Beruflich Dokumente
Kultur Dokumente
Activity/Procedure/Stage
Interaction Time
-T will review with Ss the unit 3 test by T-SS
10
going over some answers and asking
min
three students who did a good job on the
written portion of the test to share their
letter of application with the rest of the
class by writing it on the white board.
-T will review with Ss why those three
letters are well written and explain to Ss
(10)
that that should be the level of writing
they are at for level I4.
Activity 1:
1.1 Pre-Stage:
-T activates Ss background knowledge
on the units theme by introducing the
word prodigy and asking Ss if they
know of any famous child prodigies. T
may provide examples.
-T then asks Ss to provide some
vocabulary words that come to mind
when thinking of prodigies and writes
T-SS
5 min
Transition to #2:
T says, Now that we have
learned a little more about child
prodigies, we are going to listen
to an audio clip about tests that
are given to test ones
intelligence.
Activity 2:
Listening Activity - IQ tests
1.3 Post-Stage:
-T rounds up the class for class
discussion on what they have learned
and what thoughts they have.
Tangible Outcome & T. feedback/peer
feedback:
The tangible outcomes are the notes that
the Ss take while watching the video
including things they have learned, some
key words, questions or thoughts. T and
peer feedback are given during group
dicussions.
SS & T-SS 10
min
SS-SS
10
min
(25)
2.1 Pre-Stage:
5 min
-T asks Ss to read the instructions for the T-SS
listening activity on pg. 33 in the
textbook.
-T reviews and previews the questions
and answers for the listening activity
and asks Ss if they have any questions.
SS & T-SS 10
2.2. During Stage:
min
-T plays the audio clip twice while Ss
listens attentively and circles the correct
answer.
-T will walk around the classroom to
make sure students are following the
activity.
SS-SS
2.3 Post-Stage:
-T asks Ss to go around the circle to
answer the questions and provide
reasons why that is/what they have
heard. Ss will be sharing with each other
their answers while T facilitates the
discussion (student led). T may replay
segments of the audio for clarification.
Transition to #3:
T says, As we have heard in the
audio clip, one of the tests
administered to test for
IQ/intelligence is the StandfordBinet Test. Here is a link to the
website that you are free to take
at home.
Activity 3:
Figure it out
10
min
(25)
Introduction:
Step 1:
Work in groups
Each group receives a short
article about a prodigy
Read the article and fill out the
information chart in groups
Step 2:
Now, form new groups with one
student from each of the original
groups
SS-SS
Ask for and give information
regarding each prodigy and fill
out the rest of the info chart
15min
T-SS
10min
(30)
Activity 4:
Video Watching & Class
discussion
exercise ss completed
Peer feedback will be given
during the group activity when ss
share the important information
from their readings; T feedback
will be given during the group
activity when ss ask questions
regarding the reading as well as
during the post-stage when ss
share their answers and respond
to Ts questions.
4.1 Pre-Stage:
T-SS&SS T gives a brief introduction to
SS
the child prodigy in the
documentary film Akrit Jaswal/
T has ss read aloud the
introduction and asks ss what
they think of this child prodigy.
T then gives out the critics that
this child prodigy has been
received and asks them to think
about the question given at the
end of the critics when watching
the video
Introduction:
Born April 23, 1993, Jaswal never
attended medical school, and yet in his
native country of India, he is widely
known as a physician. When he was very
young, instead of starting with crawling,
he skipped right to learning how to
walk. At the age of 10 months, he said
his first words. By age 4 he was reading
Shakespeare. When he was 7, he met an
8-year-old girl whose fingers had been
burnt as a baby and fused together. He
performed an operation to separate her
fingers -- that same year. Today he
pursues degrees in botany, chemistry
and zoology at Punjab University,
Chandigarh, India, making him India's
youngest university student. He hopes to
one day attend Harvard.
