date: september 11th, 2011 - wcs · web viewuse prepositions to describe ... detailed challenging...

Amy Tessler’s Lesson Plans for an ESL class.

Rationale for Three Consecutive Lesson Plans

Teaching context and class description

The class is comprised of eight students attending a public high school: Thornlea Secondary School.

These students are of a high beginner level and have been assessed by the Ontario School Board of Education to address the level of ESL they will enter into. These students are all in year nine (age 14-15), which is the first year of high school in North America.

There are eight students: 2 Chinese males, 1 Chinese female2 Japanese female1 male from Hong Kong2 females from Uruguay

Students take part in general mainstream classes throughout the day so to integrate into the schooling program much quicker. Though they are pulled out of their daily English classes in order to be part of the ESL class. The ESL teacher assists them in their everyday classes whenever possible, along with other resource teachers to maintain their understanding and adjustment with the schooling process.

These lessons will be an introduction as it will be the start of the academic year. The lessons will act to engage students in conversation, creating a classroom community for them to feel positively involved in. The lessons will further allow for the educator to gauge students’ needs, abilities, strengths and weaknesses and plan accordingly for the future.

Broader Program Aims:

- Students will practice their oral communication, writing and reading in regards to simple past tense and present continuous tense

- Students will learn vocabulary pertaining to their life stories, allowing them to engage with others (which is primarily important when one is a new immigrant and beginning high school without a social network).

- Students will build upon their self-confidence in a new classroom setting while speaking of their backgrounds and listening to others with a mutual respect.

Language Objectives:

By the end of the three lessons students will be able to:

- Respond to ‘wh’ questions with a small range of vocabulary reviewed in class through examples demonstrated by the teacher (using pictures).

- Decipher between verbs in the simple past tense and verbs in the present tense (initially with the assistance of their educator).

- Use new vocabulary pertaining to their personal lives, skills, backgrounds and cultures, as well as a small range of vocabulary relating to their peers’ backgrounds, in sentences spoken orally and written.

- Use prepositions to describe their past locations. “I lived near Osaka, Japan.” - Use the present, present continuous and simple past tense to write and speak of their personal

backgrounds. “I lived in Japan and now I live in Canada. I will move back to Japan when I graduate.”

- Understand when to use appropriate tenses while writing and speaking. “I lived in Japan” as opposed to “I live in Japan” (when they are now living in Canada.)

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- Understand the need for punctuation marks and how it affects the way one reads different sentences (pitch, expression, etc.). Specifically question marks, exclamation marks and periods.

- Use new vocabulary to construct their simple autobiographies with the use of recently taught adjectives (adjectives will be taught with the use of pictures to describe universal features).

- Correct their errors while reading, speaking and writing, after being corrected previously by the educator.

- Using subject pronouns properly to describe past events of their peers and themselves through writing and oral speech.

Listening Outcomes: Students will be able to –- Listen to their peers present sentences regarding the interviews they conducted with other

peers and respond with basic comments and questions. - Listen to their partner’s responses to interview questions and write down their answers with

assistance from peers. - Listen to and comprehend simple instructions provided by the educator.

Reading Outcomes: Students will be able to – - Read with attention to punctuation marks such as question marks, exclamation marks and full

stops. - Read with expression and proper pitch when reading questions. (raising in pitch by the end of

the question.) (practiced in class)- Read with proper pronunciation of new vocabulary (practiced extensively in class)- Recognize sight words such as, “the, of, is, and, there, this, he, she, etc.” and recognize new

vocabulary such as simple adjectives (tall, short, nice, happy, sad, etc.) and words such as “live, country, student, friend, school, play, eat, etc.”

Oral Communication Outcomes: Students will be able to – - Speak more confidently in basic conversation and while presenting sentences to the class.- Respond to questions in simple past tense, present and present continuous tense.- Ask ‘wh’ and ‘do or does’ questions to peers in regards to interview questions relating to their

backgrounds and childhood. - Use proper pronunciation of new vocabulary.- Use proper intonation when asking questions.

Writing Outcomes:- Write using proper punctuation such as periods and question marks.- Use capital letters where appropriate.- Write “wh” questions. (such as: “When did you come to Canada?”)- Write in the present continuous tense, simple past tense and present tense, understanding

where each is appropriate, with limited assistance from educators and peers, for basic sentences.

- Spell most new vocabulary properly or with limited errors.

Rationale for Lesson Topic and Content and teaching in this Context:

All three lessons fall under the umbrella theme of the ‘autobiography’. This theme is used to allow students to get to know one another, while learning vocabulary pertaining to their backgrounds and personal lives so there are able to socialize with their peers, building a social network.

