Language Analysis Sheet Vocabulary

LESSON PLAN Name: Date: Week: Lesson number: October 9, 2015 3 TP8

Lesson type: Level: Length of lesson: Number of students: Writing Pre-Intermediate 40 minutes

Lesson Aim(s) Specify your main aims and sub-aims, including any target language you aim to clarify Tutor: Appropriate lesson aims? By the end of the lesson, students will (have learned/reviewed/practiced/developed…) (please circle)

By the end of the lesson, students will have developed their ability to write letters/emails. YES NO

Sub-Aims: for sts to practice correct spelling, punctuation, and letter formation; speaking fluency.

In the following context: in the context of letters containing advice – in particular, advice about what to do when visiting a certain place.

Materials (What you will need in this lesson) Write title, author, year, publisher and page number here and on all your Tutor: Sources acknowledged? copies/handouts. (please circle)

Sally Nobinger, CELTA 2015 YES NO N/A

Language Analysis: Tutor: Sufficient language analysis? I have completed a) a language analysis sheet (grammar) No. (please circle) (please check b) a language analysis sheet (vocabulary) Yes. all that apply) c) a language analysis sheet (functions) No. YES NO N/A Trainer’s comments:

Points to work on (action points):

Comments on the lesson plan and language analysis:

Lesson plan grade (N/A for TP 1 and 2): BELOW AT ABOVE standard for this stage of the course.

Overall grade for this lesson: BELOW AT ABOVE standard for this stage of the course

Tutor ______Signature ______Assumptions What do you expect the students will already know about the language/content of your lesson? I assume that students know how to construct letters/emails properly in their native language – they will understand this concept and way of writing. I think that several students may be relatively familiar with letter-writing in English, but may lack some of the basic words and phrases we use. For others, this might be new terrain.

Anticipated problems (skills and classroom management – NOT Solutions to these problems: language. E.g. problems with timing, grouping, instructions, topics, logistics, etc.)  Some students may finish the writing exercise more  I will monitor tightly; when I spot such students, I will skim quickly than others. over their work and then encourage them to write more.

 Some students may not have much to edit in their  I will, again, monitor tightly; when I spot such pairs, I will skim partner’s letter during the “Editing/Error Correction” over the letters…if I see problem areas, I will direct their stage. (Or may claim they don’t…) attention towards those areas. If I don’t see any structural/grammatical errors, I will encourage them to give content feedback on each other’s letters… “Do you think their recommendations sound fun/interesting?”

 Students taking too long to pair up for final communicative exercise…focus scattering.

 Usher them into pairs in a friendly but firm manner; monitor.

Personal Aims - What action points from your previous lesson(s) Where are these on your lesson plan? What is your strategy to are you working on? improve in these areas?

 To include all exponents of necessary language/ model  I will map out the letter format on the board (NEATLY) and text. provide/elicit several examples under each category.

 To continue grading my language and slowing down my  I wrote out my script and made self-reminder “pace” notes at pace. the beginning of each stage. I will ask a fellow trainee to raise their hand in the back if I begin talking too quickly at any point…

 To give students a clear purpose when reading a text.

 I will give students a brief worksheet along with the model of the text type, and they will have to answer the questions while reading. Board Plan: At each stage of the lesson the board will look like this: Recommend Definitely Cruise Whale Greeting{ Hey Sally,

Nice Small Talk {It’s good to hear from you! Etc.

Advice {You should definitely…I would recommend…Etc.

Closing {Keep in touch! Best, Etc. TIME INTERACTION STAGE & AIM PROCEDURE TRAINER’S COMMENTS

13:55 T-sss Lead-In: to arouse PACE!! student interest and guide them towards -“Does anyone here write letters to people? 1-2 the topic How about emails?” (Raise hands  min. “______, how often do you write emails? Do people write emails to you? Who writes you emails?”)

