Delta Modules Lesson Plan

Name Course
------ ---------- Delta Modules: Module Two
Level of learners Type of lesson
B2/Upper-Intermediate (Adults) Language Systems Assignment 3: Vocabulary
Number of learners Date, time, length of lesson
4 (average attendance of 8) 11/11/2016, 9:15 10:15 (60 minutes)

Learner Profile
The group and the course:
The group consists of four highly motivated students. It is a monolingual class, they are
friendly and loyal to each other, especially taking into consideration that they have
some differences in age. All students in the group have very good theoretical
knowledge of English, however they cant use it in their speech. All of the students
want and need to improve their speaking skills. Also some stronger students like Tomas
and Olga have a great range of vocabulary.
They are enrolled in a General English course, which has been arranged especially for
the purpose of the DELTA teaching practice. This group has one lesson a week, which is
120 min long.
The individual learners:
Student Strengths/Weaknesses
Tomas Tomas has very a good knowledge of English and very good
vocabulary. He is a confident person and has a lot of
interesting ideas. He can speak a little German and can
understand Russian a bit also.

Pavlina Pavlina has very good theoretical knowledge of English,

however she doesnt always use it in her speech. But when
you prompt her or hint at the error that she made she can
quickly analyse the mistake and correct herself. Pavlina is
able to produce more complex sentences, and express her
ideas clearly when you give her time to think and analyse.
She is a bit shy and reserved as a person, but she is getting
used to all of the teachers, her peers and the system of
teaching, which is allowing her to open up more and feel
less stressed.
Olga Olga is a very confident and open woman. She is quite
active during the lesson and she isnt afraid to take the
initiation. She has a good range of vocabulary and a good
knowledge of English grammar, but unfortunately she
doesnt use it so much in her speech during freer practices.
Tereza Tereza is a very shy and reserved person. She has a good
knowledge of English and many interesting ideas, but she
will not tell you until you prompt her. She always works
hard during lessons and puts in a great deal of effort.

Lesson aims
 Main aims: By the end of the lesson the students will be able to use the adjectives
with prepositions listed in the language analysis to describe their interests, strong
habits and hobbies.

Subsidiary aims:
To teach the awareness of the difference in meaning of TL
To practice spoken fluency when talking about interests, hobbies and habits.

Language/Skills Analysis

This a story about my younger brother, who is totally addicted to his phone, he
can't stop using it and he feels uncomfortable without it. Hes always been
interested in technology and he used to love his android phone, however not so
long ago he is keen on the iphone. He has become a massive fan of theirs in recent
years. He really wanted to get a new iphone 6, because he was pretty tired of his
old android phone, it wasnt interesting for him anymore.

Since he got the iphone he has been so hooked on using it, that he doesn't even
look up from his phone when we meet up for coffee, he seems to be fascinated by
every little thing to do with it. I'm really getting fed up with talking to the top of his
head and I wish I could spend at least 5 minutes with him, without his phone.
However I have to admit that Im mad about my phone too, but I don't think that
Im not as obsessed with it as he is. He wakes up and falls asleep with his phone in
his hands. Im fond of my brother but this habit annoys me a lot.

MEANING:
If you are addicted to/ hooked on/ obsessed with, you are enjoying a
particular activity very much and spending as much time as you can doing
it
CCQs:
1. Is it a strong habit? Yes
2. Can you control it? No, not really
3. Can this habit be harmful for you? Yes
4. Could you give me an example of it? Ss answers
5. Which adjective is an extreme form? obsessed with
6. Which adjective is informal? hooked on

keen on / mad about - very enthusiastic about something

CCQs:
1. Do you like doing this activity? Yes
2. Is it your interest? Yes
3. Is it your hobby? Yes
4. Can you control it? Yes
5. Is there a difference between keen on and mad about? No
6. Which adjective is informal? Mad about

Fond of - liking and caring about something very much, especially as a result of
knowing them well or for a long time
CCQs:
1. Is it boring for you to do it? no
2. Is it your hobby? yes
3. Is it your habit? maybe
4. Do you have a special affectionate feeling about it? yes
 Interested in/ Fascinated by having a curiosity or interest in something or
somebody.
CCQs:
1. Do we like it? Yes
2. Do we want to know more about it? Yes
3. Can he control it? Yes
4. Is it a bad habit? No
5. Which adjective is stronger? Fascinated by

Tired of/ fed up with you dont want to continue doing that because you are
bored or annoyed.
CCQs:
1. Do we enjoy doing it? No
2. Would you like to stop doing it? Yes
3. Why do you want to stop doing it? bored
4. (extra question in case of no answer) Do we want to stop because we are bored or
because we dont have time for it? bored
5. Which adjective is informal? fed up with

FORM:

be adj. prep-n object/ Ving

is addicted to his phone
been interested in technology
is keen on iphone
was tired of his old phone
been hooked on using
be fascinated by every little thing
am fed up with talking to the top of his
head
am mad about my phone too
am not obsessed with it
am fond of my brother

PRONUNCIATION:

1) The adjectives ending ed can be divided into 3 phonological categories /d/,

/t/ or /d/.

