Lesson plan 1. The topic- “Neighbors”.
RECENT WORK
grammatical exercises on phrasal verbs take, look and run
listening for detailed information
discussing symbolism on the basis of dreams
OBJECTIVES
1. To create interest in the topic, discuss and personalize
2. To practice descriptive skills
3. Raise students’ interest in the video material
4. To practice listening, predictive and communicative skills
5. To prompt discussion
CONTENT
Objective 1: (estimated time: 5 minutes)
Context: Students’ lives.
Activity/class
organization: An introduction to the topic of neighbors. Teacher shortly tells students about his neighbors and then asks students where they live and what kind of neighbors they have. Teacher works in lockstep and points individual students to answer the questions.
Aids: None.
Language: All and any.
Possible
problems: Students can be unwilling to provide examples on their own. Teacher is ready to elicit some responses.
Objective 2: (estimated time: 5 minutes)
Context: Pictures of buildings (see appendix 1.1); students’ imagination.
Activity/class
organization: Students work in pairs and describe pictures in their course books. They are to talk for at least one minute considering the kind of people that might live there and which place they would prefer to live in. Optionally teacher helps students with the vocabulary about different names of houses and writes them on the board (For detailed instructions see appendix 1.1).
Aids: Course books, board.
Language: All and any; vocabulary connected with houses.
Possible
problems: Some students may fail to lead the discussion between themselves for one minute. Teacher monitors students’ work and is ready to prompt students by asking additional questions.
Objective 3: (estimated time: 5 minutes)
Context: Students’ background knowledge.
Activity/class
organization: Teacher asks students whether they live next to any fussy neighbors and if no they are asked to think for a minute and imagine the worst possible one. Then some of the students are asked to perform their descriptions aloud. Teacher informs that they are going to see a footage featuring such a “nightmare” neighbor.
Aids: None.
Language: All and any.
Possible
problems: If students’ descriptions are not satisfactory, teacher provides his own description.
Objective 4: (estimated time: 15 minutes)
Context: Piece of video featuring neighbors from “As Good As It Gets” (see appendix 4).
Activity/class
organization: Students view the first part of a video with the sound off. They are put in pairs and asked to describe the situation and think of what the characters are possibly saying to each other. If necessary the teacher plays the first part again. After checking students’ description and predictions the first part is played again with the sound on. Then the teacher asks about what is going to happen next and provides students with some clues of the subsequent events. When students run out of ideas, the teacher reveals the second part of the footage.
Aids: Television set, video recorder, videocassette.
Language: All and any.
Possible
problems: Some students may not work with their partners as it often happens. Teacher is ready to get them “back on track” by providing clues or asking questions.
Objective 5: (estimated time: 15 minutes)
Context: A text about neighbors (see appendix 1.2).
Activity/class
organization: The teacher links the video footage with the text saying that a similar situation is described featuring also a dog. Students are asked to read the first paragraph and are asked to discuss their predictions about the rest of the text in pairs. They do so with the second and third paragraph similarly. When the reading is finished the teacher divides the class in groups of three and asks each group to summarize both stories -the one from the tape and the one they have just read- and consider similarities and differences between them. Teacher suggests that the comparison can be put on paper.
Aids: Course books, copybooks.
Language: All and any.
Possible
problems: If students are unable to provide predictions, the teacher tries to help them by elicitation. Later when they work in groups the teacher constantly monitors students’ work helping where necessary.
EVALUATION
This lesson was conducted on March 3rd this year and it was the first time I ever used a video with any students. Surprisingly it worked quite well and it was not so difficult to handle a video recorder after all. I fully succeeded in harnessing my stress and keeping my nerve. When it comes to the lesson itself students were motivated and willing to participate. As I observed my use of video surprised them and I could see that it is not often that their teacher provides them with video materials. The footage that I incorporated was subtitled, therefore, before the silent viewing activity I had to cover the bottom part of the screen with a cardboard. Fortunately, it did not disturb students as they eagerly supplied their predictions and descriptions. During the pair work and group work there was always a “positive noise” in the classroom, which involved little of my contribution as students represent a good knowledge of English. Occasionally, small vocabulary help was needed but it was all. The fact that the piece of video was subtitled resulted in aroused students’ interest in particular vocabulary items, which I explained and put on the board. After the class was finished I was approached by a student who asked me if I could lend him the full version of the movie from which the footage was taken. I enjoyed this lesson a lot and was glad to hear that some students were willing to pursue the whole film on their own.
Lesson plan 2. The topic- “Asking for advice”.
