SESSION PLAN –French Express 1

COURSE : French Express 1: module 1 SESSION No: 4 DATE AND TIME: Wednesday 21/11/2007 (18:00-21:00)

TOPICS and VOCABULARY:

. Shopping . Food and drinks (e.g. water, wine, potatoes, bananas, lemons, tomatoes, ………..) . Weights and measurements related to food and drinks (e.g. a kilo of, a litre of, a pint of, a packet of, a bottle of, a tin/can of……)

GRAMMAR: . Question words: how?, what? . Verb: to have (first and second person of the singular) . Can I....? . Anything else, nothing else

SKILLS: speaking, listening, writing and reading.

LEARNING OBJECTIVES: By the end of the session you should be able to:

. List 10/15 items you can buy in a shop (foods and drinks) . List 5/7 weights and measurements . Ask for items in a shop . Ask for the total price of your shopping

Tutor’s comments: . This is the 6th session of this beginner French express course. Students have done 9 guided learning hours. . Assessment methods: T is constantly assessing through Q + A, listening to oral performance from students, monitoring and guiding

PTLLS Session Plan 1 students to self-correction/assessment and peer correction/assessment. . Differentiation: differentiated activities will be highlighted in green. Please note that as the students are very beginners there are many mastery tasks to aid students scaffold their knowledge and skills in the language. Students work in pairs or in groups most of the time and peer support and peer teaching develops quite naturally as students get to know each other. Other strategies for differentiation that take place all along the session are: use of drilling and direct targeted questioning; 1-1 help by teacher or peers; mixing visual, auditory and kinaesthetic activities to cater for different learning styles.

List of resources needed for this session: WB, dice, textbook NEI 1, cassette player, tape NEI 1, flashcards, worksheets, cartoon character, realia –food and drinks-, traffic light cards.

. Abreviations used in this lesson plan: T = teacher, St = student, WB = whiteboard, IWB = interactive whiteboard, pag = page, activ = activity, vocab = vocabulary

Clock Methods Resources Time Group organisation/ Assessment Methods time Length Sts interaction 18:00 . T/Sts present/s learning outcomes Envelopes, paper. 5 mins N/A for the session by giving envelopes to different students who will read them. T will stick the learning outcomes on the wall. 19:35 . T elicits jobs and places of work WB 5 mins TSts T monitors, observes and (aiming @ eliciting shop and listens shop keeper). WB: drawings of Oral performance shop, supermarket. St-St assessment . Brainstorm vocab. “food and T guides Sts to self- drinks”  Sts were asked (for Sts in groups of 3 correction homework) to check up at Put D E F in groups dictionary words for food and with stronger students

PTLLS Session Plan 2 drinks + feedback. T Sts

19:40 . Pre-teach vocab via realia (lots Realia 10 mins TSts Q+A of drills –choral and individual-) T listen and guides Sts to self-correction (pronunciation)

19:50 . Students match vocabulary cards Flashcards with 10 mins Sts-Sts-Sts T monitors with pictures on wall pics and St guides students to self- . Vocab and some more drills vocabulary cards correction (pronunciation)

20:00 . “weights and measurements”  Worksheet 5 mins Sts individually T monitors, observes and students complete worksheet supports students aiding . Sts compare answers St-St them to self-correction if . Whole class feedback TSts necessary St-St assessment

20:05 . T introduces cartoon character Cartoon character 5 mins TSts Q+A (that will be used for dialogue T guides Sts to self building) and elicits info from -correction students (name-nationality- profession: shop keeper -place of work: a shop) . T acts dialogue twice (first time TSts listen slowly, second time @ normal speed) T  shop keeper TSts Cartoon - customer

PTLLS Session Plan 3 20:10 . Drills (dialogue building with Flashcards 10 mins TSts Q+A flash-cards prompts in WB)- T T guides Sts to self- shop keeper, Sts clients. correction . Drills for dialogue: Half class/ Half class - half of the class  shop (teacher managing both keeper halves)Sts-Sts - half of the class  customers - and invert roles . Open pairs (Mark and Jennie)

20:20 . T gives handout of dialogue just Handout 10 mins St T monitors, Q+A if needed done Worksheets T listens and observes . Sts fill in the gaps (semi- T guides Sts to self- controlled practice) correction Written output

20:30 . Free practice/ role play (St-St)à 20 mins St-St T monitors, Q+A if needed differentiation by outcome: T listens and observes more confident learners will T guides Sts to self- expand vocab and length of correction dialogue. St-St/ St-St/ St-St Oral output . Feedback: pairs perform role- play for the whole class.

20:50 . T has gathered some repeated WB 10 mins Tà Sts Q+A (targeted during errors à T writes some feedback) sentences with errors on WB T monitors, listens and . Students in pairs self-correct St-St guides sts to self/peer . Feedback on errors (T targets TàSts correction if necessary. students to give correct model) . T sets homework TàSts

PTLLS Session Plan 4 . Sts self-assess achievement of Traffic light learning objectives cards.

Evaluation and Notes for next time: Reflections on Successes, Issues; notes on individual progress and needs

HOMEWORK: . Write a dialogue in a shop  differentiated homework: more confident sts will expand vocab and structures less confident sts will consolidate and revise

PTLLS Session Plan 5