PHASE 2 LESSON PLAN

A. Students and Setting

Students:
th
Elementary 5 -6th Graders (ages 10-12); Low-Intermediate EFL Level
Setting:
This is for private language Institution in South Korea where the teacher has the same students for a semester. A
class is composed of 4-18 students. The class can be heterogeneous depending on the number of enrollees.
English is practiced in 40-50 minute lessons thrice a week (MWF). The teacher can built vocabulary with English
lessons and games. This class is separate and different from the national English curriculum taught in regular school.
Classrooms are equipped with computer, projector and sound system.

B. Lesson Background:
It is a lesson using authentic materials to check mainly the listening skills of students. Students are already familiar
with common verbs, and present tense; and were taught how to read and write simple sentence construction. After
this lesson, students are asked to perform a group play to further check students understanding of the story.

C. Learning Objectives/Expected Results:

By the end of the lesson the students will be able to show comprehension of the story, The Gingerbread Man, by
performing different tasks like predicting; listening for the gist and main idea; and correctly answering comprehension
questions. During the lesson, students are given an activity worksheet which will be done in pairs and answers will
be peer evaluated. A grammar check game done in group adopts cooperative learning. Pair and group works are
used to promote safe learning environment for EFL students. Students are expected to learn that English instructions
are not only found on textbook/course book.

D. Materials and Sources:

Materials
Listening text: The Gingerbread Man
Cloze Worksheet using the transcript of the story (prepared by teacher)
Puzzle pieces (prepared by teacher)
Picture flashcards and sentence strips from the story. (prepared by teacher)
Pencil/Pen
Powerpoint Presentation slides (PPT) of pre-teach words or flashcards (clear pictures and readable font)
Note: see PDF attachments for teacher-prepared materials)
Sources
source: https://www.youtube.com/watch?v=YZfdcym8xis&list=PLQiKLJnked45ZkAF6WflgUc4CvtYskFCh&index=3

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Lesson Plan Template Week 4
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E. Procedures / Timing:
Teacher does/says . . .

Students do/say . . .

Approximate
Time

Teacher cheerfully greets the students.

Says: Today we are going to learn the story
of The Gingerbread Man
Teacher tells they will put together a puzzle
and answer the question What is
Gingerbread man doing?
Teacher distributes the puzzles after
explaining the task.
Teacher asks the class What is
Gingerbread man doing? Why do you think
he is running?

Students put the puzzle together in pair and

discussing together the answers with their
partner.
Students answer the question as the teacher
brings together the class.
Students predict the story.

4mins

Teacher pre-teaches the vocabulary words

using PPT slide and hints: crocodile, lock,
best, chase, trick and trust.
Teacher should elicit the words from the
students.

Students answer the as the slides are shown

and ask questions for clarification of new
words.

3mins

Teacher groups the students into four.

Students listen attentively and discuss

answers with their group and assign a
representative for class discussion.
Students should show their ability to listen
for gist.

6mins

Students answer cloze worksheet in pairs.

Students decide who will write down the
words.
Students will exchange worksheets and peer
correct as they take turn reading the
transcripts

8 mins

Student must answer he/she says

10mins

Teacher tells the Students to listen carefully

to the audio and find the answer for the
following questions: Why is Gingerbread
Man running? Who are chasing him?
Teacher brings the class together after
students group discussion to discuss the
answer.
T plays the audio once again but this time
with video on. Teacher reads the direction
and answer the first blank to demonstrate
the task before distributing the worksheet.
Teacher tells students to exchange
worksheets and check the correct answers.
Teacher asks the students to read one line
each as they check the answers.
Teacher notes errors and mark pronunciation
skill.
Teacher asks: Whats the most common
phrase youve heard on the story?
Teacher explains briefly it is called reported

Students play the Say What Race in

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Lesson Plan Template Week 4
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speech
Teacher announces they will play Say
What Race (Pass the message game) and
explain and demonstrate the instructions as
follows:
Divide into two groups. Each group will form
a line. The first person on the line will read a
sentence taken from the story and whisper it
to the next student which will whisper it to
the next student and so on until it reached
the last student which will find the matching
picture and say the exact sentence. The
student who reads will go at the back of the
line, so for every round each student will
have chance to read or find the picture.
Points are given to the group every time they
get a correct match. The group with highest
points wins the game.

groups

Teacher will post the following questions to

check students comprehension.
1. Why are they chasing the
Gingerbread Man?
2. What happened to the gingerbread
man in the end?
3. Is the crocodile honest creature?
4. Choose one moral lesson you like
and tell why.
a. Dont brag about yourself.
b. Trust wisely.
c. We cannot have everything we
want.
Teacher will play the audio for the last time.
Teacher brings the class together to
discuss the answers

Students will listen to the audio once more

and answer the comprehension questions in
group.