Critics
10min
15min
5min
(30)
Directions:
Two groups
Group 1 read article 1; group 2
read article 2
Group 1 cannot refer to any
types of dictionary or other
materials when reading the
article
Group 2 can use dictionary but
dictionary (printed or online)
only when reading the article to
look up words they dont
understand
Finish the reading in 50 minutes
Materials:
Dry-ease marker and eraser
Graded unit test
Activity Slides
Video link
Figure it out worksheet
Short novel for research
Anticipated Problems & Suggested Solutions:
For the video watching and class discussion activity, ss may find it hard to understand everything
in the video. Solution: T will tell ss that they dont have to understand everything but just get the
main idea and important information regarding the child prodigy introduced in the video. T will
also pause several times during the video to give explanation or clarification as necessary and
lead class discussion to help ss better understand the content.
Contingency Plans (what you will do if you finish early, etc.):
If we finish early, we will let the ss continue watching the documentary film and do more class
discussion
Post-Lesson Reflections:
Students really enjoyed watching the videos (both). Most of them were very engaged in the
discussion during and after watching the video. They were able to draw from their own
experience and contribute many good ideas and opinions. However some of them were still too
shy to speak up during the class discussion. Due to the time limit, we were not able to call on
every one to give their opinions but we definitely need to give more chance to students who
hesitate to speak up in class next time.
Lesson 20 - Unit 4
Teachers: Grace Chang, Yinan Gong
Level: Intermediate 4 (I4)
Date/Time: Wednesday, November 5, 2014, 7:10pm - 9:10pm
Goal:
The goal of this lesson is for students to understand that in speaking and in conversations, they
can use confirmation questions, statements, and various intonations to either ask for or express
their understanding of something.
Objectives (SWBAT):
Students Will Be Able To
1. ask questions to confirm listeners understanding as well as provide statements to indicate
understanding/lack of understanding.
2. recognize different intonations and tones and the functions they are expressing
3. use different intonations and tones to express different functions and feelings
Theme: Childs Play (Speaking & Pronunciation)
Extensions: Ss will further familiarize with the theme and practice their intonation by doing
exercises in the workbook.
Aim/Skill/Microskill
Activity/Procedure/Stage
Interaction
Time
5 min
(5)
1.1 Pre-Stage:
T-SS & 10
T explains that in conversation,
SS-T
min
you check to see if listeners
understand what you are saying
and if you are the listener, you
can also show that you either
understand or dont understand
what the other speaker mean.
T refers to the PowerPoint and
presents some questions for
asking for understanding. T reads
the examples and asks Ss to
contribute some other questions
and writes it on the board.
T reviews sentences that indicate
understanding and lack of
understanding and this time calls
on Ss to read it out loud to the
class. Again, T will ask Ss to add
some more sentences of their
own and writes it down on the
board.
T reminds Ss that statements
indicating understanding and
lack of understanding can be
used to respond to questions or
be used on their own.
SS-SS
Transition to #2:
T says, Now that we have had
some practice using the
confirmation expressions, we are
now going to give you a task of
explaining how to play a game and
you will need to again use those
confirmation expressions to make
sure your partner understands you
and your game.
9 min
SS-SS
6 min
(25)
2.1 Pre-Stage
T-SS
T now moves onto the second
activity by saying they will now
have to teach their partners
something new.
Note: The purpose of this activity is to
allow Ss to have more control over the
activity by choosing a game of their own
to explain. (T is handing over the task
and responsibility to the Ss)
T passes out the handout and
asks one Ss to read the direction.
T elaborates by reminding them
7 min
15
min
8 min
(30)
3.1 Pre-Stage:
T makes sure everyone
understand what intonation is.
Explanation will be given if
necessary
T then illustrates the importance
of using intonation in expressing
different functions or emotions
by having ss work in groups and
come up with different ways to
say a sentence displayed on the
screen (Sentence: I have
something to tell you)
After the group work, T will call
on ss and ask them to say the
sentence aloud in different ways
and have them give the scenario
or situation in which they would
use the sentence the way they did
T-SS
5min
TSS&SSSS
8min
T-SS
7min
SS-SS
5min
TSS&SSSS
(25)
Directions:
Background:
5min
STEP 2:
Script randomly distributed to the
groups
Read the script that you received
with you partner
Discuss what intonation/tone the SStarget sentence is indicating and SS&Twhat function it is expressing
SS
(question? surprise? doubt?
confirmation?)
