Procedure of the Lesson

Wee Name Vincent Crimi 4 TP No 8 k 26th February Length 45 Minutes Level Elementary Date 2015

Class Profile

10 - 15 learners  Mixed-gender.  A wide range of ages.  A wide range of backgrounds.  Some learners appear to be at a slightly lower level than the others.

Primary Aim(s)

By the end of the lesson, the learners will have:

1. Practiced their writing skills: Writing to advertise or promote.

Secondary Aim(s) The secondary aims of this lesson are:-

1. Reading skills: Reading for gist to identify the purpose of a text, and reading for detail in order to find answers to specific questions. 2. Error correction: peer identification and correction of errors in written work, focusing on achievement of purpose and accuracy.

Personal Teaching Aims

1. To speak more slowly and use more appropriate classroom language to prevent learner confusion and/or lack of understanding. 2. To improve my monitoring - to move around the room more and monitor more closely, and to be more 'available' to the learners if they need help. 3. To improve and practice my questioning - both CCQs and ICQs.

Source Aids/Handouts

 Face-to-Face: Elementary Students' book, Unit 8C, pp. 66-67.  Whiteboard & markers.  Projector and laptop (for Powerpoint presentation).  Handouts - reading text.  Handouts - Detailed reading questions.  Google images - http://www.bestwestern.co.uk/breaks/greatdaysout.aspx, https://mol.wowcher.co.uk/daysout.html, http://www.richardsonsholidayparks.co.uk/norfolk-guide/norfolk-guide/1/, http://hocielts.org/index.php? route=product/product&product_id=143, http://www.familiesonline.co.uk/LOCATIONS/Upon-Thames/Places-to- go/Leisure-attractions/1-FREE-Child-with-1-Full-Paying-Adult-at-The-Look-Out-Discovery-Centre-in-Bracknell, http://whatson.cityofsydney.nsw.gov.au/events/10795-day-out-with-thomas, http://www.adventurealternative.com/, http://www.adventurestateparks.com/, http://www.adventurestateparks.com/, http://observer.com/2014/01/morning-links-raiders-of-the-lost-ark-edition/, http://www.holland.com/global/tourism/article/burgers-zoo-23.htm, http://www.redfunnel.co.uk/island-guide/places- to-visit/isle-of-wight-family-attraction/isle-of-wight-zoo/

Anticipated Difficulties Suggested solutions

T will have a few images on the W/B to help The learners may struggle to come up with vocabulary prompt them. during the warm-up activity. Meaning For gist question, 'advert' is the expected answer. T will accept 'brochure' or 'leaflet' as a correct However, the learners may offer up something like answer - as long as the students know what 'brochure' instead. the function is - to advertise. CCQ - "what does a brochure do?"

Form None expected. -

T will demonstrate pronunciation using choral Learners may incorrectly stress some of the longer Phonology and, if necessary, individual drilling. Phonemic vocabulary items such as 'adventure'. spelling will be on the W/B. T will attempt to keep the vocabulary pre- teaching to an absolute minimum. 3 minutes 5 minutes may not be quite enough time for the allocated as a maximum. 'Zoo' and 'Advert' students to receive adequate practice in identifying may be able to be elicited at the warm-up and Management and correcting their partner's errors. gist stages. T will also be prepared to cut short the while-writing stage if all the students have produced a text of reasonable length. This is unlikely though. Learners Learners might be unconfident or unwilling to correct T will monitor closely, and try and encourage their peers' work. them to identify and correct errors. T will also be ready to assist in finding errors if necessary.

With this lesson being writing-based, I am hoping that this will be less of an issue. Quieter or more passive learners may be reluctant to However, I am also hoping that the 'one-table' speak or participate during group or pairwork. seating arrangement will serve to mix-up the students a little.

Language Analysis Sheet (grammar)

Structure or function N/A

example(s) N/A

meaning N/A

form N/A

phonological features N/A checking of understanding N/A

Language Analysis Sheet (vocabulary) Form How will I convey How will I check Vocabulary item Meaning (irregularit Pronunciation meaning? understanding? ies) Advert A notice, picture or film - /'ædvʒ:rt/ Picture, use the CCQs - "Is it telling people about a text as an selling product, job or service. example. something?" CCQs - "Is it exciting?" "Is coming to CELT An unusual, exciting or an adventure?" Questioning, dangerous experience, "Is climbing a Adventure - /əd'ventʃə(r)/ picture (Indiana journey or series of mountain an Jones). events. adventure?" "Does this man go on adventures?" CCQs - "Would A place where many you keep a tiger kinds of wild animals Zoo - /zu:/ Pictures. in a zoo?" "Would are kept for the public you keep me in a to see. zoo?"

Procedure of the lesson

Time Materials Stage Teacher Activity Student Activity Aim Interaction allocation used T invites Ss to discuss where Ss discuss in groups. To set the context and Ss - Ss 1' - 2' W/B and people can go to have an prepare Ss for the projector. interesting, relaxing day out. reading texts. Attempt to elicit 'zoo'.

Warm up/Lead-in Feedback. Ss feedback to T their ideas. T - Ss 1' - 2' W/B and To hopefully draw out projector. some examples that can help them with the writing activity.

T invites Ss to read both texts Ss do activity in pairs. To provide Ss with S - S 1' - 2' H/O - reading quickly and answer a simple practice reading for texts. question regarding the gist. Attempt to elicit purpose of the text. 'advert' or 'advertisement.' Reading/Gist Ss give answers and receive T - Ss 1' - 2' H/O - reading Feedback and error correction. feedback. To check texts. understanding of the text's general message. T pre-teaches vocabulary Ss respond to T. To prepare Ss for the T - Ss 2' - 3' W/B and items, attempting to elicit the detailed reading task. projector. meaning of individual words from the Ss, making sure to Presentation/vocab pay attention to pronunciation. ulary

T invites Ss (again in pairs) to Ss do activity in pairs. To provide Ss with S - S 8' - 10' H/O - reading read the texts in more detail practice reading for texts+ and to answer specific specific information. questions. questions. Reading/detail Ss give answers and receive To check T - Ss 3' - 4' H/O - reading Feedback and error correction. feedback. understanding of the texts+ details of the text. questions. T invites Ss, on their own, to Ss do activity individually. To provide Ss with Individual 12' - 15' H/O - reading imagine that their job is to writing practice, and to texts (to be promote the location or event check understanding of used as a of their choosing, and to write the purpose of the model). an advertisement to be printed reading text. in a local magazine or newspaper. Ss swap adverts, and provide Ss - Ss 5' feedback. To provide Ss further (task Ss writing Feedback. Ss swap writing reading practice and to individually) samples. samples with the person next encourage peer to them and T instructs Ss to feedback and check each other's work for correction of errors. Free writing errors, and to indicate whether they think the advert has been successful or not - do they want to visit that place? T will monitor to ensure that everyone has had at least one Ss return samples to their Ss - Ss 0' correction. Will assist in partners. Ss writing identifying errors if necessary. To ensure everyone samples. gets their work back T asks Ss to return samples. and receives feedback Lesson ends. to take away.