Lessons address grammar, pronunciation, vocabulary, reading, question asking and answering and writing, as well as speaking in full sentences. New language items are introduced through the use of pictures, as students will be able to recognize universal pictures, state the words they might normally use to describe the picture and practice the English term, while learning adjectives, new vocabulary, etc.

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Other language aims will be introduced through discussion, demonstration on the blackboard, games and short conversations. Partner work takes place to allow for students to get to know their peers, while practicing oral communication skills regularly. The educator will facilitate by walking around during partner work and providing assistance where necessary and making simple corrections to pronunciation, sentence structure, intonation, etc. Corrections will be made to daily work so that students can review their work and notice the improvements that need to be made. Students will be allotted time to work on corrections so they can correct their own work in the future and disallow these errors to become patterns.

The small class size allows for the educator to observe students and provide the necessary assistance for them to meet the standards mandated by the curriculum. It further allows for each student to have the opportunity to volunteer responses and become part of discussion so that they are constantly improving and practicing speech, pronunciation, vocabulary, etc.

Resources, Materials and Classroom Set-up:

- There will be a white board for student and teacher demonstration. - Students’ ideas will be accounted for on the white board. The educator will validate their

suggestions by writing them on the board.- Students will be placed in a semi circle around a large table, to ensure that everyone feels

welcome in discussion. Social interaction will be encouraged to develop conversation skills and create a comfortable environment, as many new immigrants may be shy in the presence of others upon entering the new environment. Integration is an extremely crucial factor in any ESL class.

- Students will be placed in or find their own pairs for certain activities and will sit at different parts of the large table or move to quieter spots in the classroom where there will be separate desks.

- The resources used will include the white board, worksheets, a trivia game, pictures for reinforcement and understanding of adjectives, etc.

Teacher Aims:

-To create differentiation for students at different readiness levels.- With ESL students, some improve faster than others, thus enough assistance must be provided for those who are slightly challenged but possibly too shy to admit to this. -To observe students progress and create appropriate tasks thereafter.- To pair students with those they feel comfortable conversing with, as it is only the beginning of the academic year and they need motivation to speak in English in general.- Pairing students who require a challenge with those who require assistance, in order for them to receive assistance from their peers, and for those peers to take on a leadership role explaining instructions and providing help.

Prior knowledge

Since this will be the students first year in a new school, and possibly their first year in North America, they will be getting accustomed to their mainstream classes, the course structure and expectations as well as their new peers and school environment. Since this will be their first few lessons, the educator will not be accustomed with their exact prior knowledge. However, the assessment test will have ensured that high beginner level students will have basic knowledge of sentence structure, a vocabulary for speaking in simple sentences (I am from China. I came to Canada this year.), though possibly without correct grammar or the appropriate tense. Students will be able to recognize certain sight words while reading (listed above) and will be able to read simple sentences.

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Students will understand simple directions most of the time, gestured with actions for reinforcement of understanding.

Specific to the lessons being taught, students will have an understanding of their background and be able to answer questions about their likes, dislikes, culture, friends, past schools, families and childhood in simple broken phrases with limited vocabulary. Students will also be able to understand the questions being asked pertaining to the latter, with the initial use of diagrams and demonstrations. Some responses will already be in complete sentences.

Anticipated problems and solutions

1. Although in certain classroom settings it is important to match students with new partners, in an ESL class, especially in the beginning, I feel that it is important for students to be paired with those they are becoming friendly with so they can encourage one another to speak English together. An anticipated problem with this approach, however, is that if students are speaking with the same partners, they may pick up on one another’s habits, and if they are paired with students from similar backgrounds, they may be off task speaking in their mother tongue. Thus an educator must be attentive to all students, ensuring they are on-task and enjoying activities so they are motivated to learn English through different mediums. Moreover, opportunities for group work in small groups will occur throughout the program so that students have an opportunity to hear different speakers. Students will be in mainstream classes as well so they will be able to listen to a variety of native speakers.

2. Students may feel overwhelmed by their new school environment and thus less motivated to complete the language tasks set out for the lessons. Students will be motivated by their educators through the use of different activities which will hopefully appeal to different learners. These include games, partner and independent work, conversation, etc. Since students will be discussing their own backgrounds it will allow them to feel closer to home and as though they are sharing a part of themselves, creating a connection with their new peers and environment.

3. Those who are at a slightly higher level than the majority may feel bored and in need of a challenge. Educators can provide these challenges by inviting students to look up information regarding the hibernation and migration, and present the class with interesting facts at the beginning of each lesson. This will create responsibilities for them, allowing them to feel empowered. It will further allow them to practice leadership skills. These students can further assist those in need of assistance, as paired together by the teacher discreetly. Students will practice providing instruction and using language to explain corrections, tasks, etc.

