<p> Wee Name Vincent Crimi 4 TP No 8 k 26th February Length 45 Minutes Level Elementary Date 2015</p><p>Class Profile</p><p>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.</p><p>Primary Aim(s)</p><p>By the end of the lesson, the learners will have:</p><p>1. Practiced their writing skills: Writing to advertise or promote.</p><p>Secondary Aim(s) The secondary aims of this lesson are:-</p><p>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.</p><p>Personal Teaching Aims </p><p>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.</p><p>Source Aids/Handouts</p><p> 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/</p><p>Anticipated Difficulties Suggested solutions </p><p>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?"</p><p>Form None expected. -</p><p>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.</p><p>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.</p><p>Language Analysis Sheet (grammar)</p><p>Structure or function N/A</p><p> example(s) N/A</p><p> meaning N/A</p><p> form N/A</p><p> phonological features N/A checking of understanding N/A</p><p>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?"</p><p>Procedure of the lesson</p><p>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'.</p><p>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.</p><p>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</p><p>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.</p>