Dan Levy - TE719 DipTESOL 2014/15

Lesson Plan Cover Sheet

TP3: Grammar – Present Perfect for giving recent information with just, yet and already

Background:

My third assessed lesson will take place at British Study Centres in Hove. The school is one branch of a national company, run by a principal, an academic director, an academic manager, and made up of a number of full-time senior teachers, with the rest of the teachers, including myself, working on a casual basis. The exact type of work can vary significantly, mainly depending on the season and the time of day you would be working. In the mornings between 09:10-10:30, teachers have to follow the CEFR, which means following a particular coursebook, in this case, Face to Face Pre-Intermediate 2nd edition. The next session, between 12:20-13:10, is a speaking and listening lesson. In the afternoons, between 14:20-16:40, lessons consist of two different areas, Mondays and Wednesdays grammar & writing and Tuesdays and Thursdays is wordpower, (vocabulary lessons). My third observation will be taking place in the morning during a general English lesson.

Teaching Aims:

o To revise and raise Ss awareness of the form of the present perfect tense for describing recent events.

o To enable and improve Ss understanding of the time words just, yet and already. o To assist and support the development of Ss written and oral production of the present

perfect tense with just, yet and already.

Learning Outcomes:

o By the end of the lesson, Ss will have improved their awareness and competence of the

present perfect. o Ss will have gained a good understanding of the form and meaning of time words just, yet

and already, specifically in the present perfect. o Ss will have successfully used the present perfect form along with just, yet and already in a

communicative situation (role play).

Teacher Dan Levy

Date Wednesday 18th March 2015 Time 09:30 – 10:30

Level Pre-Intermediate

Number of students 9

Age range between 19-30 Nationalities 4 Libyan, 3 Japanese, 1 Spanish, 1 Swiss

Dan Levy - TE719 DipTESOL 2014/15

Assumed Knowledge:

It is assumed that; o Some Ss will already have an awareness of the form of the present perfect tense and even

the usage of just, yet and already but are not 100% clear on it. o Ss will have sufficient knowledge of the present perfect in terms of positive, negative and

interrogative forms in order to construct sentences orally and in written form. o Ss will have taken part in a role play and know how the basic process works.

Contingency Plans (if a section is potentially extended/omitted):

o There is a possibility that one or two sections may need to be extended as Ss may get

through exercises quicker that the anticipated timing suggests. The good thing is that we have a whole coursebook to work from as well as a workbook as it is the typical general English morning class which follows the CEFR. This means that we can use exercises from the book if need be, just so long as they’re relevant to the aims of this particular lesson.

Anticipated Problems and Proposed Solutions:

o A multilingual class means that SS will be less likely to engage with each other in pair/group work. SS will therefore be given motivation by the teacher that interacting with different cultures is a worthwhile experience.

o Because of the fast moving nature of the school, classes may chop and change on a regular basis and new Ss may enter the class at short notice. This means that it will be hard to gauge exactly what level the new Ss are or what the size of class will be in terms of numbers. The solution is to ensure that there are extra copies of materials at hand in case of inheriting a larger class, and also allowing for a differentation of materials in terms of level in case there is a small disparity of levels in the class.

o It's possible that a few Ss, especially lower level, may not have ever encountered the concept of just, yet and already before, so will require additional concept checking of this area in order for them to be able to comprehend the nature of the subject.

o Some SS in the class have different problem areas in phonology, which will make it more difficult during pair/group work as overall intelligibility between Ss will be affected. Teacher will monitor carefully but unobtrusively during each exercise in order to assist in any issues of unintelligibility between Ss as well as correcting any major pronunciation errors related to the target language.

o Because of the lower level, Ss are more expected to have some issues with understanding the instructions of each task so teacher will have to make sure all instructions are clear and may need to have ICQ’s in place to help support Ss understanding of the process of each task.

o The lesson will be taking part in an alternative classroom which has a projector in it and the room itself is bigger than the usual classroom where we have our classes. However, the room is a lot deeper than it is wide, which is not helped by computers being setup around the perimeter of the room. This makes the classroom layout a bit awkward with the Ss sitting around a long thin table with myself at the head of it like a king at a banquet. There’s limited room in order to rectify this so we will just have to make do with what we have.

Dan Levy - TE719 DipTESOL 2014/15

o The number of Ss is 9 without any absences. This makes pair work quite difficult because of having the odd number of Ss in class. I can stand in as a 10th student if necessary or a group of three can be made with two of the Ss playing one part between them.

