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WEEK: 1 2 3 4 DATE:
DAY: 1 2 3 4 5
LENGTH: 60
TP # 3 5 6 7 8
If Discrete item Situational Presentation Teaching from a text Teaching from examples Teaching from rules Test-Teach-Test TOPIC/THEME: (e.g. Holidays, Regional Dishes, Health and Medicine...) A robbery; a range of other hypothetical situations in the past
AIMS: By the end of the lesson, students will have Main Aim(s): been introduced to/revised and practised using could have, should have and would have + past participle to talk about hypothetical situations in the past. Subsidiary Aim(s): Reading: practised reading for detailed information. Speaking: practised oral fluency during the last activity. PERSONAL AIMS: What do you personally want to improve on in this lesson and why? Example: 1.give clearer instructions and check them, 2. reduce TTT, 3. improve my drilling techniques. 1. To improve my drilling techniques. 2. To improve my instructions and check that students understand these. 3. To improve my whiteboard organisation and clarity.
SOURCES OF MATERIALS: What course books, reference books, internet sites etc. did you use? Own materials and photos.
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IH SEVILLA
The LANGUAGE ANALYSIS that you need to do in the following section relates to your LINGUISTIC AIM(S) i.e. the LANGUAGE COMPONENT of your lesson. As a rough guide: In a discrete-item lesson, you need to analyse the M,F,P,A of the discrete item i.e. the language point In a TBL lesson, you need to analyse M,F,P,A of any topic-related lexis you intend to teach (Pre-task stage) and useful language/expressions (Planning stage). For ALL of the above, and skills lessons, you need to analyse any lexis that you intend to teach or that might cause problems of M, F, P, A during your lesson. The idea is that this analysis will help you to predict problems the students may have and to plan solutions to these BEFORE the lesson in the next section of the lesson plan.
subject + have to + infinitive Subject + dont have to + infinitive Question: Do you have to wear a suit? Short answer: Yes, I do./No, I dont. / / before infinitives beginning with a consonant sound / / before infinitives
Pronunciation:
LEXIS/EXPRESSIONS to manage to do sth. Meaning: to do sth, but with difficulty/effort Form: manage to do sth = manage (v.reg) +to infinitive Pronunciation: /- d / a suit Meaning: a matching jacket and trousers or skirt Form: noun (in this context) Pronunciation: /su:t/
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IH SEVILLA
WRITTEN RECORD: What written record will students get of key features of M,F,P,A of the language you are teaching? Students will have copies of exercises with examples of the language. They will take notes when I help them with meaning. They will copy Form from the whiteboard.
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IH SEVILLA
PRONUNCIATION the l in could / should / would is silent have is pronounced as a weak form with a schwa / . The final d of the modals links with have (or / the t of not in the negative); the h is lost as below: should_ave could_ave would_ave = / v/ d = /kdv/ = /wdv/
The main stresses in the examples are: - shouldnt taken wallet - could taken little money - would taken mobile if seen APPROPRIACY nothing relevant
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IH SEVILLA
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IH SEVILLA
Problem 1. Ss might not realise that could have / should have / would have + pp refers to the past. Solution 1. Ask a Concept Checking Question (CCQ): Is this sentence speaking about the present, past or future? Problem 2. Ss might get confused between hypothesis and reality in the examples e.g. You shouldnt have taken your wallet with you (means you DID take your wallet); They would have taken your mobile if theyd seen it = they didnt take your mobile they didnt see it. Solution 2: Ask CCQs to check students understanding: You shouldnt have taken your wallet with you. Did he take his wallet with him? Yes Did I think it was a good idea for him to take his wallet? No Am I giving him advice before or after he was robbed? After Can I change the situation? No You could have carried just a little money in your pocket. Did he carry just a little money in his pocket? No Was it possible for him to carry just a little money? Yes Can I change the situation? They would have taken your mobile if theyd seen it. Did they take his mobile? No Did they see his mobile? No Why didnt they take his mobile? Because they didnt see it. Can I change the situation? No Solution 2. The second gap-fill exercise also tests students understanding.
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IH SEVILLA
FORM: Example: Problem 1: Ss may think the negative of have to is havent to. Solution: ask Ss to find examples of negatives in text. Problem 2: Ss may not know suit is both n + v. Solution: Give examples. Problem 1. Ss may not notice the structure of the examples is the same i.e. subject + modal + have + past participle. Solution 1. Elicit the form of one example on the whiteboard. Ss then do the same with the other examples. Problem 2. Ss may have problems with irregular past participles. Solution 2. Deal with these problems as they arise or in the final correction stage.
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PRONUNCIATION: Consider: individual sounds, silent letters, unpronounced syllables, syllable stress, sentence stress and intonation patterns. Example: Problem 1: (a) Ss may pronounce the v in have as /v/ not /f/ (b) may mispronounce suit. Solution 1: drilling and phonemic script for (a) and (b). Problem 1. Ss may not pronounce the modals + have naturally. (see analysis). They will overpronounce have and not link it to the previous modal. Solution 1. Drilling and phonemic script on whiteboard. Problem 2. Ss may stress all words equally in the examples. Solution 2. Drill the main stresses separately e.g. shouldnt taken wallet could carried little money would taken mobile - seen
APPROPRIACY: Example: Problem 1: Ss probably wont know that loads of in the text is an informal way to say a lot of. Solution 1: I have included this in a short glossary under the text. No problems anticipated
OTHER ISSUES: Is there anything non-language related that you are worried about, for example with tasks or activities? Example: Problem 1: The tape in the book is badly organized. Solution 1: reorganize & read myself. Problem 2: the role play requires an even no. of Ss. Solution 2: Put Javier (weaker S) in group of 3. Problem 1. Some Ss may know this language area well and others have no idea. Solution 1. Let stronger Ss help weaker ones. It will be useful revision for those that already have a good idea, anyway.
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IH SEVILLA
Communicative: (fully
partially
not at all
(DISCRETE-ITEM LESSON) ANTICIPATED PROBLEMS AND SOLUTIONS How clear were students on key issues of M,F,P,A? How accurate were your anticipated problems of M,F,P,A and OTHER? How successful were your solutions? What other problems did students have in these areas that you didnt anticipate? (SKILLS LESSON) HOW SUCCESSFULLY DID YOU DEVELOP YOUR STUDENTS RECEPTIVE/PRODUCTIVE SKILLS? (TBL LESSON) HOW SUCCESSFULLY DID YOU MANAGE TO UPGRADE YOUR STUDENTS LINGUISTIC OUTPUT BETWEEN TASK AND REPORT STAGES?
SUMMARY: If you were to teach the same lesson again, what would you change?
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PERSONAL AIMS: Did you improve/work on the personal aims you set before the lesson?
AREAS FOR FUTURE WORK: What areas do you think you need to work on in the future?
Tutor: ________________________
TO STANDARD RESUBMIT
Tutor: ____________________________
TO STANDARD RESUBMIT
NOT TO STANDARD
NOT TO STANDARD
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IH SEVILLA