15min
SSSS&TSS
10min
(30)
Wrap-up
5min
(5)
Lesson 21 - Unit 4
Teachers: Grace Chang, Yinan Gong
Level: Intermediate 4 (I4)
Date/Time: Wednesday, November 6, 2014, 7:10pm - 9:10pm
Goal:
Students will learn a new tense/aspect and distinguish the difference between the new
tense/aspects and other tenses/aspects with regards to the time reference. Moreover, students will
learn how to identify and use, in speaking and writing, cause and results words.
Objectives (SWBAT):
Students Will Be Able To
1. Talk about past events by distinguishing the difference between past perfect tense and other
tenses used to refer to events happened in the past
2. Use the past perfect tense to talk about past events through grammar drills and integrated
activities
3. Write and speak cause and effect words like because, so, as, since, due to, etc.
4. Listen and identify cause and results key words in a conversation and mark down whether
statements are true/false according to what they have heard.
Theme: Childs Play (Grammar & Listening)
Extensions: Complete exercises with regards to the new grammar point.
Aim/Skill/Microskill
Activity/Procedure/Stage
Agenda:
1. Recap - 1) Announce CEP
awards (best script, best actor,
best actress) winners;
2)Complete the homework
exercise from last time
2. Grammar - Past Perfect & Past
Perfect Progressive
3. Listening - Identify causes and
results
CEP Awards winners:
Best script: Yuko & Jessies
Janice is my best friend?
Best Actor: Robson
Best Actress: Jessie
Activity 1:
Homework Exercise
Interaction Time
T-SS&SSSS
1.1 Pre-Stage:
T-SS
T briefly reviews the content
covered in the last class
T has ss complete the homework
3min
2min
2.1 Pre-Stage:
T elicits from the ss the tenses
they have learned so far that are
used to talk about a past event
(simple past, past
progressive, present perfect,
past perfect, past perfect
5min
(20)
10min
T-SS
10min
progressive)
T briefly reviews the use of
simple past, present perfect and
present perfect progressive with
the ss by drawing a timeline on
the board and using sample
sentences built by the ss
Simple past: an event happend in the
past at a specified time; an event
happened in the past that has no
connection to the present
Past progressive: a continuous action in
the past which is interrupted by another
Present perfect: an event started in the
past, continues in the present; an event
in the past has connection to or
influence on the present
Present perfect progressive: an event
started in the past, continues in the
present, but emphasis on the time
duration and that the event is unfinished
T then introduces the two new
tenses that can be used to talk
about a past event - past perfect
& past perfect progressive
T lists the following sentence on
the board
Sentences:
When John Stuart Mill was three, he had
already learned Greek.
By the time he turned eight, he had also
mastered Latin.
I had eaten an apple before I ate lunch.
He had learned to play chess before he
turned six.
He turned six after he had learned to
play chess.
T has ss figure out which part of
the sentence used past perfect
T elicits from the ss the form of
past perfect (had+past participle)
T then introduces when to use
past perfect using the sentences
on the board as illustration
Use: We use past perfect to talk about an
event or activity that was completed
10min
5min
2.3 Post-Stage:
T will go over the answer with
the class together
T will point out common mistakes
noticed in ss work and make
clarification
Tangible Outcome & T. feedback/peer
Transition to #3:Ok, so now we
feedback:
know how and when to use the
Tangible Outcome: The exercise
past perfect but we dont only
ss completed during the activity
use it in an affirmative sentence,
Peer feedback will be given when
we also use in questions.
ss compare and discuss their
answers with their partners; T
feedback will be given during the
pair discussion on the answers;
Ts corrective feedback will be
given during the post-stage when
T goes over the answers with the
(25)
3.1 Pre-Stage:
T has ss look at the sentences on T-SS
the board and elicit from the ss
how to change the sentences into
yes/no questions & Whquestions
T then writes down the form of
past perfect questions (Yes/No:
Had + Subject +Past Participle
+ Time adverbial (before,
when, by the time; Wh- Q:
Wh- + had + subject + past
participle + time adverbial)
T makes sure ss understand the
grammar point and moves on the
group activity
T passes out the worksheet and
gives ss directions on how to
carry out the What had
happened activity.
Speaking Activity: Discuss the answers
to the following questions using past
perfect tense.
e.g. Anna was crying and her mum
SS-SS
looked angry. What had happened?