4. Students may feel overwhelmed with the workload as they will be learning a new language while taking part in many mainstream classes alongside native speakers, aside from their ESL classes. ESL teachers must be weary of this and allow for students to feel comfortable presenting these concerns. Educators will create a buddy system where students can contact their peers after school hours for help on homework if their parents are unable to assist them in English.

5. Students may feel overwhelmed by the content if they are struggling to advance with the language aims. Due to the small class size, the educator will be able to offer students more individually directed attention and differentiate lessons to meet their needs so that they can work at their own pace until they progress further. Each student works at a different pace and this will be understood and expressed to ensure the comfort of all students.

6. One’s own mother tongue may create difficulties in pronunciation as they hadn’t practiced such phonetics in the past as a child, making it harder for them as a young adult. Educators can be respectful of this and create longer periods for pronunciation practice. If educators express to the class how pronunciation can be harder for some, as their brain had not become accustomed to such rules as a child, other students will learn compassion and be supportive of their peers.

7. Considering students will come from different backgrounds and different cultures, body language, respect and other values may differ from student to student and may cause confusion between students. A manifesto of classroom responsibilities will be set in place by the students at the beginning of the first term to ensure that each student abides by a set of rules outlining: respect for one another, compassion, community obligation, etc.

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Date: September 11th, 2011 Room: 5 Time: 10:00-10:55 (55 minutes)Class 8 Students: 2 Chinese males, 1 Chinese female, 2 Japanese female, 1 male from Hong Kong

2 females from Uruguay

Lesson Name Lesson 1: Learning about each other!Lesson type Introduction to simple past tense with simple verb use.Lesson Objectives; students will be able to:

- Begin to respond to questions in simple past tense, present tense.- Use new vocabulary pertaining to their personal lives, skills, backgrounds and cultures, as well as a small

range of vocabulary relating to their peers’ backgrounds, in sentences spoken orally and written (with assistance from their teacher).

- Listen to and comprehend simple instructions provided by the educator. - Recognize sight words such as, “the, of, is, and, there, this, he, she, etc.” and recognize new vocabulary

such as simple adjectives (tall, short, nice, happy, sad, etc.) and words such as “live, country, student, friend, school, play, eat, etc.” (with pictures for extra assistance).

Target Language English – focusing on vocabulary and tense.Learning Outcomes Students will be able to fill in a worksheet regarding present and simple past tense based on their own life

experiences. They will learn vocabulary pertaining to their own lives with the assistance from their teachers. (Feasible as there is a small class for the teaching to walk around helping out). Students will gain a greater understanding for when to use the simple past tense and when to use the present tense.

Prior knowledge Students will understand how to use the present and simple past tenses orally, thus this lesson will aid in allowing them to use the tenses appropriately, as they will have an understanding of how to change a few verbs into different tenses, as mandated by their entrance exam). Ex: I went to school. --. I go to school.

Students will have a small vocabulary pertaining to their life experiences (more specifically, where they are from, where they went to school, certain skills and likes/dislikes).

Anticipated problems - Students may feel overwhelmed by their new school environment and thus less motivated to

complete the language tasks set out for the lessons. Students will be motivated by their educators through the use of different activities which will hopefully appeal to different learners. These include games, partner and independent work, conversation, etc. Since students will be discussing their own backgrounds it will allow them to feel closer to home and as though they are sharing a part of themselves, creating a connection with their new peers and environment.

Lesson Differentiation for those Students will be required to create certain sentences on their own after completing the fill in the blank

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requiring a challenge worksheet. They will create one or two sentences in the simple past tense and one or two in the present tense regarding their life experiences. They will receive assistance from their teacher when needed for help with spelling, punctuation, tense and vocabulary, though they will take the initiative to create their own sentences without being prompted by the sentences already created on the worksheet.

Lesson Differentiation for those requiring assistance

Students will receive help from their teachers in order to fill in the blanks on the worksheet. Those who require more assistance can work in a small group with the teacher moving more slowly and receiving more direct attention. Those who are able to fill in the worksheet independently will, allowing for other students to be observed more closely.

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Time Specific objectives

Outline of activities Grouping Resources Assessment and HW

10:00(5 minutes)

Attendance and warm-up.

Students will find their seats, answer a few general questions about their weekends and take attendance.

Whole class sitting at their desks in semi-circle.

Attendance sheet

10:05(10mins)

Respond to a series of Questions relating to personal backgrounds.

Students will be able to learn pronunciation of certain words and correct their sentences in terms of structure (full sentence).

