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NAME: Amy Stuart

TP No: 3 Level:Upper Intermediate Length: 40 No of students:


Main Aim: To Develop Ss listening/reading skills for gist and specific details in the
context of 'The Clinging Woman'

Sub Aim: To develop Ss oral fluency in this context

Personal aim and how I plan to achieve it: Stick to time allocations and don't echo
student responses

The context of this lesson: Mystery genre and being detectives in our everyday life

The approach I will use: Skills based approach

Assumptions of students’ knowledge: Prior exposure to Sherlock Holmes, the ability to


recognise lies and truths from effective questioning

Anticipated problems with the lesson Solutions


delivery, language, or skills
Ss may not understand all of the vocabulary Instead of dealing with this in the pre-reading stage
involved in the reading passages Ss will be encouraged to understand new vocabulary
through context and from matching highlighted words
with their synonyms

Technical issues with the audio files not I will read passages aloud and have students follow
playing these from handouts given

Materials & course book used with © copyright details:

© New Headway Upper Intermediate Student's Book, 2014 Oxford University


Press, John & Liz Soars, pp. 26-27

© New Headway Upper Intermediate Teacher's Book, 2014 Oxford University


Press, John & Liz Soars, pp. 42-43

http://www.eslbase.com/teaching/tefl-activities-little-preparation

https://www.merriam-webster.com/dictionary/cling

https://www.merriam-webster.com/dictionary/vanish

http://dictionary.cambridge.org/dictionary/english/deserted

http://dictionary.cambridge.org/dictionary/english/nerve

https://prezi.com/i1jxp0z5bbdr/investigation/
BOARD PLAN (what the board will look like in my lesson)

Predictions Vocabulary
to cling (verb)

to vanish (verb)

deserted (adjective)

nerve (noun) (u/c)


Detailed Language Research & Analysis
Language Analysis: Grammar/Functions/Vocabulary Meaning/use of the target language and CCQs

Vocabulary
Used in this context to mean the first. Highlight MPF. CCQs: If a cat was stuck
to cling (verb) – to hold tightly; to have a strong emotional dependence in a tree would it cling to the branch? If you thought you were going to fall from a
great height would you cling onto something?

to vanish (verb) – to pass quickly from sight; to melt/flee or disappear Used in this context to emphasis the speed of the aircraft. Highlight MPF. CCQs:
Do magicians make things vanish? If I suddenly lost my keys could I say they
had vanished?

deserted (adjective) – a place with no people; empty/bare or Used in this context to mean the first. Highlight MPF. CCQs: If a factory shut
uninhabited down and all the people left could I say it was deserted? Would you call Mumbai
deserted?

nerve (noun) – the courage or confidence to do something unpleasant


or difficult
Collocation in the text of 'lost her nerve'. Highlight 'a lot of nerve', 'her nerve' etc.
Highlight MPF. CCQs: If you spent the night alone in a haunted house would
you have nerve? If I admired someone for their bravery would I say they had a
lot of nerve?
Problems with meaning Solutions
Difficulty understanding some words in bold used in the text. Invited to deduce through context. Vocabulary exercise in stage ???? should
clear up all doubts.
Problems with pronunciation(intonation, stress, connected speech) Solutions

Difficulty pronouncing 'v' of vanish given Indian context. Encouraged to bite their lower lip.

Stress of deserted might be misplaced on first syllable as in Choral, group and individual drills
'desert'

Problems with form Solutions

Difficulty to understand 'nerve' as an uncountable noun. Visually show the difference by using images in the Prezi.

Stage Aim Time & Procedure Tutor Comment


Interaction
1, Lead-in Personalise the topic, 2” T asks student how they spent their weekend
create interest and set the S-T and shares with them her own experience –
lesson's context S-S introduces Sherlock Holmes and detective
genre

2. Predicting the Give Ss a chance to 2” T invites Ss to look at the picture from the
content of the text predict in order to help S-S reading text and predict what the text will be
them understand gist in about. What is happening in the picture? What
line with these predictions will happen in the text?

3. Feedback of To allow Ss to share


predictions ideas and visually show 2” Ss feedback their predictions. T writes
predictions for future S-T predictions on the board.
reference

3. Pre-teach Enable Ss to understand 2”


vocabulary the text's title T-S To cling – MPF dealt with here (CCQs, drills and
form added to Vocabulary section of board)

T gives instructions and uses ICQs to check


4. T sets the gist Give Ss motivation for 1” understanding.
reading/listening task reading/listening T-S

Ss follow audio tape by reading from handout.


5. Ss read/listen for Give Ss practice in 2”
gist reading/listening for S
general understanding

Ss discuss the answers to section 2 orally in


6. Group check and Give Ss chance to 1” groups.
monitor compare their S-S
understanding of the
initial reading.

6. Class feedback To promote peer learning. 1” Ss feedback their answers to other groups. T
To validate reason for S-S praises correct answers.
initial reading. S-T

7. T regroups Ss To aid Kinaesthetic 2”


before next activity learners and to promote T-S T hands each student a card. Ss must find
further peer learning. other S with related card and form new pairs.

8. T sets specific Give motivation for further 1”


reading/listening task reading. T-S T gives instructions and uses ICQs to check
understanding.

9. Ss read/listen for Give Ss chance to 6”


specific information practice reading/listening S Ss work individually to follow listening/reading
for specific information. passage.

10. Pair feedback and Give students chance to 2”


monitor compare and discuss S-S Ss work with new partners to check
their answers in a understanding in student-centred way.
student-centred way
Stage Aim Time & Procedure Tutor Comment
Interaction
11. Class feedback To promote peer learning. 1” Ss share their answers with the class. T praises
To validate reason for S-S correct answers.
reading. S-T

12. Prediction Check To validate reason for 1” T invites Ss to check their initial predictions and
reading. S-T comment on these.

13. T sets Inference To give Ss chance to 1” T gives instructions and uses ICQs to check
task improve their inference T-S understanding.
skills.

14. Ss infer meanings To use context to 2” Ss work in groups to match vocabulary with
of new vocabulary understand vocabulary. S-s synonyms.
words.

15. Class feedback To confirm answers. To 5” T allows Ss to check answers on board. T


highlight MPF of new T-S checks MPF of 'to vanish', 'deserted' and 'nerve'
vocabulary. by using CCQs and drills.

16. T sets productive To give Ss opportunity to 1” T gives instructions and uses ICQs to check
skills practice improve oral fluency T-S understanding,
within context of this
lesson.

17. Ss play 'Would I lie To give Ss chance to 5” Ss mingle and tell each other lies or truths and
to you?' develop oral fluency S-S try to distinguish the lies from the truths.