Name: Jane Doe Lesson No: 8 Level: UI Date: 02/07/20 Length: 45 min
No. of Students: 7 Tutor: John Doe Lesson Focus: Speaking
Main and Subsidiary Aims: (please be explicit and include your context too)
Main Aim:
To develop students’ communicative speaking skills and fluency in the context of a role play about two arguing neighbours.
Subsidiary aims:
To enable students to understand and use the following functional exponents for expressing anger and shock, and making requests
- I can’t believe you’ve done this!
- You’re unbelievable!
- I wish you would stop + V-ing
- How dare you + V1
Personal Aim(s):
- To accurately plan lesson timings, and pace different stages during the lesson
- To improve open class feedback after tasks by leaving plenty of time
- To drill relevant language features (e.g. pronunciation, stress, intonation) more thoroughly when presenting language
Materials I plan to use: (remember © – or indicate that material is self-made)
- PowerPoint presentation – self made
- Handout – self made
Inter- Stage and Aim Procedure Anticipated Problems and Solutions Tutor’s Comments
action &
time
5 min Lead-in 2 min – introduce context by telling students a quick P ss are low energy or restless due to
story about it being the last lesson of the week
(OC) Aim: to set the context S ask the ss lots of questions and be
and generate student 3 min – ask students about their experiences with enthusiastic
interest in the topic of bad neighbours.
the lesson. P ss give very simplistic answers
S As follow up questions to get ss to
give more details.
10 min Content preparation 4 min - OC: P ss struggle to think of more ideas
when working in groups
(OC & Aim: to equip students Show ss pictures of two people and explain that they S help elicit more ideas from them by
SS) with ideas for the have been living near each other, but they’re very referring to what the character
speaking task different and they don’t get on. likes/their personality.
Elicit what the personality and likes of each of the P one s monopolises discussions in
two characters is like. GW
S step in and encourage try to
Then elicit one to two things they might find
facilitate discussion in groups
annoying about the other person
3 min - Group work:
Split student evenly between 2 groups and ask them
to brainstorm further ideas about what they might
get annoyed about.
Monitor ss discussions and take this time to set up
pairs for later speaking task.
3 min – OCFB:
Get ss to report what their ideas were to the class,
and note them down on the worksheet
5 min Language preparation Present the language and elicit/clarify usage of P this section drags and takes too
functions using exercise 3, Then elicit relevant long
Aim: to draw students’ S be very careful not to get carried
aspects of form (i.e. what comes after).
attention to language away here. Keep a close eye on the
that may be useful in Focus most of this time on the intonation of phrases. time, and make sure not to go into
the speaking task Drill students chorally 3-4 times, then individually 1-2 too much detail about form or ask
times CCQs.
10 min Speaking 2 min – explain roleplay P a ss doesn’t want to get involved in
communicative goal: to resolve their issues and come the task and says nothing
Aim: to allow students to a compromise S try to prompt the s to speak
to practise speaking
and communicating in Ask a few ICQs to check understanding P ss have exhausted the roleplay in
the context prepared less time than they were given
- Are you going to pretend to be Arnold and
S monitor ss progress and finish the
Felicity or just one of them? activity early if necessary
- And what are you going to try and do?
8 min - Roleplay
Set up BO rooms for speaking activity.
Put ss in BO rooms. Monitor discussions, noting
interesting points (either content or language) to
bring up in feedback later.
10 min Feedback 5 min - Content feedback: ask ss to feedback on the P: may run out of time towards the
communicative goal. Were they able to resolve their end of the lesson
Aim: to let students to S: only attempt language feedback if
issues? What did they decide to do?
report on the content you have 3-5 min left
of speaking task and 5 min - Language feedback: write up any errors you
provide error saw ss do while monitoring (make sure to turn spell
correction check off on word first). Then elicit/make
corrections.
Complete this sheet for all functional language lessons that you teach, and where relevant to a skills lesson.
Meaning and use: What is the function? (i.e. what is the language used for?)
Functions for arguing emotively.
1) I wish you would stop…
Used to express a request
2) How dare you…
Used to express outrage
3) I can’t believe you’ve done this!
Used to express outrage/frustration at a particular action
4) You’re unbelievable!
Used to express outrage/frustration at someone in general
Context: Describe the context you’ll use to bring the functional language to life.
I’ll be using the context of an argument between two people. I’ll provide sample situations and give the response
If was annoyed at someone who kept doing something I didn’t like I might say I wish you would stop doing that.
If someone stole my food, I might say how dare you eat my food.
If I came home, and someone had ruined my favourite coat I might say O can’t believe you’ve done this
If I found myself really annoyed at the way someone behaved all the time I might say you’re unbelievable
Target language: list the exponents of the function (in order from the most Form: What are the relevant aspects of form? E.g. verb patterns,
informal to the most formal). Highlight relevant areas of phonology.
I wish you would stop…. + V-ing
How dare you… + V1
I can’t believe you’ve done this!
You’re unbelievable!
Potential problems and solutions: Meaning (including appropriacy/register/formality)
P1. The phrases are quite aggressive and informal, and students may not realise when it is appropriate to use them
S1. Ask CCQs: would you use these with your boss or with a colleague? (NO) Do I seem angry when say this? (YES)
Potential problems and solutions: Form
P1 ss confuse which verb form comes after the functions,
S1 Monitor ss in group work and do some language feedback at the end so they can self-correct.
Potential problems and solutions: Pronunciation
P1 ss intonation may be too neutral to get across the meaning of these phrases
S1 drill intonation for each phrase repeatedly, make sure to do this chorally and individually
Board plan:
How will your board look at the end of the lesson, and how will you get the language onto it?
Language Form Used for?
I wish you would stop… + V-ing wish/request
How dare you… + V1 shock and anger
I can’t believe you’ve done this! shock/anger or being annoyed (for something specific)
You’re unbelievable! shock/anger or being annoyed (at someone in general)
Procedure
● I’ll elicit the functions for expressing shock/anger on the screen after content preparation.
● I’ll say write the first few words of the target language, and then try to elicit the rest of the phrase onto the board by asking “how would we finish this if
we wanted someone to stop doing something/if we were angry etc.?”. I won’t spend too long trying to elicit here - if they can’t finish with a phrase, I
will supply it myself.
● Next, I’ll elicit the form and make it appear as Ss give it to me.
● After that I’ll ask them in what situation they would use the phrase.