BEd TESL - Year 2 English Language Teaching Methodology 2 Lesson Plan Procedure Page Names: David, Ivon, Nancie,

, Noh Time 4 minutes Stage Pre-Task (David) Aim To introduce word collocation. Date: 9 February 2011 Lesson number: One Interaction T-ss T-ss ss-text ss-ss 3 minutes Teacher discusses answers to the activity with students. Teacher nominates students to give feedback. T-ss ss-T

Procedure Teacher distributes Handout 1: word collocation activity Odd One Out to students. Teacher explains the instructions of the activity to students. Students work in pairs to complete the activity.

Time

Stage

Aim

Procedure

Interaction

2 minutes

While-Task (Noh)

To introduce students to long and short vowel sounds and two diphthongs.

Teacher gives students four different sets of words. Teacher pronounces the words in each set while students listen. Teacher distinguishes between the long vowel // and short vowels // and diphthongs // and /e/.

T-ss

3 minutes

To enable students to pronounce the words correctly.

Students work in pairs and take turns to pronounce the sets of words.

ss-ss

3 minutes

Teacher distributes two worksheets (Handout 2 and Handout 3) to students. Students complete the worksheets in pairs.

T-ss ss-text ss-ss

Teacher discusses the answers briefly with the students. Teacher nominates students to obtain their feedback on the lesson.

T-ss ss-T

Time

Stage

Aim

Procedure

Interaction

2 minutes

While-Task (Nancie)

To explain to students the procedure of the game.

1. Divide students into groups of 4. 2. Distribute the cards to the students. 3. Give students the instructions of the game. 4. Give students examples.

T-ss ss-ss

4 minutes

To promote communicative skills while students play and for students to justify their reasons.

Teacher monitors students while they play. Teacher helps students if they have problems. (The game is played in such a way that students would have to give reasons for their answers and the first to finish the cards will win.) Teacher distributes worksheets to students (Handout 4). Teacher explains to students that the worksheets serve as a revision. (The existence of past tense form in the worksheet is for the teacher to check if students really grasp the usage of the tense taught and to check if students are able to differentiate between simple past and past perfect tense).

ss-ss T-ss

2 minutes

To check students understanding and as a form of revision

T-ss

Time 2 minutes

Stage Post-Task (Ivon)

Aim Procedure To promote collaborative Teacher divides students into groups of four. working on the task. Teacher gives each group a paper roll and two small cardboards. Each group unrolls the paper and pastes it on the board.

Interaction T-ss

2 minutes

To allow students to practise their speaking skills in the discussion.

Teacher gives students time to think about which blank each of their answer cardboard fits into. Students are encouraged to discuss as a group, the words which they think would be best used to fill in other blanks. Teacher facilitates and focuses on oral fluency rather than the grammar of spoken English students use in the discussion.

ss-ss ss-ss ss-T T-ss

0.5 minutes

To allow students to expand their vocabulary.

Teacher nominates one student from each group to paste his or her groups answers in the correct blanks on the board. Teacher discusses answers with students and at appropriate time, links the finding of answers to what they have learned earlier about collocation. e.g.: bypass is related to law; an action of avoiding it. Teacher elicits alternative vocabulary.

T-ss ss-T T-ss

2.5 minutes

To check students understanding.

ss-T Interaction

Time

Stage

Aim

Procedure

Post-Task (Ivon)

Teacher gives feedback on students answers and clarifies any further questions from students to make sure they have understood what has been learnt. To summarise what has been learnt. Teacher summarises the whole lesson through elicitation.

T-ss ss-T

T-ss ss-T