Students will be asked a few questions such as:Where did you live before Canada? What was your school called? What did you like to do there? Was it warm or cold?(questions will be assisted by pictures to explain certain vocabulary such as school, likes, dislikes, hobbies, etc.)Students will be called upon one by one to answer questions. If they answer in broken sentences with mixed pronunciation, the teach can correct them and have the whole class repeat the sentence with correct pronunciation in proper sentence structure so that students feel comfortable with corrections while joined by their peers and not put on the spot individually.

Whole class sitting at their desks in semi-circle.

10:15(15mins)

Respond to questions in simple past tense, present and present continuous tense.

Convert verbs from the past to present tense and vice versa

After the first series of questions have been asked and responded to as a warm up, the teacher will ask a few other similar questions pertaining to their backgrounds and write an answer on the board.Example: What did you eat in Japan?Answer: I ate rice. If the student answers: I eat rice. The teacher will correct them by reinforcing (since they have a background knowledge of past tense) that we eat now, but if we were eating something before, then we ‘ate’ it. The teacher will write down the answer the student provided and show how ‘eat’ becomes ‘ate’.

Whole class participating (listening and speaking)

White Board.Key Questions

Students participation will be assessed as well as their prior knowledge of verbs, simple past tense and present tense.

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(a select list of verbs)

Identify verbs in a sentence.

They will then choose a few more examples will simple verbs and vocabulary that students are familiar with having gauged this vocabulary in the past week of classes. The teacher will then have the students answer a few other questions, writing down their answers and having students come up and circle the verb on the board, and with assistance, write the verb in both present and past tense, noting the difference. Example: I lived in China. (The verb is underlined)Live LivedVerbs to be used: Eat, Live, Play, Go, Walk.A short list of verbs will be used so that students are not confused. (There are two irregular verbs such as go went and Eat Ate, otherwise verbs follow the ‘ed’ rule (adding an ‘ed’ to verbs to change the tense).

10:30(5mins)

Associate verbs (as words) to their actual actions.

Reinforce the concept of the simple past tense verb and the present tense verb and their appropriate uses.

Students will stand up and quickly act out the verbs. The teacher will represent the actions of walking, eating, playing, etc. And the students will act out the actions with their teacher. The teacher will say, “If I went for a walk yesterday, I _________” and in review students will yelled “I walked!”, then the teacher will act out another verb. Students will therefore reinforce pronunciation and the idea of the verb being changed from the present tense to the simple past, while enjoying a quick game and a bit of physical activity to relieve restlessness and overwhelming feelings from learning new content.

Whole class standing and participating, engaging interactively.

9:30(20 mins)

Recognize sight words such as, “the, of, is, and, there, this, he,

Students will be given a worksheet to reinforce the latter. The worksheet will be a fill-in-the bank worksheet (differentiated above for different students) allowing for students to fill in the appropriate tense of

Class working quietly either in a small group with the teacher for

WorksheetPencils

Students’ worksheets will be taken up in class during the

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she, etc.” and recognize new vocabulary as well as reviewed verbs while reading through the worksheet.

Comprehend most sentences in the worksheet in order to fill in the blanks appropriately.

the verb, understanding when to use the simple past tense and when to use the present tense, with vocabulary and verbs previously reviewed to limit confusion. (See resources for worksheet)An example will be done with the class prior to beginning.

Students will put their worksheets away at the end of class and be asked to review the sentences on them and practice their reading of them for homework.

extra assistance or independently.

following class to enforce pronunciation, practice reading of sentences and to review the concepts learnt. Students can practice reading their sentences for homework.

10.55 Finish Dismiss Class

Evaluation/ Reflection:

Students will be evaluated on their ability to complete the objectives listed above.The teacher will provide assistance when necessary, allowing for students to feel supported and allowing for the educator to gauge their progress and needs in the class to plan accordingly.

Students will be observed on their ability to read sentences in the worksheet, oral communicate their responses to questions in the proper tense (with assistance) and pronounce new vocabulary correctly. Students will be observed and not formally assessed at this time, as the material is new and students will take different amounts of time to learn the material being taught.

Students will be provided with extension and review work for homework to ensure their learning is continuous. However, the homework assignments are small as the teacher must be mindful of their adjustment into a new school setting and the overwhelming nature of it all.

Reflection questions: Are students at the level that the lessons were planned for? Does more review of vocabulary, sentence structure and the simple past tense need to take place before moving on? Can the next lesson take place regarding students’ current understanding of the material? Was the worksheet easy for students to read, or was the vocabulary to advanced?

