Lesson Plan Format

Name: Trinity and Billy Length of lesson: 60 minutes

Who are the Students (age, nationality, gender)? Young Thai students in Mahasarakham; ages 13-16; mixed gender class

Why are they studying? To study and to be ready to communicate with the people in the ASEAN Comunity

Where/when are they studying? During English classes What is the setting (university, language school, public school, etc.)/time of day/year/frequency of classes? Government School ; daily class one hour in the morning

What facilities are available (room, desks, seating, a-v) Small private classroom with individual desks grouped in fours, computer with internet, projector, whiteboard

What is the main skill area(s)? Listening, Speaking

What is their ACTFL level Intermediate high

What is the theme? Travel, cultural exchange and culture shock

Materials: (include sources) Computer with Powerpoint; whiteboard and markers, Couchsurfing listening text (http://elllo.org/english/1051/1098-JM-Couch.htm); T/F worksheet

Objective(s): By the end of the lesson, Students will be able to…. (SWBAT) Show understanding of modals by listening for inference and identifying usage in a radio broadcast about Couchsurfing and create dialogues using the target language.

I assume the students already know: some of the vocabulary needed to understand the text; understanding of differences in usage with modals; a proven interest in travel and cultural exchange

I anticipate students will have problems with: pragmatic use and changes in register with modals; some level of confusion or discomfort with the subject matter (Couchsurfing)

To solve/avoid these problems I plan to: have students create a reference list as a class for modal usage; act out scenarios to represent different usage, work in groups to self and peer-correct; use personal anecdotes and photographs from the teacher’s experience Couch surfing

How will I assess the students? Monitoring and gathering feedback during the listening activities (T/F exercise); students will develop texts and use the target language on their own

Time Lesson Stage* Procedure/StepsDescribe so that someone unfamiliar with the lesson could

teach it.(This can be divided into 2 columns: What does the T. do? What do

the students do?

Beliefs underlying your choices**

Materials and Aids Comments after

teaching

5 mins.

PRE

- motivation

-prediction

-pre-teach vocab.

Show the video about the revolution of smartphone

Ask students to make predictions about the video: “What did you see on the video? Have you ever seen these cell phone?”

Elicit key vocabulary using the video by telling the riddle:“ I …………….?” Target vocab: smartphone

Look at the video again. What is the video about? Answer: smartphone

Show "Smartphone" and tell Sts they will listen to the sound about it.

Students will be engaged by relevant content that they have found in real-life situations so it will provide more meaningful learning for them; continue to build T/Sts relationship with interaction by using question to make Sts more enthusiastic

Computer/projector with PPT

Real smartphone

25 min.

DURING

-Listening for main idea, gist

-Listening for details

-Making inferences

Listen for gist: Listen to two women talking about smartphones. Lets students divides students into 6 groups then stay in their homegroup. Each group Create a title for audio conversation that tells people what it is about. Compare titles as a class and decide on one together.

Making Sts practice a lot about listening in the various ways. Challenge them to find the main point of the story and what the situation is.

Students exchange the

Computer with speakers

Listen to answer Billionaire Game: The teacher divides the students into 6 groups in their home group.Each group sends a representatives for each round to answer the question on the powerpoint.The group which answers correctly and firstly will get 2 points, the group who answer correctly will get 1 point and the group who answer wrong won't get any points.

things that they have understood about the story. When they are work in group they can share and help each others.

Students will have more fun when they are in a competition so they can learn in a more fun way and practice a lot of listening

Answer tags : A, B, C , D

5 tables

30 min.

POST

-Personalization

-Listening for acquisition, restructuring and noticing: usage, grammar

Using other skills: Writing, Speaking

What do you think about Smartphone? Do you like smartphone ? Do you want a new smartphone ?

What are the advantages and disadvantages of using smartphone? Create a list as a class of certain phrases we could use.

Work in groups to develop a list of advantages and disadvantages. What would you ask of your guests?

(i.e. Smartphone can help us to remind our homework. It can damage our eyes because we look its screen.)

Students act out telling the rules to a Couchsurfer who has come to stay.

Several groups volunteer to perform dialogues for the other members of the class

Wrap-up discussion: How does changing the modal change the meaning of what we say? How are we implying things through our word choice?

Students need to personalize the language in order to truly learn and internalize it

Students will be receptive to this extension activity because it is directly applicable to interactions they might have in English in the future

Allows students a chance to practice not just what to say but how to say it (tone of voice, pragmatic implications, etc.)

Whiteboard and markers

Timer for student skits (computer)

*Pre-During-Post: Presentation, Practice, Use etc.