TASKS

Lesson Plan MS1 ListeningLesson focus:

Which skill(s) will students mainly practice during this lesson? (Speaking, listening, reading, writing).

Listening, speaking

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc. Vocabulary, pronunciation

Is there an aspect of culture in this lesson that needs to be clarified? If so, what is it? No

Objective: Students Will Be Able To. Listen to, correctly obey and give common classroom commands

Name common classroom objects

Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)

Can listen to and understand unfamiliar instructions and explanations that are:

very short and straightforward

accompanied by visuals (e.g. gestures, writing or drawings, modeling, demonstration)

broken down step-by-step.

Can interact orally to ask and answer questions in short exchanges and to respond briefly to the news of others

on familiar, personal topics about self, community, personal experiences and plans, leisure activities,

using simple sentences and frequently used expressions

When and how will I check my students progress toward the objective(s)? I can hear their pronunciation of the objects and commands I can see them matching, or not, pictures with words I can see if they can follow instructions given by me or their classmates.

Required materials and/or resources:

Textbook MS1A Pgs 7 & 8

Pictures of items cut up and words/phrases cut up. Both groups of cards should be mixed up. Make enough sets for pairs to work together Classroom language cards. Make cards big enough that all Ss can read them off the board. Classroom language card sets. Make enough card sets that Ss can work in groups of 4-5 using them.

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?

The teacher provides a balance of activities that focus sometimes on accuracy, sometimes on fluency.

TimeBy the end of this stage, students will be able toRationale(Why do we want our students to do this?) Interaction Pattern &

VAKT

ProcedureMaterials

5 minMatch pictures of school items with words or phrasesThe T and Ss need to find out how much Ss already know, and scaffold learningT-S

S-S

VAT T gives instructions for activity and models matching pictures of classroom items and word/phrase

T hands out pictures of classroom items and words/phrases on different slips of paper. Ss work in pairs to match classroom items with words/phrases.

Class checks answers

Cards matching sheet

10 minIdentify and match items they have with vocabulary cards Peer teach to help their and other Ss learn Students need to be able to identify the items they have in the target language, and be able to peer teach and learnS-S

T-S

VAT T asks Ss to look at and in their belongings and identify which items they have, and which they dont.

T asks Ss to find other items they have that they dont know the English words for, but would like to. T asks Ss if they can help their friends. If not, T gives Ss the words Classroom items they possess

10 minUnderstand, hear and say the target language and see the teacher doing the action or to do the action themselvesStudents need an opportunity to understand, say and hear the language in contextS-T

T-S

VAKT T puts Classroom Language cards on board (or on a place that all Ss can see the words and phrases) T asks Ss to read all the cards silently. T asks a S to read a card from the board. T helps with pronunciation as necessary; all Ss repeat pronunciation. S reads card again, and T does the action, using items in the classroom if appropriate. Go through all the cards this way, repeating as necessary so that all Ss understand. T says an action (e.g., Stand up; all Ss do that action, using items in the classroom if appropriate. Do this for all the cards.

Classroom Language cards (on the board, enlarged photocopies, etc)

5 minDo the actions on the cardsStudents need to be able to internalize and remember the target languageS-SVAKTCard game Practice T asks Ss to work in groups of 4-5. Each group has a set of Classroom Language Cards face down in the center of each group. T asks one S to turn over a card and do action, using classroom items where appropriate. Others watch and guess the action. Ss take it in turns to take a card and do an action. Classroom Language cards

15 minGive and respond to commands by playing Simon SaysStudents need to be able to internalize and remember and fluently use the classroom commands T-S

S-S VAKTSimon says Teacher models and plays Simon says with the whole class to make sure the rules of the game are clear (see below for an explanation of the game) 1-2 Ss are Simon and tell the whole class what to do Ss play Simon says in groups of 8-10

5 minSay, read, and repeat the commandsStudents need to check what theyve learnedT-S

S-S VAKT T asks Ss, in groups of 3-4, to brainstorm why it was important to do this lesson; Ss share reasons with the whole class

T asks each S to take out their notebook and to write down the words/phrases they will need more practice with in order to remember them

Simon Says: This is a game in which one person tells a group of others what to do. When the person says Simon says before saying the action, everyone in the group must do the action. If the person doesnt say Simon says before saying the action, no one in the group should do the action. In this case, anyone in the group who does the action loses a point. For this class, everyone in the group starts with 12 points and each S must keep track of their own score.

The game should be fun!

For example:

P: Simon says talk together with a partner. Group: moves into partners and begin speaking in EnglishP: Simon says could you speak more slowly?

Group: begin speaking again but more slowly

P: Sit down.

Group: 3-4 people sit down while others remain standing. Those who sit down lose a point.

P: Simon says sit down!

Group: everyone sits down

VAKT = Visual, Auditory, Kinesthetic, Tactile

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MS1 Listening