Resources to be used in class:

o The lesson follows a book called Face 2 Face pre-intermediate. We are studying Unit 11 this week, which includes present perfect with just, yet and already, hence the reason the lesson follows this aim.

o A you-tube video will be used for the lead in which was inspired by ‘Teaching English Grammar’, by Jim Scrivener, who suggests in his section on teaching just, to use a video still to demonstrate the features of just. I adapted it slightly to allow for yet and already also.

o I used the same Scrivener book to plan the presentation, which is taken from the already and yet section. I also used his timelines from the just section and already/yet section to create the powerpoint slides for the board review section in the lesson.

Restrictions:

o BSC school is usually quite restrictive in terms of what teachers are allowed to teach as they are required to follow the CEFR. Luckily, this is only the case in morning lessons, not afternoon lessons, which is why I chose to have an assessed observation later on in the day.

o The school does have a fair number of classrooms but unfortunately, they all vary quite a lot in terms of size and space. As I have mentioned previously, the classroom I have been allocated on the day, which is the only one available, is quite restricting in terms of space, even though I have a relatively small group to teach.

Personal Aims:

The following points were raised from the last lesson and therefore become my personal aims for this lesson;

o One of the previous points from the first lesson was to do with my positioning in class and how I thought about needing to vocalise to the whole group instead of just one portion of the class. Working on this issue for this lesson was easier for the simple reason of it being a smaller class, (6 people instead of 13). However, after watching the video, I felt that I was focusing on one half of the class more than the other, probably because that half was the more vocal side, who had less issues about contributing their thoughts and ideas. Maybe, I also felt that they needed to be managed more because they were much more dominant than the other half of the class and not giving other SS's a chance to contribute their ideas. I think that in future lessons, if I have a similar situation, I'll have to be a bit stricter with SS's like this and establish more rules during student feedback stages, for example, hands up before you want to answer.

o This is something Gary picked up on and also James Openshaw when he did my first BSC peer observation and it’s regards to not giving the Ss enough drilling practice of the target language. This is what Gary picked up on last time around, “You could have modelled it more forcibly first and you could have drilled it significantly more. Here is an example of

Dan Levy - TE719 DipTESOL 2014/15

giving them more practice. You could have given them more examples of this. You gave them one, and it took them a little time to work out the patterns. Do you think that with more practice they could have got to grips with it a little better? They got it, and they enthused, but I am convinced that extended practice would have helped to consolidate”. So this is one of my personal aims for this lesson, to rectify this issue.

o The third point refers to the free stage activity of the lesson, which has been a role play in the last two observations. The role play in my last dipTESOL observation was ineffective because was a bit overcomplicated for elementary Ss and so left them feeling a bit lost when doing the activity. Gary suggested making my own role cards in order to simplify the activity. The same issue cropped up in my last observation with James at BSC. The role play from the book had too much going on in it and therefore ended up overworking the Ss. This time around, I paid special attention to the role play from the book but instead of creating my own role cards, I have split up the activity into two so that the Ss have enough time to practice the target language in the free stage activity without worrying about doing extra activities along with it like question formation, which is the extra activity in the book.

Dan Levy - TE719 DipTESOL 2014/15

Timing Teacher’s Purpose Teacher & Student Activity Interaction

09:30 (5 mins)

09:35 (15 mins)

This initial activity introduces SS's to the concept of time words, just, yet and already. The main aim of the lesson is to raise Ss awareness of using these time words with present perfect to give recent information but at this stage, the most important thing is for them to understand the concept of just, already and yet. The video idea comes from ‘Teaching English Grammar’, by Jim Scrivener, who suggests in his section on teaching just, to use a video still to demonstrate the features of just. I adapted it slightly to allow for yet and already also. The idea behind this presentation is to help support the Ss understanding of the time words already and yet in a typical situation which involves giving recent information. The task will give the Ss some initial oral practice of uttering present perfect sentences with already and yet in preparation for the role play at the end of the lesson. The theme of this exercise ties in quite nicely to the listening and the role play from the Face to Face book the Ss are currently studying from.

Lead in Teacher tells Ss that they’re about to watch a video from youtube which has already received 29 million views and says it’s about an Australian man jumping from a small cliff into Sydney Harbour https://www.youtube.com/watch?v=-m3N_BnVdOI Teacher asks Ss, “Have you seen it yet?” (elicit full yes or no sentences with already/yet) What the Ss probably don’t know is that the man in the video unwittingly encounters a great white shark in the process! After watching the video, teacher asks SS's what just happened in the video. CCQ What has he just done? (showing Ss 0:27 of video) He has just jumped off a cliff Is the man in the water yet? (showing Ss 0:27 of video) No, not yet Was the shark already in the water when the man jumped in? Yes it was Presentation Teacher shows a slide from a mini powerpoint depicting two women planning a party, Helena, who is sitting on the sofa and planning the party and Julie her friend standing on the left.

