writinglessonplan.doc

International House London

Use this lesson plan when you teach an observed lesson. Complete it and submit it to the trainer before your lesson.

Name (English)
Crystal
ICELT TP no
4
Date
22nd Nov
Name (Pinyin)

Level
Junior
Main Lesson Focus
Writing
Candidate No.

No. students
33
If language focus, which lesson shape/framework?
Productive skills
School

Lesson length
40

Main Lesson Aim(s) For students to… (review, use, develop, practise…)
Subsidiary Aim(s) For students to… (review, use, develop, practise…)
Students will further practice writing especially planning or using an outline.
Review some words about describing people, hobbies, activities and ambitions.
Develop the spirit of cooperation.

Personal Aims Teaching skills YOU want to improve on in this lesson; consider feedback from your previous observed lesson
I. I will give clear instructions by using simple language, demonstration and asking ICQs.
2. I will give students time to think.
3. I will follow receptive skills procedure.
4. I will make myself better understood in all English class by using simple language and speaking slowly.

Assumptions What your students already know (about the language, an activity, the topic) that will help them in this lesson
1. Students know the simple letter form.
2. Students are interested in the topic because they like making friends.
3. Students are interested in working together.

Class profile and Timetable Fit Information about your class: age, level, number, motivation, etc. and how this lesson fits with previous and future lessons
There are 33 students aged 13~15 years old. They are lovely and active though most of them have difficult in learning English especially in grammar. Writing is a little difficult for them because their vocabulary is restricted to what has been learned from the textbook or some of them don’t know what to write. So I will provide an outline on PPT for them to follow. If there are teachers who come to observe the class, they will become quite nervous and unwilling to answer questions for being afraid of making mistakes. So I choose the topic they are interested in. This writing lesson will focus on how to describe themselves from different aspects. Because they are slow learners, some of the tasks may not be finished within the lesson. I must try my best to control time well. This lesson will only focus on the content of the letter and next lesson we’ll focus on spelling, punctuation and grammar mistakes. This is a writing lesson so I will not focus on the pronunciation.

Language Analysis What new language are you teaching / reviewing? (Grammar, functions and/or lexis). Give the marker sentence, and show how you will highlight features in each area to help learners understand it.
Marker sentence/lexis:
I would like to be your penfriend.
I enjoy playing baseball too.
My hobbies are doing puzzles and surfing the Internet.
My ambition is to be a computer engineer when I leave school.
Meaning: What is the meaning/use?
would like to do sth.: want to do sth.
enjoy doing sth. : like doing sth.
How will you clarify the meaning? Write your CCQs and timelines here
Give students more examples
I want to be your penfriend.
CCQs: Do you know me? Am I trying to be your penfriend? If you don’t like me, can I be your penfriend?
I want to visit Hong Kong this Spring Festival.
CCQs: Will I be free this Spring Festival? Can I buy a ticket? Is it possible for me to go to Hong Kong? Do you think I will go?
Form: What is the form?
S+ would like to +verb
S+ want to +verb
S + enjoy +doing
Sb. want to do sth
My hobby is doing…
My ambition is to be
How will you highlight the form?
I will write on the blackboard.
would like to do
want to do
like to do
Pron: What are the phonological features? Stress, Intonation, schwas, linking, contractions
I’d like to be
want to
How will you clarify the pronunciation?
Drill and hand gesture.

Anticipated Problems and Solutions Language Analysis

Problem
Solution
Meaning
They may think confuse the meaning of would like to.
Show examples to the students.
Pron
Students may not be able to pronounce some words correctly.
Give model pronunciation. Drill
Form
Some students may confuse enjoy doing with enjoy to do
My ambition is to My ambition is doing
Give examples and correct the error in time

Anticipated Problems and Solutions Very specific problems and solutions in regards to classroom management of a particular stage.

Problem
Solution
1.
Students may be nervous and reluctant to answer questions

Encourage and praise students after answering questions.
Begin with easier tasks. Sometimes peer check first.
2.
Some students may forget some words about hobbies and ambitions.
Give them some examples to remind them.
3.
There perhaps be not enough time for them to edit their passages
Require them to edit after class
4.
Students may not know how to choose best passage.
Set the standards of best article.