3.2. During Stage:
Ss run the activity
T will walk around and monitor
the groups
3.3 Post-Stage:
T will call on a couple of ss to
share the answers to the
questions.
T will then wrap up the activity
by pointing out some common
mistakes noticed in the ss
answers and complimenting on
their good job
Tangible Outcome & T. feedback/peer
feedback:
Tangible Outcome: The response
T-SS
3min
10min
2min
(15)
Transition to #4:
T says, Now that we have
learned some new grammar
points, we will move onto
learning some cause and effect
(result) words, which will help
with our speaking, reading, and
writing.
Activity 4:
Introduction to Cause and
Effect
4.1 Pre-Stage:
T-SS
-T writes Cause and Effect on the
board and asks Ss to explain what this
means and provide several real-life
examples.
-T then asks Ss what some key words or
transition words that we sometimes
come across when reading or trying to
explain cause and effect relationships. T
will elicit responses while also adding to
the list including, because, so, as, since,
due to, if..then.
SS-SS & T4.2. During Stage:
SS
-T passes out the worksheet which
includes sample sentences (complete the
sentences worksheet) that includes those
key cause and effect relationships.
-T and Ss will work together as a class to
try to complete these sentences.
Feedback from peers and T will be given
during this time. Ss will be able to hear
from the rest of the class some sample
sentences and also be able to ask
questions as we complete them.
SS-SS & T4.3 Post-Stage:
SS
-T leaves 3 questions and asks Ss to
complete them individually. Ss are asked
to work with a partner to share their
answers.
-T will round the group back together
10
min
15
min
15
min
(40)
5.1 Pre-Stage
T-SS
-T now asks one student to read the
Listening Activity instructions for the listening activity on
Identifying Causes and Results pg. 38 in the textbook. Then T reviews
the statements with the Ss and instructs
them to listen carefully and mark T/F
depending on what they say.
-T clarifies that this is a conversation
between Dans mother and Dans doctor.
T reminds students to listen for key
words and also the conversation as a
whole (not just one statement or
sentence) to decide if the statement is
SS-SS
true or false.
Activity 5:
3 min
10
min
(20)
Wrap-up
Materials:
Dry-ease marker & eraser
Grammar activity worksheets (2 worksheets 14 copies for each)
Cause/Effect worksheets (14 copies)
Audio clip
Anticipated Problems & Suggested Solutions:
Tenses are always confusing especially students have already had knowledge of many other
tenses that are associated to but different from the one introduced in the current lesson. Solution:
T will try to use multi tools or methods to deliver the grammar point such as drawing time lines,
teaching tricks, etc. to make the instruction clearer to the ss.
Ss may struggle with the listening activity (identifying cause and results), because the speakeres
speak rather fast. The T/F statements may be a little confusing, because the students will need to
listen not only to one speaker but two speakers in order to make a judgement. For example, the
mother says Dan is losing his intelligence little by little and the doctor follows by saying,
That is not at all the case. So Ss will need to listen to both speakers in order to mark F on the
statement that says, Dan is losing his intelligence little by little. Solution: T will remind Ss to
listen to both speakers and maybe even pause at question b. to demonstrate that the statement
Dan is losing his intelligence little by little if false.
Contingency Plans (what you will do if you finish early, etc.):
If we finish earlier, we will have ss do the homework exercise in class and discuss their answers
with their partners.
Post-Lesson Reflections:
As anticipated, some students got lost in the grammar instruction. We tried to offer help to
individuals during the pair work when they work together to complete a cloze exercise and we
realized that ss have difficulties in distinguishing the difference between the past perfect and the
simple past. We wrapped up the activity by introducing an easier way at the end of the class to
help ss distinguish the difference between the two tenses but we need to review it in detail next
time and have them do more exercises to make sure that they fully understand the use of each
tense and the difference among them. In addition, as a result of the difficulty in completing the
cloze exercise, we were not able to conduct the second grammar activity in class.
The listening part of the lesson was indeed a little confusing but luckily after the teacher demo
the students caught on and understood they needed to listen to conversation as a whole in order
to complete the exercise correctly. This was a great teaching point too, because it allowed
students to know that in order to fully comprehend a conversation, they cannot just listen to
individual sentences, but the conversation as a whole.