(*Letter = when you write a message to someone…)

-“Before I moved to Boston, I wrote an email to a friend of mine…in a minute, I’m going to pass out the email she wrote back to me so you guys can read it. But first, let’s go over some words.”

T-sss Pre-Teach Vocabulary: PACE!! to teach words students need to know MPF 4 in order to understand min. model of text type -Recommend (v)  to say that something is good and worth time; to suggest that someone do something…

-Definitely (adv)  to express in a way that is certain; to say with total confidence.

-Cruise (n)  to go out on a big boat… (show picture!) 14:01 -Whale (n)  (show picture!)

T-sss Focus on Model of Text PACE!! Type/Analyze Structure: for students -“I’m going to pass out the email my friend to see and understand sent me and I’m going to pass out a a correct model of a worksheet with a few questions…read the letter…for us to break email, and answer the questions. 5 minutes. down the format so Work alone.” they can understand how to craft it. -ICQ: “So are you working with a partner?” 12 (no; alone) min. -Pass out papers

S-sss -Monitor

-Pair check; 3 minutes; monitor

-Open feedback T-sss *Why is she writing this email  to offer advice; to recommend things that I should do in Boston.

-Go over letter format  Outline on board!

o GREETING: “Hey Sally,” (What are other ways we can start an email or letter?  “Hi,” “Hello,” “Dear,” etc.) USE COMMA!

o NICE SMALL TALK: “So good to hear from you! Hope all is well, etc.” (What other small talk can we use in letters?  “How are you?” “I hope you’re doing well,” etc.)

o ADVICE: What’s some of the advice she gives me – how do those sentences start? “You should definitely…” / “Be sure to…” / “I would recommend…”

o CLOSING: “Keep in touch!” “Best,” (What are other ways we 14:13 can close a letter?  “Sincerely,” “Thanks,” etc.)

T-sss Writing Exercise: for PACE!! students to take the structure they have -“Now, you guys are going to write your own just learned and write letters of advice. Think of the city or town their own letters. you’re from in your home country…and think about what you would recommend people to do if they were visiting your city or town.”

10 -“Pick someone in this class, (or someone min. who you’ve met in Boston,) and on a sheet of paper, write a letter to them recommending things they should do if they were visiting your city.”

-DEMO: “So for example, I would write:

Hey ______,

How are you? I’m excited to hear that you’re visiting Charlottesville, Virginia. I would recommend visiting Monticello – it’s beautiful! You should also go drink wine at a vineyard…..etc.”

-“WRITE IN THIS STRUCTURE.” (gesture to board!)

-I’ll give you about 7-8 minutes to do this… work alone right now. It’s your letter.

-ICQ: So…what are you writing a letter about? (my hometown – recommending to do’s) S-sss -Monitor

T-sss Editing/Error PACE!! Correction: for students to have the -“Now exchange letters with the person next opportunity to revise to you…read each other’s letters, and see if their/each other’s you can find any mistakes: with spelling, 5 S-sss work. with punctuation, …make sure they wrote in min. this structure (gesture to board)…If you find mistakes, help each other to fix them. 5 minutes.” -Monitor 14:28

T-sss “ Publishing:” for PACE!! students to share what they have written. -“Stand up!”

-Count off 7/7 or whatever makes most S-sss sense

-“Find you new partner, and take turns reading your letters.”

7 -Monitor; light switch  “Switch partners!” min. T-sss -“Ok everybody sit back down….”

-Open Feedback…

-“______, who was one of your partners? What did you learn about their city/town? What should you do if you visit there?”

-“______, same question.” 14:35 -Delayed error correction! Language Analysis Sheet – Vocabulary Word / phrase: Recommend Teaching Meaning (Be specific but keep it simple. Look in a learner dictionary): I will convey meaning by…

To say that someone or something is good and worth time; to suggest I will convey meaning through a situational example and eliciting – that someone do something. meaning will be further emphasized in model of text type.

