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1 Graduate Diploma TESOL 2014/2015 Lesson Plan Cover Sheet Teacher: Beatrice Segura Harvey Date: 12/11/2014 Time: 9:15-10:15 Location: Brighton Language College Classroom: 5E Group Description Level: Pre-intermediate to Intermediate IELTS Number of students: 4 This is an IELTS class that are currently following the Ready for IELTS course book. It is an ongoing course within the college and I became the teacher on 13 th October. The class profile can change on a weekly basis, however, the students tend to stay on the course for longer than on a general English course. are enrolled with a general English placement test and depending on their score they are placed in either the Pre-intermediate/Intermediate IELTS class or the Upper Intermediate/Advanced IELTS class. As there are only two IELTS courses running there is a wide range of levels in each class. This class currently consists of one pre-intermediate students, two intermediate students and one upper intermediate student. The maximum capacity in the class is 14. Class Profile Name, age, sex, nationality, length of stay Iranian Completed 13 of 18 21, female French Completed 5 of 8 Emirati Completed 13 of 18 Reason for learning Wants to study business in an American or British university To complete her degree in France she need to gain an overall of 5.5 in IELTS Strengths (S) and weaknesses (W) Other comments
2 Israeli Completed 10 of 11 Wants to study business in an British university. He also sustained a back injury playing football for the national team so he has come to England whilst he cannot train. Recently changed his mind and doesn t want to take the IELTS exam anymore. Teaching Aims The main aims of the session are: Identify uses and construct the present simple passive for writing task 1. categorise and use linking phrases for writing task 1. Complete a writing task 1 using the passive and linking phrases. The sub-aim of the sessions is: revise the structure of writing task 1 (processes) revise vocabulary needed for describing a process Learner outcomes By the end of the session, students should be able to: write a description of a process using some linking phrases. write a description of a process using the passive. Personal Aims As this is my last assessed lesson, I d like to deliver a high-quality lesson and focus on the areas I d like to develop further: clear demonstration of activities eliciting plenty of examples reduce teacher talking time
3 Assumed Knowledge should be familiar with the possible types of questions they could be given in writing task 1. Also, students should have some knowledge of the passive voice and basic vocabulary for linking stages. Anticipated problems & solutions: The class has been working a lot on their writing skills. Therefore, they may not be very enthusiastic about writing for this lesson. In the past students found the structure of writing a process essay very difficult. We have spent a lot of time looking at structure in the past so this lesson is to look at sentence level in more detail. This might be quite a change from the last writing session so students may want to look at structure during the lesson. A couple of students in the class have a very short focus span (Salim and Mohammed). However, they should be ok for the first hour. One student (Aryan) is a very slow writer. He also has to look in detail at most words and gets stuck if he doesn't understand a word. This is usually because he prefers to take words he doesn't understand out of context and find other meanings. However, over time he has been creating a habit of ignoring the intricacies of the English language. One student (Julie) is studying for the general IELTS.Therefore, this lesson isn't completely geared towards the general writing task 1. However, she needs to learn and use the passive in her writing and she has be informed prior to the class that grammar and vocabulary will be useful to her even though it isn't in a context related to the general exam. Time Stage Teacher s purpose 5mins Warmer Introduce the topic and allow students to make a personal connection to it so that the lesson doesn't seem completely abstract and boring 5 mins Reviewing the Some of the present students passive and should know eliciting the present existing passive knowledge already so this section is to gather information on their prior knowledge so that the Student activity talking pairs and answer the questions on the board. look at an example sentence on the board and state the tense, why it is being used and the structure. Material and picture of someone making tea. Interaction T-Ss
4 speed of the following exercises can be adapted. 5 mins Identifying the different uses of the passive 20 mins Controlled construction of the passive with verbs related to processes Also, it should allow for a collective feedback session so that students can learn from each other. need to know when they should use the passive. For the IELTS exam there is a clear division between some parts of process writing so this needs to be added to their knowledge of passive uses. need to first practice writing the past participle and then use it to change sentence into the passive give ideas as to when the passive should be used in general and when it should or shouldn't be used in process writing first adapt the verbs in the diagram into the passive in pairs (some of the verbs shouldn't be changed). Then they will complete ex 2-4 p104. Ex2 pairs Ex3 and 4 individually and then check in pairs Feedback as a class after each stage. Ex1 p104 Handout p104 T-Ss S S Ss-T
5 5 mins (2 mins to storm) Warmer: Brainstorming linking words/phrases 10 mins Controlled practise should have prior knowledge of the vocab but this section is to elicit this and share vocab between students will then be given a list of vocabulary which they will need to categorise 10 mins Freer practise will now practise using the linking words in a speaking In pairs, students will have 2 mins to brainstorm as many linking words or phrases they can related to the tea making process. Then feedback as a class and place all vocab on board for reference later. categorise the vocabulary in pairs. will be expected to ask the teacher or use a dictionary if neither of the two know the meaning of a word. First they will order the process ex2 and then they will describe the process using linking words to their partner Diagram, paper, pen and whiteboard Handout ex 1 p105 Handout Ss-T (S-T) After the final activity is complete the students will look at the linking word once and identify the particular grammar needed for that phrase. And to finish the lesson they will have 20 minutes to complete the writing task 1 (making tea). For homework they will be asked to complete a writing task 1 (the production of ketchup) in exam conditions and they must use the passive and linking words.
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