they

T-S

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LTCL Dip TESOL / Unit 4

Gemma Lunn

speaking activity 10:28 10:40

is for students to put what they have learnt throughout the lesson into practice.

need to imagine they are the people in the picture and talk about what they are not used to / getting used to / are used to. I will model this activity by showing students the first picture and eliciting sentences such as Im not used to cooking dinner and Im getting used to living by myself. Tell students you have 2 minutes (or 1 if short of time) to make sentences for each picture and then you will change pairs and discuss another picture. ICQ how long do you have to discuss the picture what language should you try and use? I will monitor students and note down errors made, specifically with the target language.

variety of life changing events. 2 min

Students respond 1 minute and be used to and get used to.

S-T

Students look at the pictures and for 1-2 minutes and make sentences such as Im not used to being a millionaire and Im getting used to not sleeping. Students will all see common errors / mistakes and by discussing these they will better understand the language. Ss will be certain about when the target language can be used.

S-S

10 mins

Reflection 10.40 10.45

As a class we can correct errors made and reflect on the target language which was used today.

I will put some errors/mistakes that I recorded from the previous activity on the board. In pairs students will discuss these and come to the board to correct them. I will elicit for revision purposes when we can use the forms be/get used to.

S-S

3 mins

T-S-T

2 mins

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