Lesson Plan Template
Your name: Svetlana Semenovykh Country:
Russia
Remember:
The
lesson plan must . . .
·
be
for a listening, speaking, or pronunciation lesson (or a combination of these)
·
incorporate
one or more activities that are new to you (not used in one of your classes
before you took this course)
·
include
activities you learned or used in our ATDOP course (in one of the teacher-led
Skype sessions, conversation group sessions, readings,
or self-study activities)
·
be
a complete lesson that can last up to several hours
·
have
activities that are focused on ONE course goal
·
include
assessment that is based on measurable and observable behavior
·
be
complete enough to be shared with other
teachers or colleagues (you may need to include handouts, other material,
and/or links to online material)
Part 1:
Class (short description of class and students): Access students
(from Russia), 10 students, 14-15 years old
Lesson name: A hero in your life
English
level of the lesson: Intermediate
Overall duration of the lesson: 60 min.
Short description of the lesson: The students will listen to a
dialogue between a student and his mentor from Big Brothers, listen to the song
“Hero” and sing its refrain, brainstorm positive characteristic traits of their
heroes and make their short speeches on the topic “A hero in my life”.
Materials and handouts: photos of famous Russian and foreign
people, cards with brief information about them, a script of the dialogue
between a student and his mentor with some questions and an audio file, a song
“Hero” on YouTube or downloaded (with lyrics), a characters sheet and traits
list from a graphic organizer, a student card with the final task “My personal
hero”.
Equipment and technology needed for the
lesson: a computer lab with the Internet or
one
computer with a projector and speakers.
Classroom layout and grouping of students (feel free to include a
diagram):
The
students face each other: 5 students on the left side and 5 – on the right one.
The
desks are easily moved in any direction when students change their groups for
brainstorming or discussing the topic.
Part 2:
Course goal (overall purpose to which this lesson contributes –
this should be short and general): Improving listening and speaking skills
Expected student behaviors (briefly and explicitly state what
students will do; must begin with action verbs; behaviors must be
observable and measurable; behaviors must be measured in the assessment
in Part 4):
a) Listen to a dialogue
and answer the questions to it.
b) Listen to the song
related to the topic and sing a part of it to practice pronunciation.
c) Brainstorm, discuss and
choose some useful adjectives for their further talks.
d) Make a short talk using
the given card.
e) Listen to each other’s
stories and fill in the table.
Part 3:
Lesson procedure (must be written
step-by-step and detailed enough so that another teacher can do the lesson
easily).
Note: The lesson procedure is
divided into three sections, Warm-up, Body, and Review. In the Warm-up section,
include any activities that are a review of a previous lesson or preparation
for the main lesson. The Body section should include all the activities for the
main lesson. The Review section includes any repeat or review of the main
lesson and any homework assigned.
Use this form for your lesson
procedure. Add any additional rows as needed.
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Warm-up
Teacher action
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Students (anticipated
response)
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Materials/equip.
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Time
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1.The teacher shows some photos to the students and asks if they
recognize any of them and asks the students to say 2-3 sentences about each
person.
The teacher asks the SS if they guess what the main topic of the
lesson is.
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The students give their
Answers:
(Maria Sharapova, Natalia
Vodyanova, Evgeni Plushenko, Dima Bilan, Oscar Pistorius, etc.).
And they also give their ideas
about the topic of the lesson.
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Several photos of famous Russian
and foreign people: actors, singers, sportsmen, models, etc.
See Supplement 1 (for further
reference)
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5 min.
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Body
Teacher action
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Students (anticipated
response)
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Materials/equip.
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Time
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1. The T introduces the system of small and big circles to
indicate stressed or unstressed syllables by giving simple examples.
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SS listen and make notes.
SS listen to the teacher’s
pronunciation of the second and the third words, define the number of
syllables and write down the circles to indicate the word stress.
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Words on the board: friendly
(2 syllables, big circle and a small one: Оо.
Polite: (2
syllables, оO).
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3 min.
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2. The T checks if the students know the meaning of some words
and contracted forms used in informal talks.
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The SS answer the
questions
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Vocabulary list of the new words
for pronunciation practice written on the white-board: mature (syn. –
developed, grown up), gonna be = going to be, “you wonna know…” = do you want
to know?.
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2 min.
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3. The teacher
asks the students to listen to the dialogue between
Ky-Antre
Compton and Stuart Chittenden, his mentor from Big Brothers Big Sisters.
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They listen to the dialogue for
the first time.
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Dialogue:
http://storycorps.org/listen/stories/ky-antre-compton-and-stuart-chittenden/
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Audio: 1:30
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3. The T
distributes the scripts of this dialogue cut into pieces and asks the
students to work in pairs and to re-order the script while listening.
