Teacher Practice 4 Lesson Plan
To provide review and practice of of the past simple regular and irregular verbs in positive and wh questions form within the context of a James Cameron biography in the context of a James Cameron biography
To provide gist and scanning reading skills practice for the students within the context of a brief James Cameron biography
Procedure (37-49 minutes)
For the Lead- in activity of this lesson the teacher will announce that today the class will be working with movies and requests the students to watch a video that is on the board, then plays a video with scenes of James Cameron movies, this should prove to be a bit more stimulating than mere images for the students and it is fitting for a topic of motion pictures to include a bit of a movie in, also activating the top-down knowledge of the students who might of might not have seen these movies in English. After the video the teacher addresses the whole class and asks them the following questions with color highlights in the relevant form of the lesson on the board: Which movies did you just see? Which movies did you like? Who did direct these movies? If the number of students is significant enough the teacher assigns pairs or groups of 2-4 to discuss this for two minutes. After this the teacher nominates at least one person per group to answer each question. In the case of the last question, were it not answered, the teacher reveals the common link between the movies, James Cameron and then tells the students that in this lesson we will learn more about him.
The teacher will announce the beginning of this stage by stating Let´s meet James Cameron, after which the teacher shows the transcript of the text of Activity 3, page 42 of the Face to Face Student´s Book. The students will be given 4 minutes to read the text individually while the teacher clears any doubt that students may have and monitors . After this period is over the teacher will assign the students to pairs, sends and then instructs them to do the Handout 1, Activity 1, which is an order chronologically sentences from the text, for which they are given 4 more minutes during which the teacher monitors and the reading is not visible. When the time is over the teacher begins OCFB and asks different pairs for the answers of the questions to ensure an even participation if possible. Then shows the answer Key to ensure everybody sees the correct answers.
The teacher congratulates the students for their performance in the previous exercise and tells them that they have a new task, and that this time they will have the text on display while doing it. The task consists in the students answering 2 multiple choice questions, whose correct choice exhibits the target language in the affirmative form. The questions are the target language in wh question form. For this task the teacher request the students to go to the Activity 2 of Handout 1 and to solve it in pairs, being given two minutes, the teacher monitors and after the time is up the teacher begins OCFB with voluntary students with possible displaying the questions. Then the teacher displays the answers on the board, as these will be the basis for the next stage.
The answers of the sentences do have the key parts of the form highlighted in different colors for easy identification. The meaning of the sentences is first tested through CCQs(like: Is this happening right now?/Will this be repeated?/This happened in the past? He went for vacations to the USA? James Cameron enjoyed his dream?), after which if the correct meaning has not been comprehended it is made clear by the teacher. Then form is analyzed with the colours of the different words being key, the procedure is begun by the with the request to the students to do Activity 3 of Handout 1 in pairs and given 3 minutes to answer it, during which the teacher monitors. To answer this handout students must choose the correct affirmation on the form of the sentences displayed in the 3 questions while the colour highlighted sentences are displayed. After the time is over teacher does OCFB afterwards displaying the correct answers, which are key rules for the target language. To finish the MFP stage pronunciation is checked through eliciting the reading of the sentences by the students and displaying the sentences with the phonemic IPA pronunciation on the board and chorals to practice the correct pronunciation. As a bonus after the Activity a link to a list of irregular verbs is included.
The teacher praises the students for their work on the previous stage and introduces them to the next one. This time the teacher informs them that they will work alone and have 4 minutes to finish the activity.Then the teacher requests the students to open Activity 4 of Handout 1, in which sudents must choose the correct inversion to the other form (Wh- question or affirmative) from 3 choice in 3 multiple choice questions. To make sure it is understood the teacher demos the first question and leaves three more for the students to solve before setting off the timer and monitoring. After the time is over the teacher engages in OCFB and clarifies any doubt students may have.
The teacher congratulates the students for completing all of the exercises and tells them that it is time to unwind. Then the teacher sets up the instructions for this free practice, which are: 1. Think of an achievement you are proud of. 2. Share with your classmates 2 steps you took to achieve it. 3. Classmates must make at least 1 wh-question each depending on the size of the groups. 4. Then switch roles. For this activity the number of students per group is dependant on attendance to allow for a maximum of 5-6 minutes of time for this activity, so as to allow time for any unforeseen event. The teacher requests the students to make wh questions in the practice and shows a models the activity before it unfolds. After the time is over the teacher engages in OCFB and finally addresses the entire class, congratulates the students and thanks the whole class for helping in the TPs concluding TP4.