Procedure section Please include all stages, and enough detail for the reader to understand exactly what the teacher and students do

Stage/
Activity
Objective
Purpose(s) of stage
Inter-action
Time
Procedure
What will the Ss and/or the T do?
1
Lead-in

To raise students’ interest, and lead in the topic.
To give students a reason to write the letter
OC
1mins
12:45-
12:46
T: Last week, my friend’s son received a letter from his penfriend. He asked me for help, but you see I’m very busy. Would you like to do me a favour?
Some students may say “yes”
T: Thanks for your kindness. I’d like you to reply to Mike.
2
Model presentation
To help students review the letter form.
Individual
Pair
5mins
12:46-
12:51
T: Here is the letter. I’ll give you 1 minute to read and 2 minutes to answer the questions.
ICQs: You’ll be given one minute. So do you read slowly or quickly? Do you read silently or loudly? What will do you after your reading?
Teacher hands out the handouts.
Students read the passage and finish the exercises.
Teacher monitors and offers help when necessary.
T: You’ll have one minute to compare your answer with your partner.
Students check their answers with their deskmates.
T: Now, let’s check the answer together.
3
Brainstorm

To help students review related vocabulary and extend students’ thinking.
Individual
Pair
7mins
12:51-
12:58
Teacher elicits the main points of Mike’s letter.
T: What did Mike talk about in his letter?
S: He talked about what he looked like, his hobbies, his family…
Teacher groups the students.
T: You see one person’s thought is limited. Here I have 4 pieces of paper about these four points. I’d like you to help me think as many words or phrases as possible about them. I will give you four minutes to think and write on the paper. Group one finish appearance. Group two finish activity. Group three finish family. Group four finish school and ambition. Then each group chooses one student to write your ideas on the blackboard. You will have two minutes to write.
ICQs: What are you asked to think words or sentences? Can you talk to others? How long do you have for the discussion and writing on the paper? How many students will come to write on the blackboard? How many minutes for you to write on the blackboard?
Every student contributes to group thoughts.
Then group representatives write on the blackboard.
4
Language Input
To help students analyze some useful language they will use in their writing.
OC
3mins
12:58-
13:01
Teacher use the words the students write to input the language.
T: Can I say “I do swimming”?
S: Yes.
T: How can I make it better?
S: I like/ enjoy swimming.
Pilot: CCQs: Are you a pilot now? When can you be a pilot? So how can we express this idea?
T: I want to/ would like to be a pilot in future.
4
Plan and outline
To help the students get clearer ideas about what to write.
Pair
2mins
13:01-
13:03
T: Please make a list of things which you will tell your new friend. Then complete the following chart about yourself.
ICQs: Do you do it by yourself or in group? Can you talk to others?
If you have difficulty, who can you ask for help?
Students plan and outline.
5
First draft
To help practise writing according to the instructions
Individual
11mins
13:03-
13:14
Teacher gives instructions about the writing.
T: Now, you are Li Gang. It’s time for you to write a reply to Mike. Please write at least 60 words and try to include all these aspects and make your letter more interesting. You’ll have ten minutes.
ICOs: What kind of article will you write a diary or a letter? How many words do you write? Can you write 65 words? Can you write 80 words? Can you write only 50 words? Can you talk to others?
Students finish their own letter.
The teacher monitors and offers help when necessary.
6
Group check
To help students focus on the content.
Groups
5mins
13:14-
13:19
T: Pease exchange your letter with your partner. When you check the letter, please focus on the content. Is it clear? Is it interesting? Does it contain all the aspects?
ICQ: Do you check your own letter or your partner’s letter? Do you have to check grammar or spelling mistakes?
Students exchange and check their partner’s letter.
7
Feedback
To help students appreciate letters and learn some good sentence patterns
Groups
5mins
13:19-
13:24
T: Please exchange letter with the students behind you. Do you want to be penfriends with him or her? Select 1-2 good sentences from their writing, copy it on your notebook.
All students appreciate their letters..
8
Flexible stage
To help students conclude how to outline
OC
1mins
13:24-
13:25
Assign the homework.
T: In this lesson we only focused on the content of the letter. Please correct the spelling, punctuation and grammar mistakes and rewrite it again.
T: What did I do with Mike’s letter?
S: Main points.
T: Then what did I ask you to brainstorm?
S: Some words.
T: What did I do about the words you wrote on the blackboard?
S: Better words.

Materials Write what materials you are using and where (what book, internet site, etc) the information comes from. You must reference all handouts, and attach a copy of each with your plan. (Example reference: Go for it!, David Nunan, People’s Education Press, 2002, p. 46.)
Workbook (Oxford English shanghai edition 8A, Unit 1)
PPT