Lesson Plan - Team Teaching March 8 2013 W

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LING 594 Internship Team Teaching, March 8, 2013

Location: UniversityDate: March 8, 2013 Length of Class: 2 hours, 30 minutes (focus: first45 minutes) Level: Advanced Intermediate

Class Profile: There are 20 students in the class, 8 males and 12 females, from eight countries. They are between 18-25 years of age.Their goal is to improve their English to the point that they are able study successfully at a university in the U.S.

Timetable Fit: This lesson comes toward the middle of the semester-long Listening/Speaking course for ESL students who are at the advanced intermediatelevel. The desired outcome of this ESL program is for students to increase overall communicative competence, with a focus on strengtheninglistening comprehension, spoken fluency with accuracy, and acquiring the various skills needed to succeed academically. The program as awhole seeks to integrate learning in all four skills -- reading, writing, listening and speaking using an interactive approach. This is the specificallylistening and speakingclassthat is held alongside of the reading and writingclass taken by the same Advanced Intermediate learners. Thecourse has a thematic framework. This class continues a thematic emphasis on The Environmentand is the second of a two-class focus on

melting icecaps and rising seawaters. Elements of pronunciation are woven into the course curriculum. Units earlier in the semester havereviewed and provided practice for students relating to pronunciation of vowels, stress, and rhythm. The specific pronunciation focus in this firsthour of class is Stress in Compound Nouns.

Terminal Objective(s):For the first hour of the 2hour, 30 minute class; thespecificspeakingfocus isnoted in bold.

1. Students summarize and share orally knowledge gained from reading (homework assignment) and activate that knowledge/theirschemata for subsequent listening to authentic speech relating to the unit topic subject (The Environment: Global Warming).

2. Students hone their listening skills and comprehension, using strategies to l isten for main ideas and for details.3. Through an inductive and then deductive focus on form, students gain understanding about the stress patterns of compound

nouns, differences in meaning conveyed by differences in stress, as well as some of the grey areas of compound non usage(e.g., 1 word v. 2 words compounds, noun phrases with several syllables).

4. Students use these forms in meaningful conversation with peers to express areas of personal interest and concern.Ref:Accurate English, The Sound System of North American English


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TIME STAGE AIM PROBLEMS/

SOLUTIONS

PROCEDURES INTER-

ACTION

MATERIAL Comments

2 min. SettingheContext

Students are aware of the classschedule and learning outcomes;Students make connectionsbetween past work and what willbe done in class

1.Walk through how class-time will flow andgeneral learning outcomes (on whiteboard)2.Call attention to previous class- andhomework on unit topic (global warming), aswell as earlier class work on stress andrhythm

Class 1-page handouton Greenlandglacier(distributed in theprevious class forhomework)

4 min. Warm-up Students activate schemata(content, vocabulary) to preparefor listening tasks

P: Homeworknot doneS: Solicitgeneralknowledge

and move onto video

1.Call attention to yesterdays work and thehomework sheet and assignment2.Quick gathering of main points

Class (same as above)

2 min. Set-up Students activate listeningstrategies they have practicedearlier (listening formain ideas);Students understand what theyare being asked to do

1.Transition to listening exercisewith general description of video2.Draw attention to listening strategies (withassist provided by three main pointquestions)3.Instruct students to jot down answers aslistening4.Check for understanding

Class 3 questions onwhite board:Main point?Main questionresearchers arestudying?What are theyafraid of?

8 min. ListeningActivity

1a

Students derive the main pointfrom listening to 215 video (and

deal with authentic language,including different accents);Students check comprehension ofand share orally main points

P: Equipmentfailure

S: I-padbackup

1.Listen to video (2:15 min)2.Students share in pairs answers to threequestions (3 min)3.Answers shared with whole class (2 min)

ClassPairs

Class

Video

8 min. ListeningActivity1b

Intro toForm

Students attention is drawn totarget form: compound nounform;Students are able to focus ondetails in second listening tovideo: identifying compoundnouns

1.Explain (simply) compound noun; remindof prior knowledge (2 min)2.Explain task: write down as manycompound nouns as you can, as you listen tovideo again (1 min)3.Play video again (3 min)4.Harvest compound nouns (2 min)

ClassIndividual

Class

VideoWhite board/markers

Prior class activities relevant to this class: (1) regular attention in prior unit s on stress and rhythm (so these items would be known to the class); (2) homework given at the end of

the prior class period (a preparatory reading assignment about the melting of the Greenland glacier), plus online research in the L1 on the impact of melting glaciers/rising sea

levels in students countries/regions of origin.


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12 min. ListeningActivity1c

Students focus on details: stressin compound nouns by authenticspeakers;Student identify stress patterns incompound nouns in authentic

language use;Students derive rule fromobservation(induction)

P: Studentsare not ableto figure outrule.S: Guided

discussionwithPowerPoint

1.Remind students about what they learnedin earlier classes about stress and explaintask of marking stress on the noun-pairs fromthe video; do example of what is meant andreduce anxiety. (2 min)

2.Play video again (3 min)3.Pairscompare results and see if they can

find a pattern (3 min)4.Teacher solicits possible patterns derivedinductively and supplements with deductiveframe for compound noun stress (3minutes) in preparation for PowerPoint

Class

IndividualPairs

Class

Handout:sheet of wordpairs

Video

10 min. Pronun-ciationActivities

Students understanding ofpronunciation rules is reinforcedby discussion and practiceStudents understand differencesin meaning that result from

differences in stress

1. Walk through different types ofcompounds, noting the differences inmeaning that stress conveys

Class PowerPoint

3 min. ransition Students engage creatively withthe language, making up newcompound words;Students schemata is activatedas they prepare to engage in acommunicative task requiringmore individualized exchange ofmeaning, moving from example ofanother person (in video) topersonal reflection

1.Homework given: come up with threecompound nounswords that Englishshouldhave2.Play last minute of video, where anAmerican speaker describes his fear of whatrising sea waters will mean for the US, aspreparation for conversation aboutimplications of rising sea levels in learnerscountries/regions of origin

Class Video

Remainder of class:

In next segment of class (before and after the first break on the hour), the focus shifts to a more communicative task: in groups of three, students prepare a short presentationon how they think what is happening in Greenland will affect them and their families, in their country of origin or in the US , choosing various options/supports for presentation (e.g.,verbal or visual). Each group shares its presentation with the whole class, utilizing target forms/vocabulary where appropriate to convey meaning. Responses are received fromother groups. A whole-class profile ofpotential climate change implications is created (using map).Debriefing follows.The teacher makes the transition in last third of class to discussion of intonation.At the end of the whole class, students share with each other their learnings from theirweekly learning and listening logs.

Lesson Plan - Team Teaching March 8 2013 W

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