RECENT WORK
comparing present perfect and past simple tenses
using and talking about gestures
describing pictures
listening for detailed information
written work based on listening
OBJECTIVES
1. To create interest in the topic of asking for advice (personalizing, individualizing).
2. To actively involve students in describing pictures. To practice speaking skills
3. To rise expectations and interest in the listening task.
4. To practice listening, prompt discussion and confirm expectations.
5. To write about a problem as to an advice column.
CONTENT
Objective 1: (estimated time: 5 minutes)
Context: Students’ own lives and experiences.
Activity/class
organization: The teacher and the students work in lockstep. The teacher talks about asking for advice and inquires students whether they have ever asked for advice in any way.
Aids: None.
Language: All and any.
Possible
Problems: Students may be reluctant to provide examples of their own. The teacher is ready with his examples or to prompt participation if necessary.
Objective 2: (estimated time: 10 minutes)
Context: Pictures of couples (see appendix 2.1).
Activity/class
organization: Students work in pairs and describe pictures. Student A compares people in both pictures and is asked to think what they might say to each other. Student B describes relationships between those people and is to say which of those is closer. After students are finished the teacher asks individuals to perform their descriptions before the rest of the class. For the specific instructions to this activity see appendix 2.1.
Aids: Course books.
Language: All and any.
Possible
Problems: Students may encounter lexical problems when describing peoples’ relationships. Teacher monitors students work and helps with vocabulary if necessary.
Objective 3: (estimated time: 5 minutes)
Context: Students’ imagination and background knowledge.
Activity/class
organization: The teacher talks to students about the most common way of solving problems in the United States which is going to the psychiatrist and asks for some ideas, predictions. Particular vocabulary items e.g. “shrink” are written on the board. This activity serves as an introduction to the listening task.
Aids: Whiteboard, board pen.
Language: All and any; specific vocabulary items.
Possible
Problems: Students may find it hard to concentrate after the previous activity.
Objective 4: (estimated time: 15 minutes)
Context: Piece of video featuring a visit to a “shrink” from “Tin Cup” (see appendix 4).
Activity/class
organization: The teacher explains the task and distributes handouts with questions (see appendix 2.2). Students work in pairs and read their questions. Teacher plays the tape and then stops it twice to ask for some predictions. Students discuss their answers after they have seen the footage. If some of the questions are still unclear, the teacher plays the scene again.
Aids: Television set, video recorder, videocassette, handouts.
Language: All and any.
Possible
Problems: It is possible that students will not get all the answers after the first watching. The teacher is ready to play the tape again and explain necessary lexis.
Objective 5: (estimated time: 10 minutes)
Context: Problems- the world/student’s lives.
Activity/class
organization: The students are given a small piece of paper and are asked to write a few sentences about their problem individually. Then they hand their piece of paper to the student on the right who is to provide a solution. Before the teacher informs students about the additional examples of letters to an advice column that can be found in students’ books (see appendix 2.3). Next the teacher asks for volunteers to read out the questions and answers.
Aids: Square pieces of paper, ball-pens, course books.
Language: All and any.
Possible
Problems: Students should not encounter any major problems. After performing previous tasks they should have plenty of ideas and be eager to state them on paper. Yet, in case of difficulties, students are asked to read the sample letters in their course books. It is possible that this activity will be continued as homework.
EVALUATION
This very lesson was run on April 12th and it happened to be my examination lesson evaluated by a methodology teacher. My intention was to make the best impression I could by using the video, yet the final communicative activity did not turn out as I had planned.
I started off with the lead-in and gradually worked on arousing students’ interest in the subject matter. By the time I “got” to the video presentation stage, the students were already prepared for the footage i.e. they had a clear idea what it was going to be about and what to expect. I was fully aware that the language featured in this piece was rather complex and that it could cause difficulties in comprehension. Fortunately enough I had a subtitled version of the video what proved extremely advantageous and even resulted in students’ interest about particular vocabulary items what would not have taken place if the scene had been without subtitles. I presented the material twice. During the first presentation I used the freeze-frame technique and asked students for predictions what worked really well. They were willing to provide their guesses and were actively involved.
However, the next exercise I introduced was a failure. Students received small pieces of paper and on the basis of what we had discussed so far they were to come up with a problem of their own. Some students’ examples appeared to be completely inadequate as I found out while monitoring their work. As a result this activity suffered since I had to wait for some students to rephrase their sentences. In addition, a number of students could not think of any problems thus the activity continued to delay. Only later was it explained to me that the subject matter of the video and the following writing exercise were unsuitable or rather too “serious” for secondary school students. It became clear to me that these teenagers were not experienced enough or too insecure to come up with problems of their own and therefore they decided to make fun of it. Another mistake was that I should have provided some examples of possible problem areas that students might have considered before they started writing about their own problems. In my opinion it was a grave mistake that spoiled the communicative value of this last activity. A lesson to be learned from this class is that above all an authentic video material should be carefully and appropriately selected and activity instructions crystal clear for only then one can be certain about a success of a fixed activity.