Anticipated problems with meaning: CCQs with answers:

Students not understanding the various social situations to which this If something is recommended, is it a good thing or a bad thing? (good) can apply…i.e. someone recommending something (activity/place/etc.) to a friend, a waiter recommending a dish, a If you recommend something, do you like it? (yes) potential employee being recommended to an employer, etc. Many different things (including people) can be “recommended.” Do you like it a little or a lot? (a lot)

Pronunciation (phonemes, stress): 3 syllables; stress on 3rd Solution(s):

Anticipated problems with pronunciation: Drill correct stress.

Students may stress wrong syllable.

Form (Part(s) of speech, collocation, (ir)regularity): Verb Solution(s):

Anticipated problems with form: Use in a sentence; clarify form as verb. Confusion with “recommended” as adjective – “a recommended thing…”

Word / phrase: Definitely Teaching Meaning (Be specific but keep it simple. Look in a learner dictionary): I will convey meaning by…

To express certainty; to have confidence in something. I will convey meaning through examples and eliciting – meaning will be further emphasized in model of text type. Anticipated problems with meaning:

Students not fully understanding the confidence level when you say CCQs with answers: “definitely;” it’s not something that you kind of think “yeah” or “good enough” – it expresses total certainty. (When used sincerely…) If you say “definitely,” are you sure of something? (yes)

How sure are you? (Very sure)

Pronunciation (phonemes, stress): 4 syllables; stress 1st Solution(s):

Anticipated problems with pronunciation: Drill correct stress.

Students may stress the wrong syllable.

Form (Part(s) of speech, collocation, (ir)regularity): Adverb Solution(s):

Anticipated problems with form: Offer example sentence  write out on board, circle “definitely” and link back to verb….it’s modifying the verb. For solo definitely case: Confusion of adverb vs. adjective…confusion in cases where you say write the sentence before that it’s responding to, and link it to the “definitely” on its own and there’s no spoken verb to connect it with. verb in that sentence.

Word / phrase: Cruise Teaching Meaning (Be specific but keep it simple. Look in a learner dictionary): I will convey meaning by…

A boat or ship you take in order to see/visit a place. I will convey meaning via a visual.

Anticipated problems with meaning: CCQs with answers:

Confusion over the specific nature of a cruise ship – a cruise is a ship, Is a cruise a big ship or a small ship? (big) but not just any ship is a cruise. You can’t refer to a sailing boat as a cruise, or a fishing boat, etc. And just because a ship is big doesn’t When do you take a cruise? (vacation, visiting a new city, etc.) automatically mean it’s a cruise.

Pronunciation (phonemes, stress): 1 syllable Solution(s):

Anticipated problems with pronunciation: Explain that in this word it makes a “U” sound; drill correct pronunciation. The “ui” spelling might confuse some students with pronunciation…

Form (Part(s) of speech, collocation, (ir)regularity): Noun , regular. Solution(s):

Anticipated problems with form: Give example sentence; clarify context; drill meaning.

Confusion with the verb “to cruise.”

Word / phrase: Whale Teaching Meaning (Be specific but keep it simple. Look in a learner dictionary): I will convey meaning by…

A very large animal that lives in the ocean – looks like a huge fish. I will convey meaning via a visual.

Anticipated problems with meaning: CCQs with answers: Students may confuse a whale with other large sea animals such as a shark or a seal. Where does a whale live? (in the ocean)

Is a whale big or small? (big)

Is it kind of big, or very big? (very big) Pronunciation (phonemes, stress): 1 syllable Solution(s):

Explain that the “h” is silent; drill correct pronunciation. Anticipated problems with pronunciation: Students trying to pronounce the “h” in “whale.

Form (Part(s) of speech, collocation, (ir)regularity): Noun, regular. Solution(s):

Anticipated problems with form: Confusion over the many different kinds of whales – that there can be Explain that there are many different kinds of whales, and the kind multiple clarifying adjectives that go in front of the word. I.e. “killer will often be specified in the word before whale. whale vs. humpback whale vs. sperm whale” etc.