6mins

Teacher ask the students to discuss to their

neighbors if they are the author what part of
the story they will change and why. Use
English as they share answers.

Students share answers and try to use

English as much as possible

3mins

Students work on their English accuracy and

speed in order to win the game.

Teacher walks around and checks who

participates in the activity and marks the
assessment form.
Teacher tells:
For the next class, we will perform a play of
the story The Gingerbread Man.
Distributes the script and assign students
which characters they will play.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Lesson Plan Template Week 4
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F. Alternative Assessment:
For this class period, the teacher will use alternative assessment by observing students at work. She will make note
of the different language abilities students used on the following activities:
First listening activity: ability to listen for gist
Cloze worksheet activity: dictation ability; reading ability and listening ability; pronunciation;
ability to makes connection between visual (video) and text (transcripts)
Say What? Race activity: listening comprehension ability (matching picture with story lines)
listening ability (pass the message accurately)
and practice of grammar(reported speech)
If I am The Author activity: speaking ability
Students are given chance to correct other pairs works during the cloze worksheet activity.
Teacher also notes whose students share their opinions during pair or group discussions. Teacher will also note
students pronunciation errors and correct it indirectly.
Below is an assessment form the teacher can use to check students performance. The rubrics for pronunciation and
fluency is adapted from :
http://jfmueller.faculty.noctrl.edu/toolbox/examples/withers97/debateoralevaluationrubric.htm

Assessment Form
Lesson: The Gingerbread Man
Skill
Activity

Pronunciation
Drill

Accuracy
Say What? Race

Fluency
If I am the Author

4 Phonetically correct.
Pronunciation and intonation
sound natural.
3 Generally correct and
comprehensible. Only
occasional errors.
2 Several errors in
pronunciation
1 Excessive errors

2 Clearly passed the

message
1 Passed wrong message

3 The student speaks very

clearly without hesitation
2 Speaks with some
hesitation, but communication
is not affected
1 Frequent hesitations and
use of English
0 Did not participate

S1.
S2
S3.
S4.
S5.
S6.
S7.
S8.
Rubrics:

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Lesson Plan Template Week 4
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G. Classroom Management:
The students are seated in group of fours to easily change from pair to group work. Students expect a fun
but at the same time productive class. They know that the classroom is a safe place to practice English and it is
normal to make mistake and learn from it. They usually work in pairs or in group day-by-day. Teacher circulates to be
sure that everyone is on task.
For the race game, chairs are moved on the sides to create space in the middle.
Since Korean students are competitive and grade conscious, rubrics are known and discussed to students
for each activity. The academy also implement using pure English during class as much as possible, so the teacher
must used simple, easy to understand instructions. Instructions and directions for every tasks are read first to them
followed by demonstration and answering the first question for them to serve as model. Teacher ensures the students
can perform the task.
The class implements a reward system. Students who perform tasks get stickers they collect and stick on
their folders which can be converted into EnglishWorld currency (EW$). They can use this to buy trinkets, toys and
snacks during the end of semester Market Day. ( See example at this link.
https://ketanhein.wordpress.com/2013/12/05/lets-go-to-the-market/ ) Misbehavior is not punished by point deduction
but noted in their performance sheet.
School supplies are provided and should only be used inside the classroom. They should return everything
in place at the end of the class. Students outputs are also compiled in portfolios.
Class rules and common classroom expressions should be posted on wall written both in English and
Korean.

H. Reflection - Phase 2
This lesson is same as the phase 1 lesson plan with little revisions. Revision includes adding the number of
students in the class and expanding the objectives. I also added an assessment form with rubrics as a respond to my
peer-evaluators suggestion. I also added in the procedures where the teacher should use the assessment form.
This focuses on listening skill but composed of different activities that integrate other main skills such as reading
and speaking. It also integrates the sub-skills pronunciation and grammar. Students are given enough exposure to
the text; it is repeated four times during the entire class, before given the comprehension questions. With different
activities all using one single text, the lesson appeals to multiple learning styles of the students. Repetition technique
is also best suits an EFL class. Students performance is assessed based on how they work with the text.
Short, several tasks are also used in order for the students to keep focused on the lesson which helps in
maintaining discipline inside the classroom.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Lesson Plan Template Week 4
Page 5