Lesson plan 3. The topic- “Gambling in Las Vegas”.
RECENT WORK
review of conditionals
practicing reported speech
writing an essay
OBJECTIVES
1. To provide students with clues about the subject of the lesson.
2. To practice grammar and prompt discussion in groups.
3. To rise students’ interest in the subject of gambling and a reading task.
4. To read to confirm expectations.
CONTENT
Objective 1: (estimated time: 10 minutes)
Context: A short video footage from the movie “Leaving Las Vegas”
(see appendix 4)- creating expectations.
Activity/class
organization: The teacher informs students that they are going to see a short video without sound. They are to guess the subject of the lesson by paying attention to the setting and characters. In addition, they are to think what the characters might be saying to each other and describe the situation. Because the footage comprises Polish subtitles the bottom of the screen is covered with a cardboard. After seeing the video students discuss and exchange their ideas in pairs. Later the teacher discusses with students their guesses finally directing them to the subject of the lesson.
Aids: Video cassette, television set.
Language: All and any.
Possible
Problems: Students may fail to recognize the clues presented in the footage. The teacher is ready to elicit some responses.
Objective 2: (estimated time: 20 minutes)
Context: The footage from the movie “Leaving Las Vegas” (see appendix 4).
Activity/class
organization: Students are told that they are going to see this video again also without sound but this time with the Polish subtitles on. The teacher pauses the tape after every single utterance and students working individually are to provide an English translation that will eventually constitute a short dialogue. After students are ready with their “versions” they are organized in groups of three to compare their dialogues and come up with a final version of it. Then some groups are pointed out to read their dialogues aloud and finally the video is played again with sound to check for an original version of the dialogue.
Aids: Copybooks, ball pens, videocassette, television set.
Language: Featured in the subtitles.
Possible
Problems: Students should not encounter lexical problems, however, some phrases provided by students may stray from the original text. They are advised not to try to be literal as incorrectness will not be punished.
Objective 3: (estimated time: 5 minutes)
Context: Pictures of gambling centers (see appendix 3.1).
Activity/class
organization: Teacher refers to the video and asks what possible problems people may have when gambling and what it is that attracts people to gambling centers. Next, students’ attention is focused to pictures. They are divided into pairs and are to describe the pictures and people in them (for detailed instructions to this activity see appendix 3.1).
Aids: Course books.
Language: All and any.
Possible
Problems: There should not be any major problems apart from that students may not have much to say. Help with vocabulary may be needed.
Objective 4: (estimated time: 10 minutes)
Context: Text about a young gambler (see appendix 3.2).
Activity/class
organization: Teacher inquires students whether they are aware of the word “addict” and provides its slang counterpart “junkie”. Then the students are to skim the text and say briefly what it is about. Then, after teacher’s instructions, they work individually and supply the missing sentences into the body of the text (for exact instructions to this activity see appendix 3.2). After students are finished answers are checked in lockstep.
Aids: Course books, pens.
Language: All and any.
Possible
Problems: The task is rather easy and should be done smoothly by the students, yet some words may cause problems. The teacher is ready to list the problematic words on the board.
EVALUATION
This lesson took place on April 26th. This time I decided to use video at the very beginning of the lesson to find out whether it was going to be a successful way of introducing the topic. Indeed, it appeared to work very well as students did not expect it at all. I managed to actively involve students in the discussion and was glad of the number of speculations and guesses they provided. Next, they worked on their translations. This activity was applied from “Video” by Cooper, Lavery and Rinvolucri and proved to be successful too. This time I carefully selected the material, which involved only two speakers having a conversation. The language was quite easy but still challenging. I motivated my students to both- practicing grammar and communicative skills, as they worked anxiously in groups comparing their translations and “polishing” them up. Then, after some of the groups had read their versions I played the tape. However, just before that I had one group of boys read their version of a dialogue. It seemed to me that they were making every effort to jeopardize this activity and make me feel uneasy. Somehow they managed to incorporate a few taboo words although the context did not provide such a possibility. They were reprimanded for their behavior since it was already the second time they tried to spoil my lesson. Apart from this minor flaw, as I observed, this activity worked tremendously well for the students. It also provided some interesting clues for the next speaking part.
Being objective, I wish to say that this particular class was very difficult to manage. Having observed some of my colleagues, I noticed that those discipline problems are not new to them either. Unfortunately nothing could be done to improve the comfort of running a lesson since some students continued to cause problems even after they have been reprimanded and re-sited by their teacher.