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Date: September 12th, 2011 Room: Time: 10:00 -10:55 (55 mins)Class: 2 Chinese males, 1 Chinese female, 2 Japanese female, 1 male from Hong Kong

2 females from UruguayLesson Name Lesson 2: Learning more about one another and each other’s plans for the future!Lesson type Review of the Simple Past and Introduction to the Present Continuous TenseLesson Objectives; students will be able to:

- Listen to and comprehend simple instructions provided by the educator. - Using subject pronouns properly to describe past events of their peers and themselves through writing and

oral speech.- Read with proper pronunciation of new vocabulary (practiced extensively in class)- Recognize sight words such as, “the, of, is, and, there, this, he, she, etc.” and recognize new vocabulary

while reading sentences from the game.- Respond to questions in simple past tense, present and present continuous tense.- Fill in sentences using the present continuous tense- Write in the present continuous tense, simple past tense and present tense, understanding where each is

appropriate, with limited assistance from educators and peers, for basic sentences. (throughout the game while filling in blanks)

- Spell most new vocabulary properly or with limited errors when filling in the blanks during the game and while labelling their maps. If they are unable to , students are expected ask questions when they require assistance, practicing their intonation and oral communication.

Target Language English: focusing on different tenses and their appropriate uses as well as new vocabulary and the reading of sentences.

Learning Outcomes Students will participate actively in class, reinforcing information learnt the day before, as well as contributing to the learning of new concepts such as present continuous form in its appropriate uses. Students will be able to engage in a game that allows them to build teamwork skills and conversation skills in English as they converse with peers to come up with correct answers.

Prior knowledge -Students will understand the idea of the simple past tense verb and its uses as well as the conjugation of certain verbs from the present tense to the simple past tense. -Students will understand the use of present tense verbs, making it easier for them to use their vocabulary of these verbs to convert sentences into present continuous form while speaking of their future plans.- Students will have a vocabulary extensive enough to allow them to comprehend sentences used in the game and to provide responses in the first activity.

Anticipated problems Students may feel uncomfortable playing a competitive game (even if it is just for fun) as they may feel pressured to use skills they do not feel comfortable with yet (such as reading, orall communication,

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pronunciation, new vocabulary etc.) Thus they will be paired with more advanced students who will help them, and the teacher can provide limited assistance to both groups equally taking some of the pressure off. The game may appeal to other learners as it is a different way of approaching students and certain students may enjoy working in teams with incentive (winning). Thus these students’ attitudes may contagiously rub off on other students to allow students to feel positive in their learning environment and therefore more confident with their abilities.

Lesson Differentiation for those requiring a challenge

Those who require a challenge will be asked to present their maps to the class, allowing them to use their extra time to practice their reading, and oral communication. These students will be required to read clearly with proper pronunciation. (if there isn’t time during this class, then students will present at the beginning of the following class).


Those who require assistance will be paired discreetly with more advanced students to limit the pressure during the game. They will also have more time to work on their maps at home and receive assistance from their educators, as it is still the beginning of the term and educators must be helpful in order to allow for the transition process into a new school environment to run more smoothly. These students will not be expected to present their maps to the class if they feel uncomfortable and their oral communication will be assessed in the following class through other activities. They will practice reading their labels (of their map) to the teacher privately, feeling less shy and receiving corrections where necessary. Teachers can still gauge their progress while listening to them read.

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Time Specific objectives

Outline of activities Grouping Resources Assessmentand HW

10:00(2 minutes)

Students are quietly seated and listening for/ responding to their names being called.

Attendance and settling down at desks quietly. Sitting behind desks. Attendance sheet.

10:0310 minutes

-Correct errors while reading, speaking and writing, after being corrected previously by the educator. -Read with proper pronunciation of new vocabulary (practiced extensively in class)-Speak more confidently while presenting sentences to the class.-Use proper pronunciation of new vocabulary.

-Students will pull out the worksheets they completed in the previous day’s class.Students will be asked to read out the sentences with their answers. -The educator will ask if other students agree with the answer by raising their hands (engaging all students in the lesson).-If there are any confusions or clarifications to be made now will be the time (thus the time granted for this activity can be lengthened if needed, as it is important that students understand the concepts before moving on.)

Students sitting behind their desks participating.

Worksheets and the blackboard form demonstrations and clarifications.

Students will be observed on their ability read their sentences out clearly, pronouncing vocabulary properly.

10:1313 minutes

Write in the present continuous tense, simple past tense and present tense,

Students will take part in a familiar activity from the previous day (so less instructions need to be made and students can feel comfortable with the familiar while earning a new concept.)

The same verbs will be used so less confusion is created.

Behind desks and participating actively at the board (more student-centred).

White board and markers.

Key Questions

Students participation will be observed as well as their ability to provide responses to

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understanding where each is appropriate, with limited assistance from educators and peers, for basic sentences, while underlining and conjugating verbs on the board.