- /d/

Adjective Transcription
Tired of [tad v]

- /t/

Adjective Transcription
Hooked on [hkt n]
Obsessed with [bsst w]
- /d/

Adjective Transcription
Addicted to [dktd tu]

Interested in [ntrstd n]

Fascinated by [fsnetd ba]

2) In English we usually stress the important information words (noun, verbs,

adjectives).But sometimes we put extra emphasis on words or syllables to
show how we feel, or that we feel strongly, e.g.

He is totally addicted to his phone

Hes always been interested in technology

however from not so long ago he is keen on iphone

he was pretty tired of his old phone

Since he got the iphone he has been so hooked on using it

he seems to be fascinated by every little thing to do with it.

I'm really getting fed up with talking to the top of his head

Im mad about my phone too

Im not as obsessed with it as he is

Im fond of my brother but this habit annoys me a lot.

Links with preceding and subsequent lessons

As this is the first weeks of teaching diagnostic lessons, all other four teachers in my TP
group have to teach a System lesson this week and thus, there will be no overt link
between them. However last week my colleague Ivana was teaching them Health and
medicine vocabulary and Ben was teaching Future time clause, which Ss can use in
the freer activity, when they are describing someones addiction.

Assumptions
I think most of the students have had some exposure to these adjectives during their
studies at previous courses or they have heard these adjectives from their teachers.
And during my observation of previous lessons I have heard students (Olga and Tomas)
using these adjectives forms in their freer practices, so I can assume they will be
familiar with the most of the vocabulary list.

I do not expect the students to have many problems with the form and pronunciation of
the suffix ed of the TL, so I am planning to devote more time to working on the
intonation of sentences that include the TL. Even though the students might be familiar
with most/all TL vocabulary, they might not be aware of slight difference in register and
meaning of some adjectives.
Anticipated problems and suggested solutions

Anticipated Problems Suggested Solutions

Linguistic I have prepared a context to elicit and
Some students may not be present the target language. The context
familiar with the difference of should help students to get the meaning of
meaning of some adjectives, like all the TL and the CCQs that should help
interested in and fascinated by, students to clarify their ideas.
etc.
Linguistic If they get confused with the meaning of the
I have prepared more challenging TL by the different answers to the CCQs. I
CCQs with open answers for the will guide them by giving some more direct
meaning of the target language guiding CCQs or describe a situation when
(which I am going to use only in we use certain language that they struggle
case if students struggle to find with.
the difference in meaning with
some TL). Students might come
up with completely different
answers that could possibly
confuse them or give them an
unclear understanding of the
word.
Procedural
All of the students in the group At the presentation stage of the lesson I will
have a strong habit of making warn my students to put their pens down
notes of everything during the and participate in the activities, and after
lesson, especially new vocabulary the presentation I will allow them 2 minutes
or grammar. It can distract them to copy from board.
from the activities during the
lesson or they miss important
information that they need and it
can be time consuming and
increase of teacher talking time.
Procedural I will plan and make a map of whiteboard
I am planning to use pictures to layout and I will include it in the lesson plan
elicit and drill the TL with appendix.
students, therefore it is possible
that my whiteboard layout could
be chaotic or I will lack of space
for all of the presentation
material, analysis and
pronunciation schemes.
Procedural If I have an odd number of students, I will
The number of students is not create a group of three instead of only
constant in our group. I might pairs. If I have only 3 students in total I will
have an odd number of students ask them to work together as a team on the
or few students. activities and exercise that I have prepared.
Affective In order to avoid these situations I will set
Due to the topic it may cause the context of the lesson as hobbies and
students to bring up some interests. And in the freer practice exercise,
negative subjects, consequently there will be pre-selected topics for
this may cause some students to discussion.
feel uncomfortable, due to bad
experiences.

Materials/resources to be used
Handouts self-made
Freer practice exercise from New English file upper-intermediate p.36, unit 2C, Clive
Oxenden & Christina Latham-Koenig, Oxford University Press.