On the picture, it states that the party starts at 8pm but it’s currently 4pm. Teacher focuses Ss attention to the thought bubbles above Helena’s head with the ticks and crosses and asks, “What has Julie already done?” and, “What things hasn’t she done yet?”

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Dan Levy - TE719 DipTESOL 2014/15

09:50 (5 mins) 09:55 (10 mins)

They all relate to check lists of things to do. This stage utilises a couple of slides on powerpoint as a kind of board review for the Ss in order to recognise the form of just, yet and already. The first slide will show the basic form and usage of each time word, with the main point being that already and just are usually used in positive sentences and yet is usually used in negative sentences and questions. The second slide with the three timelines is designed to help the Ss understand the concept of the time words more clearly. After the review on the structure and usage of the target language comes the listening exercise from the book. This is meant to give the Ss the appropriate language they need in order to successfully do the role play at the end

Teacher elicits sentences from Ss in present perfect using the time words already and yet. Teacher then uses a red pen to change the time on the clock to 7pm and changes the food and drinks thought bubbles from crosses to ticks. Teacher then asks the same questions, “What has Julie already done?” and, “What things hasn’t she done yet?” Teacher elicits new sentences from Ss in present perfect using the time words already and yet. Teacher shows Ss a mini powerpoint which shows the structure of each time word in the present perfect. Teacher points out that just and already are used in positive sentences and yet is usually used in negative sentences and questions. The next slide demonstrates 3 timelines with each one representing either just, yet or already. Teacher asks Ss in pairs to try and guess which timeline goes with which time word and why. After some feedback, teacher reveals on the powerpoint the answers under each timeline and also shows and does some drilling of example sentences for Ss to practice with. Ss turn to page 87 in their Face to Face books to do exercise 6, the listening comprehension. The listening involves two women called Liz and Carrie. Ss do exercise A which is listening for gist. The question is, “Has Carrie got any good news, if so, what is it?” Exercise B shows a ‘to do’ list which is Carrie’s. Ss listen to the track again and

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Dan Levy - TE719 DipTESOL 2014/15

10:05 (10 mins) 10:15 (10 mins)

of the lesson. I felt this to be more useful than doing a written controlled practice because they’re already doing that in the next section. Also, the main aim is for the Ss to use the target language in oral production so I feel that listening to the language being used first is more useful for them than just writing it down. After looking at the role play exercise in the book, I felt that it was not a typical 10-15 min free stage activity because it required Ss to write appropriate questions in present perfect first and then do the role play after. So what I decided to do was to make that section of the role play (exercise b) into a kind of written controlled practice and the role play itself into the free stage activity in the next section. Writing these questions is integral to the next activity so I couldn’t afford to omit it. The role play is designed for the purpose of Ss being able to use the target language they should have learnt from the previous sections into free oral production. If this turns out to be a

tick the things Carrie has already done on the list. Teacher then asks Ss what Carrie hasn’t done yet. Teacher puts Ss into pairs and assigns each S as student A or student B. Student A turns to page 102, box 11A in Face to Face book, student B turns to page 108, box 11A. Teacher tells the students that soon they will do a role play with the situation involving a husband and wife moving house and each of them having a ‘to do’ list like the one in the listening earlier on in the lesson. Student A plays the part of Carrie and Student B plays the husband Brian. First though, they have to each write up some questions asking about each other’s lists using the present perfect and yet, (exercise b on each page 102 & 108). Teacher gives Ss an example for the first question, “Have you packed the books yet?” Production – Role play Once each student has finished forming the questions, teacher asks them to read exercise A now and choose 3 things on their own list that they have already/just done and three things that they haven’t done yet. Each student should come up with a reason why they haven’t done three of the things on their lists.

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Dan Levy - TE719 DipTESOL 2014/15

10:25 (5 mins)

successful activity for the Ss, they should have gained the feeling that they can use this language when asking for and giving recent information, in this case, checking ‘to do’ lists are done. This helps give SS’s an insight into what possible errors they might have been making during oral production.

Ss then ask their partners the present perfect questions with yet from the previous section to find out what 3 things their partner has done and hasn’t done and why. Delayed error correction Teacher waits until the follow up task has finished and puts on the board examples of any incorrect utterances in terms of accuracy in grammar and pronunciation.

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