lesson plan 5

Dan Levy - TE719 DipTESOL 2014/15

Lesson Plan Cover Sheet

TP5: Vocabulary – Word Formation- Noun Suffixation

Background:

My fifth 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, Speak Out Upper Intermediate. 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 fifth observation will be taking place in the second half of the morning session, (general English lesson). Assumed Knowledge:

It is assumed that; o SS will have a basic knowledge of vocabulary as to be able to understand the meaning of

most common verbs. o SS may have already covered the topic of noun suffixes in a previous lesson with a different

teacher. o Some SS’s may have taken a Cambridge exam before so will already have an idea about use

of English part 3 exercises.

Teaching Aims:

o To raise awareness of suffixation as a process of forming new words from verbs to nouns. o To give the Ss practice of when to use a verb or noun in a gapped text, (use of English part

3) o To give Ss practice pronouncing different stress patterns across the 4 noun suffixes and

establish rules of which stress pattern aligns with which suffix.

Teacher Dan Levy

Date Wednesday 29th April Time 11:00 – 12:00

Level Upper Intermediate

Number of students approx. 12

Age range between 17-28 Nationalities 3 x Arabic, 3 x Korean, 1 x Turkish, 1 x Italian, 1 x Japanese, 1 x

Swiss, 1 x Spanish,


Learning Outcomes:

o By the end of the lesson, SS’s will have established some rules for using different stress

patterns when pronouncing the verb and noun form of a word using a noun suffix. o SS’s will have a greater awareness of when to use a verb or noun in a gapped text. o SS’s will have had practice in a communicative situation using the appropriate form of a

word, verb or noun, when uttering sentences of their own. 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 could be more hesitant 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.

o It's possible that a few Ss may be more aware of the use of suffixes, especially European Ss. These Ss can be paired with Ss from other language groups who are likely to know less about suffixation. This will help enable more opportunities for peer correction.

o Some SS in the class have different problem areas in phonology, which may make it more difficult for Ss to perform in the pronunciation section of the lesson. The teacher will go round the close monitoring carefully and correcting any errors and encouraging some peer correction of pronunciation errors.

o Some Ss who have never encountered a use of English part 3 exercise may find it difficult and will need more guidance on how to complete it. The teacher will be at hand to assist with any issues that may arise with the task and will encourage peer correction if any stronger Ss finish it sooner.

o Certain Ss may encounter some items of vocabulary that they are unfamiliar with during the course of the lesson. Teacher will highlight any of these words on the board with the stress and will elicit the meaning from the rest of the class and concept check with the Ss that need it.


Resources to be used in class:

o Most of the tasks have been supplemented from Speak Out Upper Intermediate, the two

test exercises are from the workbook and the follow up task is from the teachers book in the same series.

o The task in the teach stage is adapted from a communicative task in Inside Out Upper Intermediate teacher’s book. That task actually looks at prefixes and adjective suffixes but I adapted it to use the four noun suffixes from Speak Out. I kept the premise of the Inside Out task which involves the Ss coming up to the board and writing the correct verb under the corresponding suffix.

o The follow up task has been adapted slightly as, originally, it requires the Ss to physically fill in the gaps in the sentences and then come up with oral responses with the word given. I decided to forego that and cut up the sentences from the worksheet to be used as conversation cards.

Restrictions:

o BSC school is required to follow the CEFR. Fortunately, teachers at the school are given a high degree of flexibility when adapting the coursebook material, just so long as it follows the aims of the book.

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, could be quite restricting in terms of space, especially considering I have a full 14 Ss in the class.

Personal Aims:

o One of the aims for this lesson was to try out a different lesson procedure as I have been using a PPP format for the other lessons. For this lesson I’m going to try a test-teach-test lesson format. It seems to make more sense to go with this format for this language aim since most of the Ss should already have an awareness of suffixes but may need some practice and a refresh of the form and voicing of the TL.

o The second aim is to focus on improving my error correction techniques. In the way I have designed this lesson, I will have created many opportunities to correct any errors that may crop up whether they be written, or oral. The target language is verbs with suffixes, so it shouldn’t be overly difficult to pick out errors and treat them. I’m going to take extra care during the follow up task to note down at least one error from each group and make sure to relay the nature of these errors after the task.

o The third aim is to produce a better framework for the Ss to practice some drilling of the TL. The good thing about teaching noun suffixes is that there is already an established feature of pronunciation that is typically taught when looking at this area which is the variation of stress patterns. In this case I have decided to dedicate a whole section of the lesson to pronunciation. The activity of Ss drilling in pairs the verb and noun forms of each word to each other will not only give them practice of the voicing but also gives them practice of the form itself.


