University Lesson Planner

7/23/2019 University Lesson Planner

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PCE/FAHE Lesson Planner

• About the learners

1.1 Lesson title

Be Yourself!

1.2 Learner Programme and LevelESOL Conversation Entry 2

1.3 No. of learners 1.4 Gender Mix 1.5 Age range 1. !ate 1." #ime

7 3 females, 4 males Teenagers 7//!7 "#3!$2

2.1 Prior $no%ledge&attainment&ex'erien(e&s$ills What generic skills or experience are your students bringing to this session?

Two learners are returning students, one has been in my conversation class last year and is no stranger to ‘Drama for

ESOL’. The others are losing inhibitions rather uic!ly and see the value of drama as a creative, learning tool. " is the

shyest, but is slowly gaining confidence after teaming u# with $. % am careful not to #ush her too much. S needs to be

controlled, and & can go off on a tangent. ' has a great sense of humour, and is confident enough to ma!e ludic use of

English. ( and $d #robably have the most advanced linguistic s!ills. $ll students can introduce themselves, and relate

some information about their #ersonal lives. They are familiar with common !eywords and can read and follow sim#le

instructions. They can also as! sim#le ‘)h*‘ uestions and res#ond to uestions in everyday conte+ts.2.2 Prior sub)e(t s'e(ifi( $no%ledge What subject specific knowledge or skills are your students bringing to this session?

$ll students are familiar with adectives and adective word order. They can describe each other using more than one

adective. They have also designed #osters selling innovative #roducts such as a ‘magic #en, remote controlled window

etc.’ using adectives and creative slogans. $ll students -e+ce#t shy "**can ma!e a##ro#riate contributions to a

discussion. They are also ca#able of listening for detail in short e+#lanations, instructions and narratives. They are also

conversant with the use of sim#le #resent and #resent #rogressive tenses #

3.1 !etails of differentiation How have you planned activities to cater for students’ differing skills, needs and experience?

Students will wor! in #airs and in grou#s. They will interact with each other re#eatedly so as to reinforce the target

language. esides role #lay and drama, there will be an initial written tas! where the students match the target

language with their res#ective meanings. y manner of sheer re#etition even the less advanced learners will, at the end,

have learnt a few of the target #hrases. $s each student will interact with more than one #erson on re#eated

occasions, % will have am#le o##ortunity to monitor their #erformance and cater to individual needs. $dvanced learners1




such as $d, ', S and ( will be encouraged to use a wider le+ical base. e careful with ", do not as! her to demonstrate..

/ost learners have already shown !inaesthetic learning #references0 this lesson largely caters to that learning style.

y handing out illustrated wor!sheets % will also wet the visual element in the learners. The contem#orary song itself

will cater to the audio*lingual learning buds, ensuring that the to#ic remains relevant. &e#eating and revising the rules

verbally will cater to learners biased towards auditory learning styles.

3.2 Promotion of *+ual ,''ortunities How are you promoting inclusivity and promoting diversity? How are you tackling equal opportunities issuesthrough your programme content?

y letting each student interact freely with each other act % will not cast any of the learners into stereoty#es. $lso,

no students will be segregated for a long #eriod of time. Students will be interact across cultural, race, and

geogra#hical barriers. % usually try to give students o##ortunities to tal! about situations in their own country. %n this

class, there is sco#e to discuss how the nature of relationshi#s can vary across Euro#e and the %ndian subcontinent.

The #rocess is fair, integrative and #rovides eual access to eual o##ortunity. % will #ay s#ecial attention to the new

1a!istani student to see he integrates well in the lesson and does not feel isolated.3.3 -e&/'e(ialist Language What specific words, phrases, abbreviations or acronyms will be encountered in this session?

%dentity mad, wal! out the door, % could be blue, #ut on the shelf, #ut my life on the brin!, how can % hel# it..

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• About the lesson4.1 Aim0s Written from the teacher’s perspective

To enable students to use #hrasals, colouials, and to tal! about themselves.

4.2 ontent ,ut(omes hould be addressed in !"# and demonstrated in #"$ must be cross referenced to appropriate syllabus" %"g" &'(), &*%, +(*% , +dult iteracy -numeracy core curriculum if discrete .asic kills, /ey kills if discrete key skills provision"

y the end of this class, all the students will say match five #hrasals with their res#ective meanings.$ll students will be use o##osites in a ga# fill e+ercise.