Provide responses in the present continuous tense using proper pronunciation of words and proper sentence structure (with limited assistance).

Students will be asked a few questions about their pasts to review the question asking and response game while underlining verbs on the blackboard.

They will then be asked questions about their future plans, introducing the present continuous tense. A few demonstrations will be made on the board.Example: What will you be doing in the summer?A student might respond (if they are unfamiliar with the present continuous tense): In the summer I go swimming. (instead of ‘I will go swimming’. The teacher will convert their sentence, explaining that I will is necessary to show that it is in the future and not right now that they will swim! (they can make a joke about how in Canada it is way too cold for swimming now, so we have to remember that its too cold and we will be swimming, as we can’t swim now). A few other future type questions will be asked to ensure that students understand the concept.

Students will be called to the board to underline the parts of the sentence that make it in the present continuous tense. I will go to the movies tonight. This will affirm their learning and allows teachers to assess their progress and needs.

questions in the simple past and present continuous tense. Their progressions will allow for the educator to plan for future lessons.

10:2612 minutes

Conjugate verbs properly to create sentences in the present continuous form from the simple past tense. Include “___ will” before the

Game: Students will be split into two teams. (they will be split discreetly as the teacher places more advanced students with weaker ones for balance). Each team will be given three sentences. One sentence will be in the present tense and one will be in the past tense. Students will have to change the sentences in to the present continuous tense and write them on the board in their team’s section. The final sentence will be a fill in the blank sentence

Students will move to separate areas of the room with desks to work quietly on their team parts.

They will move back to their desks to take up the answers.

White board and markers.Pencils and game sheets. Team spirit!

The educator will assess students as they read their answers out with clarity, and actively participate in the game, providing suggestions to answers, speaking

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verb to create sentences in the present continuous tense.

Read out their sentences with clarity and proper pronunciation (practicing oral communication skills)

where students must fill in the proper subject that would fit with a present continuous tense sentence (see resources for actual sentences)Students will work as a team fill in, change and write out the sentences on their papers. They will have two records so two people have a chance to practice writing. The first team to finish gets an extra point, but both teams will have a chance to finish. When both teams are finished, the teacher will have a volunteer from each team write their first sentence on the board. Sentences will be taken up for corrections to ensure everyone understands the concepts.This will be done for each sentence with different writers and readers of the final product. The team with the most correct sentences will win, though everyone will be congratulated for their efforts!

more confidently.

Students’ ability to apply the knowledge learnt and reinforced in the past two lessons will be observed.

9:25(15mins)

Label pictures using correct vocabulary and spelling.

Students are able to correct errors made once having shown the final product to the teacher.

Students are able to read their sentences with fluency

Creative Map Activity:

Students will be asked to draw maps of their near future or general future (their choice).

Examples will be posted on the white board and passed around for greater understanding of the activity.

Students will be asked to draw a couple of future plans and label these plans. For example: if students are planning on going camping in the summer they can draw a picture of a tent (this example will be drawn by the teacher in steps on the blackboard). Under the tent they will write: I will be going camping this summer.

They will draw and write out three plans (labelling

Students will be at their seats working independently and for presentations they will be at the white board facing all students.

Blank White Paper, pencils, pencil crayons, demonstrations, free-hand demonstrations on the white board.

Students will be assessed on their ability to produce sentences on their own with little assistance from the teacher. The level of difficulty of sentences will not yet be assessed, as their vocabulary is still limited.

Students will be assessed on their ability to work

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and correct pronunciation.

Students have written sentences with proper use of the present continuous tense.

their pictures) and are able to ask their teacher for assistance with spelling of new vocabulary. The teacher will foster learning by having students sound out their spelling, helping students to help themselves in the future.

If there is time, if certain activities do not take as long as expected, students who are finished early can present their maps. If there isn’t time enough for presentations, students will present during the following class and those finished early can read their presentations for fluency, ease and pronunciation and self-edit their work or receive corrections from their teacher.

with their teachers’ corrections and understand what they have done wrong in order to improve in the future.

9:53(2mins)

Conclude Students will be assigned homework, which will be to read through and correct their maps, practicing their reading, vocabulary and understanding of the present continuous tense.

Students will be seated behind their desks.

map Reading of the map.

10.55 Finish Dismiss Class


There are many activities provided throughout this class in order to allow for different interests to be addressed and to avoid students from being overwhelmed by certain language aims by spending too much time on one thing.

Scaffolding is present through the use of pictures, demonstrations and various activities building up to the understanding of the concept of present continuous tense. Review is used as well, to ensure that students understand each concept.

Subjects to reflect upon after the lesson: Were the instructions clear? Was there enough scaffolding in each new activity to allow for students to fully understand the concept of the present continuous tense? Are students fully engaged? Are all students’ needs being addressed?

