SE1 Unit 1 Listening & Writing, Pages 4 - 6

This is an SE1 Unit 1 Listening and Writing lesson in which students put computer-related words
in the appropriate pronunciation column while listening to and ordering a set of instructions on how to
access email on a computer. They also use instruction sequencing/connecting words (e.g., then, after
that, etc.) to write instructions on how to access email on a computer.

LESSON PLAN SE 1 LISTENING (1OF 4)

Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Listening, writing

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.

Vocabulary (computer-related words such as screen, keyboard, monitor, browser, cursor,
etc),
Instruction sequencing/connecting words (then, after that, etc.)

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
No
Objective: Students Will Be Able To.
Put computer-related words in the appropriate pronunciation column while listening
Listen to and order a set of instructions on how to access email on a computer
Use instruction sequencing/connecting words (e.g., then, after that, etc.) to write
instructions on how to access email on a computer
Competencies: Which competencies in the AEF are you working toward or plan for the learners to
achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)
Can listen and follow directions and instructions that are short and generally
straightforward
Can write basic instructions and directions that are generally coherent

When and how will I check my students progress toward the objective(s)?
I can see the Ss matching and pointing, as well as sequencing the instructions for operating a
computer.

Required materials and/or resources:
SE 1-1, Pg 4 Act 1 / Pg 5, Act 1 / Pg 6, Act 3, writing materials, audio equipment


Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?
The teacher uses and plans activities that allow learners to practice and develop real-life
communication skills[1] for reading, writing, speaking and listening (e.g. interviewing a classmate,
writing about a past experience, reading an email, listening to a phone message).
The teacher introduces grammar, pronunciation and vocabulary in context[2], with a focus on
communicating meaning.
The teacher supplements and adapts the textbook to plan activities related to learners
interests, prior knowledge and experience.
The teacher sets tasks that develop cooperative learning and encourages peer help and readiness
to exchange with others



Time
By the end of
the stage,
students will be
able to
Rationale
(Why do we want
our students to
do this?)
Interaction
Pattern &
VAKT[3]
Procedure Materials
5 min Match computer-
related words to
pictures of the
items

Ss need an
opportunity to
understand
and/or to recall
the meaning of
vocabulary that
will be used in
the lesson
Ss-Ss, Ss-T,
T-Ss

VAT

Picture/Word Match
T asks Ss to match the
words with the pictures. T
assures Ss its okay if they are
unsure of answers
Ss work individually and
T monitors quietly
Ss check in pairs.

Textbook
SE 1-1
Pg 4
Act 1
5 min Point to pictures
of computer-
related items as
they hear the
words said.

Ss need to check
their
understanding
and
pronunciation of
vocabulary
T-Ss, Ss-Ss

VAT

Listen and Point
T says each computer-
related word
Ss listen to T, repeats
each word aloud and points
at the appropriate picture
In pairs, one S says each
word while another points at
the appropriate picture.
Ss change roles
Textbook
SE 1-1
Pg 4
Act 1
10
min

Demonstrate
understanding of
additional
vocabulary when
the teacher
elicits meanings
and/or checks
understanding











Categorize
two-syllable
computer-
related words
according to
their syllable
stress

Say each of
the words with
the
appropriate
syllable
stressed
Ss need to
understand the
additional words
before they focus
on pronunciation
of the words
and/or before
they hear the
words in the
listening









Ss need to
practice listening
to the correct
pronunciation
and can help each
other learn the
words.
T-Ss, Ss-Ss

VAK

Listen and Categorize
T puts computer-related
words (Pg 6, Act. 3
vocabulary box) on the board
(browser, erase, cursor,
pointer, etc). T asks Ss to
work in groups of 3-4 to
categorize the words into 3
columns: words they can
explain, words they are not
sure of, words they dont
know at all. T reminds Ss to
think about the words
meaning in the context of
computers and using
computers. Ss work together
and T monitors.
T elicits meanings of
words from Ss, clarifies
meanings Ss are unsure of or
dont know and checks Ss
understanding.
T models syllable stress
of browser and connect.
T gives instructions for
activity and models
categorizing words by first or
second syllable stress.
Ss listen to the T say
words in box. Ss categorize
words under the appropriate
syllable stress column.
Ss check each others
pronunciation and correct
each others answers. T
monitors.
T works with whole class
on pronunciation of any
Textbook
SE 1-1
Pg 6
Act. 3
particularly difficult words.

10
min
Put steps of
accessing an
email account in
order

Ss need to check
their
understanding of
how to access
email and to be
introduced to
connecting
words.
Ss-Ss, T-Ss

VAT

Listening: Email Steps
T asks Ss to silently read
through the steps for
accessing email on P. 5.
T asks Ss to put the steps
in the order they think is
correct.
Ss put the steps in order
in pairs/groups.
Ss listen to the teacher
read the text (steps) to check
the order they predicted. Ss
make corrections where
needed.

Textbook
SE 1-1
Pg 5
Act. 1
10
min
Write the steps in
order, using the
appropriate
connectors
Ss need practice
with connector
words, and to
confirm the steps
of the email
process
Ss-Ss, T-Ss

VAT

Writing
T tells Ss they will hear
the steps again, this time
with words that help make
the order of the steps clear.
T asks Ss to listen for the
words and to make a note of
them.
T reads the same steps
with the target connector
words inserted. Ss listen. T
elicits sequencing words used
from Ss and notes them on
the board.
T elicits from Ss meaning
of sequencing words (which
words have similar meaning-
then, next, after that- and
which have different
meaning).
Ss write out the steps of
the process individually using
the connector words.
Ss compare their
instructions together in pairs,
peer teaching and correcting
as necessary.
T monitors and the whole
class checks that they have
the same sequence of
instructions

Paper
Pen/Pencil
10
min
Compare their
classmates
experiences
accessing email
to their own
Ss need the
chance to share
their personal
experience
accessing emails
so that the topic
is motivating to
them.
Ss-Ss, T-Ss

VA
Discussion
T asks Ss to talk with a
partner about whether this is
the same or different for
them personally, and if
different, how.
T asks Ss to tell the class
about their differences and
similarities they found.

[1] Real-life communication: the exchange of thoughts, messages or information that the people involved actually want to communicate;
people exchanging thoughts, messages or information in situations that mimic situations found outside the classroom.
[2] In context: language introduced in context is first met as part of oral or written communication, not in isolation, such as in a list.
[3] VAKT = Visual, Auditory, Kinesthetic, Tactile