Commentary
So far we have had 3 lessons with this group, and after the first two lessons we made
false assumptions about the students knowledge. After my last observation of this
group they surprised me with their good range of vocabulary and knowledge of English
grammar, which unfortunately they dont use it in their speech so often.
That is why I have chosen to have a vocabulary lesson with this group in order to test
and challenge them; to get a better understanding of their knowledge of English.
During my observations I have heard that the students were using some of the
adjectives of the target language, so I expect them to be familiar with most of the
adjectives. But I would like to know how many other words of addiction they know and
whether they are aware of the semantic and register difference between each of them.

I have chosen the context of the lesson to be a description of my siblings. I believe

that a personalised context makes it more memorable and more interesting for
students. Also it helps students to be less reserved or shy and more willing to share
their experience.

Most of the exercises I have decided to create myself: firstly so that they all fit one
context and are interlinked. Secondly the exercises from other resources that I found
were not challenging enough for this group.

I have chosen the Test Teach Test method as I think it is the most efficient and
convenient approach for this lesson. It challenges the students but doesnt patronise
them and excludes the repetition of information they already know. This in turn makes
the lesson more student-cantered.

For the exercises of working on the Meaning and Form of the TL I have created Guided
Discovery handouts, with questions about the key features of the TL. This is not the
easiest way for the students, therefore it makes it more memorable, especially for
students of their level.

The pronunciation of this section of vocabulary Adjectives with prepositions contains

pronunciation of the suffix -ed and sentence stress and intonation. From my experience
of teaching in different countries the mispronunciation of suffix -ed is one of the most
common mistakes, even at higher levels. As well as this, students tend to stress all of
the words in a sentence, therefore I would like to work on both of these aspects.
However due to the time constraints of the lesson (60 min) I am restricted to choose
only one aspect of pronunciation. Taking into consideration their level I assume they
have studied and worked on the pronunciation of -ed while they were studying the Past
Simple tense. So from my point of view it would be more beneficial for the students if
we work on sentence stress and intonation.

For one of my controlled practices I have created an activity which only contains
pictures, without any TL or prompts in it. I think it is better for students because, first of
all they would have to try to recall all of the words from the TL, which will help them to
memorise them better. And second of all pictures also help them to create their own
generative grammar for this TL. Lastly, pictures are a relatively controlled practice.
Each students might have his own association or feeling of each expressed emotion on
the picture, so this way students will produce sentences that are closer to their own
feelings.

For the freer practice I have adapted an exercise from New English File upper-
intermediate, OUP. With this exercise students will personalise the TL, which makes it
more interesting and more memorable for students.

Word count: 608 words

Stage/Time Stage Aims Procedure

T shows a photo of her brother and tells a littl

Introducing To set the context of the TL. to introduce the topic to Ss and sets the
My brother. lesson. With the help of the pictures, that ar
10 min story, T elicits vocabulary of the TL according
Elicit from students all of the
vocabulary of TL. Ss are given a text, where there are missing w
but Ss have the first letter of the words as a h
in the gaps to finish the story. When Ss com
they will be asked to compare their answ
partner before it will be checked in a group.

T does a quick drill of the words with Ss.

Clarification of To clarify and ensure that T introduces five definitions for the adjectives of th
the meaning students are aware of the Ss cards with one adjective on each of them. Ss ne
of the TL difference in meaning and the group and decide which adjectives match each
connotation of the TL. When they finish their discussion they need to com
10 min
and stick each card to a matching definition.
Then T challenges them to try to identify the differ
the words in each category. If students give incorre
struggle to find the difference T will ask them CCQ
guide Ss to analyse the difference.

For the further clarification Ss are given a chart

meaning, where they need to place the TL accor
emotional attachment.
Clarification of To clarify the form of the TL. T collects the text that was previously given a
the form of the another card with the list of the sentences or p
TL sentence with the TL. Ss must complete the m
another drill exercise and draw their attention
5 min the TL. Ss need to answer the questions below
to clarify their understanding of the form of th
Ss will check the answers in pairs and then in
Working on To clarify or raise the On the same card with the list of sentences Ss
pronunciation awareness of the importance the stress on the information carrying words. B
of the intonation in the completing this task T will set an example with
sentences. sentences on the board (e.g. My brother is tot
to his phone what is the most important infor
Help Ss to sound more
sentence? (My bother; totally addicted to, pho
authentic.
we do with the words that are important?(stre
To work on correct words)
pronunciation of suffix ed
(only if Ss mispronounce it) For working on pronunciation, random sentenc
list will be drilled in the group and individually.
Controlled To practice and consolidate the T takes off all of the pictures from the context
practice of intonation of the TL. and asks Ss to retell the whole story to each o
pronunciation
Controlled To practice the meaning of TL Ss are given cards with pictures of a story of T
practice of TL in a controlled practice. of the pictures are missing, Ss need to walk ar
usage with the group to complete their card.
To further clarify the meaning
of TL, if necessary. Before checking the answers in the group, T g
feedback from Ss by asking them: Is my broth
different to my sister?
Freer practice To give Ss freer and more Ss are given cards with different topics, they m
personalised practice of TL. much they are addicted to each of the topics.
must ask other students about their addiction
To correct students errors if
they make them. with as much details as possible. Some of the
be given as an example on the cards.
At the end of the activity T gets some feedbac
Who is addicted to the internet? Who spends
on the internet? Etc.
Consolidation To aid in T self-reflection. T does a quick recap of all the words that were
and feedback lesson and gets some feedback about the less
Which activity was the most interesting? What
challenging for them? Etc.)
Appendices
Appendix 1
Students handouts