Timing Teacher’s Purpose Teacher & Student Activity Interaction

11:00 (15 mins) 11:15 (10 mins)

The first test is made up of two parts. The first exercise is a listening which acts as a warmer but also to identify the language required to perform the tasks in the lesson, which is the list of verbs. Some concept checking and light drilling of the verbs will take place so that the Ss will later put more focus on practising the suffixation of the verbs rather than trying to understanding the meaning of them. The second task, the gap fill, is designed as a diagnostic, to see how much the Ss already know about noun suffixes. At this stage, the language is taught by use of a table of noun suffixes, this is also set out in two parts. The first part requires the Ss to work together to find out which verbs go with which noun suffix by using cards. This first part will help draw upon the Ss memory of what they may already know. The second part is more like a memory test to see how much the Ss remember from the first part. By making it a competition between two groups will make it more motivating for the Ss to complete the task successfully. Having two

Test 1 Ss are given a listening test in which they each have to write down eight verbs that the teacher dictates. Once they have written down the verbs, teacher checks the spelling on the board and the stress of each verb with the Ss and drills. Teacher concept checks the meaning of any verbs that are unknown to the Ss. encourage satisfy react impress interfere appreciate prefer advise Ss then do the next exercise which is to complete the gapped questions with the noun form of the eight verbs above. Feedback from SS’s answers to gist questions Teach Teacher puts Ss into pairs and gives them each a table with the noun suffixes, -ion, -ment, -ence and –ice, as follows:

-ion -ment -ence -ice

The pairs are also given a set of cards with each of the verbs they looked at in the initial test plus a few more, (achieve, pretend, oblige and practise). Working together, Ss put the verb cards under the correct suffix to make a noun. Once this is done and checked by the teacher, the pairs are instructed to collect up all the cards and put them to one side. Teacher splits the class into two groups, A and B. Teacher will have drawn the same table of suffixes on the board by this point. With the same set of verb cards, teacher asks one member of group

T-S S-T T-S S-S S-T


11:25 (10 mins) 11:35 (10 mins)

parts should also help to further consolidate the verb-noun suffix relationships of the words in their own minds. This will aid them in completing the second test later on. The pronunciation stage is essential to raise the Ss awareness of the variation of stress patterns when looking at word formation with different suffixes. This stage also gives the Ss practice with drilling the words in verb and noun forms, which will lend to completing the follow up task at the end of the lesson. The second test is based on a use of English part 3 exercise from Cambridge exams. This exercise is more of a challenge as it relies on choosing between either a verb or noun form of each of the words in capitals in the right-hand column. Those words are in a different form to what they should be in the gaps and are in a

A to come up to the board and shows them a card. The student then writes on the board what they think is the correct column for the verb to go in. Then it’s group B’s turn. Ss from group A use a red marker and B’s use a blue marker. Whichever team has more correct answers wins. Pronunciation With the completed table still up on the board, teacher then elicits the stress of each word in their verb and noun form. Teacher uses circles to depict the stress patterns of each word, for example, appreciate oOoo / appreciation oooOo Teacher asks Ss whether there is a rule of stress patterns for each suffix.

1. Nouns ending in –ment and –ice have the same stress as the verb

2. Nouns ending in –ion have the stress on the next to last syllable

3. Nouns ending in –ence have no fixed pattern.

Once the rules are established, teacher puts Ss in pairs, A and B, and gets them to practise by A saying the verb and B responding with the noun form. Then B says another verb and A responds with the corresponding noun. The process repeats until all the verbs have been practiced. Test 2: Teacher gives out a second test for the Ss, which is in the form of a Use of English part 3 exercises from Cambridge exams. Ss have to fill in the gaps of the text with the correct form of the words in capitals which are listed down the right-hand column in a random order. Feedback from SS’s answers to gap-fill activity

T-S S-S S-S T-S S-T


11:45 (10 mins) 11:55- 12:00

different order so it serves to throw the Ss off even more, making it more challenging for them. The final task is to give the Ss an opportunity to produce some of the language they’ve learnt in a more communicative exercise. The cards that each group is given act as prompts for conversation between the Ss. The cards have gaps in the sentences to help the Ss recall some of what they have learnt while at the same time prevents the task from being too easy. If there were no gaps, and the TL was already on the card, the Ss would simply have to read off the cards and not draw on what they have had to learn previously in the lesson. At the end of the lesson, the teacher highlights any errors in pronunciation or form of the nouns that were produced in the final task.

Follow up ‘Tell the Group’ Teacher put Ss in groups of 3 and gives each group a set of cards. The cards contain statements about different situations in their lives they need to talk about. Each situation has part of a word missing, which is supposed to make a verb or a noun. Each student needs to work out the missing word in the correct form and then talk about the situation using the missing word. For example, one card says, ‘The last time you bought someone a gift to show your app_________’. A student could then say, for example, ‘The last time I bought a gift to show my appreciation was last year. I bought my teacher some flowers at the end of the course.’ Ss take it in turns to pick out different cards and follow the same process. Delayed error correction Teacher waits until the follow up task has finished and covers any oral errors that were made by SS’s during the previous task.

T-S S-S S-T T-S

lesson plan 5

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