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Date: September 13th, 2011 Room: 5 Time: 10:00am : 10:55 am (55mins)Class 2 Chinese males, 1 Chinese female, 2 Japanese female, 1 male from Hong Kong

2 females from UruguayLesson Name Lesson 3: Interview time!Lesson type Sentence structure, question and response, pronunciation, oral communication and presentation..Lesson Objectives; students will be able to:

- Listen to their peers present sentences regarding the interviews they conducted with other peers and respond with basic comments and questions.

- Listen to their partner’s responses to interview questions and write down their answers with assistance from peers.

- Read with attention to punctuation marks such as question marks, exclamation marks and full stops. - Read with expression and proper pitch when reading questions. (raising in pitch by the end of the question.)

(practiced in class)- Read with proper pronunciation of new vocabulary (practiced extensively in class)- Speak more confidently in basic conversation and while presenting sentences to the class.- Respond to questions in simple past tense, present and present continuous tense.- Ask ‘wh’ and ‘do or does’ questions to peers in regards to interview questions relating to their backgrounds and

childhood. - Write using proper punctuation such as periods and question marks.- Use capital letters where appropriate in written sentences.

Target Language English: syntax, spelling, use of new vocabulary, pronunciation. Learning Outcomes Students will work with partners, practicing their conversational skills and ease of response. Students will be reading

with greater fluency, and answering and responding to questions with little difficulty.Prior knowledge Students will have reviewed the present continuous tense, as well as the simple past tense and will be able to use it in

simple tense with a select amount of verbs. Students will have a wider variety of vocabulary to use pertaining to their personal background and will be able to respond to questions using this lexicon. Students will have previously reviewed ‘wh’ questions in the past two lessons where they were asked to respond to questions and prior to this course. Thus they will be able to use ‘wh’ questions to create interview questions for their partners.

Anticipated problems Students may face difficulty coming up with their own questions for the interview. Students will have a few examples on the white board to look at and stem ideas from. Considering questions such as these have been asked throughout the past couple lessons, students will be able told to remember those questions for ideas. If they still face difficulty they can work with their partners to come up with questions.

Lesson Differentiation for those requiring a challenge

Those who require a challenge will be paired with others in a similar position so they can create more advanced questions and longer responses.


Those requiring assistance will be assisted by the teacher as he or she comes around to help, providing corrections and support for syntax, punctuation, ideas, etc.

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Time Specific objectives Outline of activities Grouping Resources Assessmentand HW

10:00(2 minutes)

Students are quietly seated and listening for/ responding to their names being called.

Attendance and settling down at desks quietly. Sitting quietly behind their desks.

Attendance Sheet.

10:0210 minutes

-Students will be required to practice their listening skills while comprehending presentations and commenting on or asking questions to those presenting.-Those presenting will be assessed on their ability to read their sentenced with proper pronunciation, fluency and clarity.

Presentation of maps from those who are wanting to present (more advanced students who were finished earlier and had time to practice in the previous class and were already asked to prepare). Students will read out their sentences and simply explain their pictures and plans.

Students presenting will be in front of the white board presenting to students sitting behind their desks.

Map presentations. Maps will be handed in for corrections and assessment of proper sentence structure, corrections, spelling, etc.

Students will be assessed for their oral communication and listening abilities.

10:128 minutes

Students will listen to and the instructions and comprehend them. Students will ask clarification questions to further their understanding.

The interview assignment will be introduced and explained thoroughly. First, the term ‘interview’ will be explained, as a teacher calls a volunteer up to the class to capture other students’ interest. The teacher will have that student sit down while the teacher asks them questions (pretending to use a microphone) and the student responds. The teacher will explain that it is less of a conversation; rather it is one person finding out about another by asking questions.

Students will be asked to come up with three questions for their partner. (they will be paired by the teacher to discreetly place more advanced students together and weaker students together in order to have advanced students creating more

Students will be at their desks listening intently and asking questions to clarify understanding.

Student Volunteer Students will be encouraged to ask clarification questions.

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detailed challenging questions which will be comprehensive to their partners).

One question must be a present tense question, one will be a past tense question, and one will be a question regarding their partner’s future.

Examples of each will be demonstrated.Ex: Where did you grow up? What was it like in your country?What do you like to do in Canada?What will you do in the summer?

Students will then ask their partners these questions and write down their answers in full sentence (with the help of their partner).

Students will then review their interviews for corrections and practice reading them in preparation for their presentation of interviews.

Assessment and evaluation will be based on the objectives to the left which will be explained in simple terms to students.