1. The text My brother

Read the text and fill in the gaps.
Since he got the iphone he has been so h_____ ___ using it, that he doesn't even
look up from his phone when we meet up for coffee, he seems to be f__________
____ every little thing to do with it. I'm really getting f_____ ____ _____ talking to
the top of his head and I wish I could spend at least 5 minutes with him, without
his phone. However I have to admit that I am m_____ _____ my phone too, but I
don't think that I am as o_________ _____ it as he is. He wakes up and falls asleep
with his phone in his hands. Im f______ ___ my brother but this habit annoys me
a lot.
(Teacher-made)

2. Working on meaning
Match adjectives with the definitions, each definition can have a few
adjectives.

Addicted to, hooked on, keen on,

fascinated by, obsessed with, fed up
with, interested in, fond of, mad
about, tired of

enjoying a very liking and having a you dont

particular enthusiastic caring about curiosity or want to
activity very about something interest in continue
much and something very much, something or doing that
spending as especially as a somebody because you
much time as result of are bored or
you can doing knowing them annoyed
it well or for a
long time

(Teacher-made)
1. Clarification of meaning
Place the adjectives on the chart according to their level of strength and
emotional level.
 (Teacher-made)

2. Clarification of form
Complete the sentences or part of the sentence with the words that you
have learned and answer the following questions:
What is used after the adj?
What is used before adj?
What is used after the preposition?

1. My brother is totally ________ ____ his phone

2. Hes always been _________ ___ technology

3. however not so long ago he is _______ ___ iphone

4. he was pretty _______ ___ his old android phone

5. Since he got the iphone 6 he has been so _______ ___ using it

6. he seems to be _____________ ____ every little thing to do with it.

7. I'm really getting _______ ___ with talking to the top of his head

8. Im _______ ___ my phone too

9. Im not as _________ _____ it as he is

10. Im _______ ___ my brother but this habit annoys me a lot.

(Teacher-made)

3. Controlled practice of TL usage

This is a story about my sister, each of you have a different card with
pictures. You need to find and write the missing information in the box.

(Teacher-made)
 Freer practice
What is your addiction level to the following things?
The Watchin Listenin Doing shoppin Compute Sports Cleanin Doing English
interne g TV g to job/ g r games g the hobby
t music workah house
olic

Ask your partner about his/her addictions and interests then ask
follow-up questions for as much details as possible (there are some
sample questions the other side of the card)
Are you totally addicted to to anything?
How long do you usually spend on the
activity?
What effect does it have on your family?
Have you ever tried to give it up or do less?
Why?
Was it successful?

(adapted from New English File upper-intermediate, OUP)

Appendix 2

Answer keys
1. The text My brother
Hooked on
Fascinated by
Fed up with
Mad about
Obsessed with
Fond of
1.
2. Working on meaning
Match adjectives with the definitions, each definition can have a
few adjectives.
enjoying a very liking and having a you dont
particular enthusiastic caring about curiosity or want to
activity very about something interest in continue
much and something very much, something or doing that
spending as especially as a somebody because you
much time as result of are bored or
you can doing knowing them annoyed
it well or for a
long time
 addicted to, keen on, fond of interested in, tired of,
obsessed mad about fascinated by fed up with
with, hooked
on
Clarification on meaning

Clarification on the form

My brother is totally addicted to his phone

Hes always been interested in technology

however from not so long ago he is keen on iphone

he was pretty tired of his old phone

Since he got the iphone 6 he has been so hooked on using it

he seems to be fascinated by every little thing to do with it.

I'm really getting fed up with talking to the top of his head

Im mad about my phone too

Im not as obsessed with it as he is

Im fond of my brother but this habit annoys me a lot.

Controlled practice of TL usage

Appendix 3
Map of whiteboard layout
Place for the pictures of Space for Form and
Story of My brother phonology analysis

My brother is totally
addicted to his phone

Hes always been

interested in technology

Space for checking the answers error Space for

correction new words
Meaning clarification that Ss may
ask