$ll learners will act in a drama to bring out the meaning of at least two #hrasals.

4.3 /$ills ,ut(omes hould be addressed in !"# and demonstrated in #"$ must be cross referenced to suitable criteria e"g" / specs or . core curriculum"kills to be developed should be written in full"

O%%ort&nities for 'evelo%ing (omm&ni(ation s)ills )s2E3.4 5onstruct sim#le and com#ound sentences

Lr2E3.6 E+tract the main #oints of an e+#lanation in a face*to*face situation, and res#ond

Sc2E3.7 $s! for clarification

Sd2E3.4 1artici#ate in more formal interaction

O%%ort&nities for 'evelo%ing n&mera(y s)ills *O%%ort&nities for 'evelo%ing +T s)ills

O%%ort&nities for 'evelo%ing i'er )ey s)ills# 1air wor!, grou# wor! 8to be able to wor! with others4.4 esour(es how use of resources in #"0 and-or #"$ 4.5 Assessment A(tivities hould link to !"0, !"$ and !"1

9andouts on song ‘:race "elly’

)hiteboard.

Smartboard

;on*verbal language, handouts, 5once#t chec!ing uestions, &ole

#lay* )s2E3.4, Sc2E3.7

<uestion = answer, &ole #lay* Lr2E3.6, Sd2E3.4

4. ome%or$&related a(tivit Should link to !"# or be addressed in next session

/a!e a list of ‘e >ourself’ uotes from your own country

4." Planning for evaluative feedba($ How have you planned to receive feedback from your students?Study body language, reuest general feedbac! on lesson. ?ill review sheets.

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• m'lementing the lesson 2this page should be copied or expanded as necessary3

5.1#iming

5.2 #ea(her A(tivit5.3 /tudent learning a(tivities %ith assessment o''ortunitieshighlighted.

9.30

9.35

9.45

9.45

10.05

10.10

10.15

11.00

11.15

/ar! the register as the students arrive and hand out their

folders.

)armer. %ntroduce to#ic ‘e >ourself’. %ntroduce song.

1reteach difficult le+is in song@ ehaviourism.

%n #airs. $s! learners to do ga#fill tas! on ‘o##osites’.

Tas! 3 on matching the #hrasals. Once again as! students to do

the activity in #airs.

Tas! 6. Test their general !nowledge.

Discuss what song is about.

S#lit class in two grou#s. $s! students to dramatise lyrics first

through mime, followed by a role #lay. 9umanism

rea!

DiscussionA e yourself. 9umanism

:et feedbac! about activity. Language analysis.

Observation, watch non verbal cues. <uestion =

answer.

Observation, uestion and answer. 1lay song and as!

learners to chec! answers. 9umanism

5once#t chec! by as!ing uestions, and studying

body language. 5larify any doubts. 5onstructivism.

$s! students to describe #hrasals before letting

them ta!e #art in role #lay.

Observation, watch non verbal cues. <uestion =

answer. ehaviourism, 5onstructivism.

Observation, uestion and answer. 5onstructivism.

Observation, watch non verbal cues. 5areful

monitoring. Offer suggestions and guidance, ifneeded. Encourage creativity and #artici#ation.

9umanism

Observation, watch non verbal cues. 9umanism

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11.45

8.20

8.30

8.45

5onclude session. $s! learners to find some ‘e yourself’ uotes

from their own country.

Study non*verbal cues.

$ssessmentA Observation. /onitoring. Offer

guidance. ;on*verbal.

ody language. ?eedbac!, uestion and answer.

?ill in review sheets, get feedbac! Bul#@C

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• *valuation

4his section should demonstrate your ability to reflect upon the learning and teaching process" 5t should critically examine the strengths, weaknesses and limitationsof your planning and implementation and should draw upon student feedback as a source of evaluative data"

.1 Planning

.2 ontent and s$ills develo'ment

.3 Methods

.4 /tudent a(tivit and involvement 6 in(luding effe(tiveness of differentiation#

.5 /u''ort materials and e+ui'ment

. m'li(ations for future 'lanning

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University Lesson Planner