10:1910 minutes

-Ask ‘wh’ and ‘do or does’ questions to peers in regards to interview questions relating to their backgrounds and childhood. -Write using proper punctuation such as periods and question marks.Use capital letters where appropriate in written sentences.

Students will write their own questions as stated above, with assistance from their educator and peers when needed.

Students will be at their desks working independently aside from receiving assistance or providing assistance for their partner.

Readymade interview sheet: with space for questions and answers (pointing out where past tense, present tense and future-related questions must go) reminding students of instructions.

Pencil

Students will be observed while worked quietly to ensure they understand the task at hand and are able to complete the task without much hesitation.

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10:2910 minutes

Respond to questions in simple past tense, present and present continuous tense.

Write using proper punctuation such as periods and question marks.

Use capital letters where appropriate in written sentences.

Students will ask their partner their interview questions and write down the responses.

Students will be working with their partners at separate desk areas in the room.

Paper and Pencil Students will be observed for their oral communication skills and ability to read their questions with ease.

10:395 minutes

Correct peer’s work and reading and notice their own errors after proof reading.

Practice listening skills in order to correct their peer’s pronunciation.

Students will review and peer-edit each other’s sentences. They will practice reading the sentences.

Students will be working with their partners at separate desk areas in the room.

Paper and Pencil Students will be observed for their ability to correct their own work (once presented and handed in) and their ability to converse and work interactively and collaboratively with peers.

10:4410 minutes(includes wrap-up)

-Students will use a few adjectives while commenting on presentations. -Listen to their peers present sentences regarding the interviews they conducted with other peers and respond with basic comments and questions.

Students will present their interviews to the class. A few comments and questions will take place after each to allow for the practice of oral communication. Presentations will be done with both partners up at the white board to make students feel supported and more comfortable.

Students will present in this fashion:One student will read out the question then state, “Amy answered, ....” (this will be reviewed before presenting).Since the answers will be more foreign the

Students will be at their desks listening to and commenting on presentations or presenting at the white board with their partners.

Interview Sheets Students will hand in their interview questions and responses and be assessed for sentence structure and objectives discussed throughout the lesson (see objectives column.)

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-Listen to their partner’s responses to interview questions and write down their answers with assistance from peers. -Read with attention to punctuation marks such as question marks, exclamation marks and full stops. -Read with expression and proper pitch when reading questions. (raising in pitch by the end of the question.) (practiced in class)-Read with proper pronunciation of new vocabulary (practiced extensively in class)-Speak more confidently in basic conversation and while presenting sentences to the class.

interviewer, it will be greater reading practice for them to read the responses than for the actual respondent to read them.

Students will be congratulated on their hard work!

10:55 Finish Dismiss Class

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Students will be provided with the opportunity for collaborative work so they enhance their conversation skills and become better acquainted with their ESL community. Comments are made after each presentation so that students feel supported by their peers.Peer editing allows for students to feel less intimidated by being corrected by their teacher constantly, as their peer editing will be reciprocal. It further allows for them to present and hand in work they have reviewed and are proud of.

Reflection questions: Were students full engaged in the variety of activities? Were students able to come up with tier own questions or was this too challenging? Should more scaffolding have been done to enable students to feel more confident with this process? Were the examples during the instructions clear enough and were instructions simple enough for students to follow? Which students are in need of great differentiation due to their different levels? How can certain needs represented be met in future lessons? How can the past three lessons be modified to fit needs observed in the past classes? Were students who required a challenge challenged enough by the differentiations set out?

Other comments:

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Resources:Past Tense Worksheet:

Fill in the first blank using the past tense option from the word box beside. Fill in the second blank with your own personal answer.

1) I _________ in a town called ____________. [live, lived]

2) I _____________ to a school called ________________. [went, go]

3) I ___________ to play ______________. [liked, like]

4) I __________ foods like __________________in my old country. (eat, ate)

5) Yesterday, I ____________ to school. (walked, walk)

6) I _________ games like _________________when I used to live in ______________.(play, played) (What games did you like to play?) (the country where you lived.)

If you have finished early, write a sentence in the past tense about your childhood.

_______________________________________________________________________

_______________________________________________________________________

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Game Preparation:Each group has a copy of these sentences to use in their teams. The instructions for the sentences are explained above in the second lesson plan.

Game Sentences: Present Continuous Tense

Example: I eat rice in the morning. I will eat rice in the morning.

1. Present tense sentence:

I play with cards every day. ___________________________________________________.

2. Past tense Sentence:

I went to school in Canada. __________________________________________________.

3. Make this a present Continuous tense sentence:

_________________ we will have a picnic at City Beach. [Yesterday, Tomorrow]

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date: september 11th, 2011 - wcs · web viewuse prepositions to describe ... detailed challenging...

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