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While-listening activity for the
second time:
The SS work in pairs.
They listen to the dialogue for
the second time and re-order the jumbled dialogue cut into phrases.
They will be able to use for
their further work.
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Transcript - Supplement 2.
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1:30 + 1 min. to
complete
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4. The
teacher asks the students to answer the questions based on the
interview
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The SS listen to the
questions and answer them.
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The questions are given after the
transcript (for the teacher)
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5 min.
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5. The teacher offers the students to listen to the song, to
sing the refrain in chorus and think about the qualities that our heroes
possess.
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The SS listen and sing the
refrain with the singer
and practice pronouncing
the simple words of the song
including the construction
“I’m not gonna” (stand here and
wait).
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The handout with the lyrics:
Supplement 3.
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6 min.
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6. The teacher asks students to form several groups depending
on who the students choose as their heroes (a singer, sportsman,
a relative, a businessman, etc.) and create a list of characteristic features
of these people
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The SS work in groups,
discuss characteristic
features of their heroes
using the handout from a
graphic organizer -à
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Handout – Supplement 4.
http://www.scholastic.com/teachers/lesson-plan/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_charactertraits.pdf
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7 min.
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7. The T asks each group to call
5 the most popular (typical traits) and compare their choices.
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The SS listen and tick the words
if they are repeated
by other groups.
The SS say the most typical
traits of their heroes and come to the conclusion
that …. (mostly all the great
people possess similar qualities)
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The students’ handouts from the
graphic organizer with the students’ notes on them:
Supplement 4.
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3 min.
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8. The teacher gives the SS a card with the task to prepare a 1
min. talk about the person they admire and consider a personal hero.
If they need to find some factual information, they can use the
internet or the teacher’ cards.
The teacher informs the students that their
talk will be recorded for further work and evaluated by the
rubric.
The teacher asks the ss to listen to each other’s talks and fill
in the table
9. Assessment by
rubrics
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·
The students prepare their responses using the information
discussed earlier
(characteristic traits)
and answer the questions
according to the offered plan.
They know that their speech will
be recorded and
evaluated by the
rubric.
·
The SS listen to each
other’s
short talks and fill in the tables
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The cards with the task and
some helpful phrases:
Supplement 5.
Supplement 6.
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5 min
(prep. time)
12 min –
Presentation
Time for
10 SS
5 min.
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Review
Teacher action
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Students (anticipated
response)
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Materials/equip
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Time
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The teacher asks the students what was new and interesting for
them, which of the activities was the most difficult/ challenging.
Home task:
1. Write a summary on your
group-mates’ heroes
2. Search for some stories
about Big Brothers and Big
Sisters in the USA, Russia and other countries. Get ready to
make a short talk about the story they find worth sharing.
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The SS give their answers.
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No material needed
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3
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Part
4:
Student products (if
any):
The students make their
own short speeches answering the questions and making use
of the given phrases.
Assessment: (describe your
assessment and attach copy of assessment tool - rubric for speaking or pronunciation
activities and/or description of other assessment for listening). This
assessment must measure the behaviors you listed in Part 2).
The lesson develops our ss’
listening and speaking skills that’s why there are two forms of
assessment: listening
comprehension is checked by questions given in Supplement 2 and
speaking is assessed by
rubrics – Supplement 5.
Part
5:
Supplemental activities/extensions
or remediation:
One of the problems that our Access students
have is lack of factual information and problems in expressing their opinions.
In case of necessity they may use the internet to search for some factual
information about their personal heroes (if they are some famous people) or
they can use the cards prepared by the teacher.
Technology alternatives (in case
things don't work as planned): All the photos can be printed out, audio files
should be downloaded from the Internet and played on the computer.
Part 6:
Potential obstacles and challenges:
(describe any challenges or problems you anticipate encountering when teaching
this lesson)
Some of the
students may say that they do not have any personal heroes and there is nobody
who they admire. In this case it will be possible to give them a choice of some
people they would like to read and learn about (Oscar Pistorius, for e.g. or
any other person depending on the students hobbies and interests – IT,
business, literature, etc) and encourage them decide whether these
person/people have any positive characteristic traits, why they are famous,
what they do for the society, the world and their families.
How will you overcome the potential
obstacles and challenges? – Even the most skeptical student will be touched by
real life stories (of a fashion model with three children who has organized a
charity fund or a sportsman with a double below knee amputation winning the
world races.
If some technology does not work, a
lap top should work on a battery to play the songs.
Part 7:
What is new to you and learned from the ATDOP
course? (A requirement of this final project lesson plan is that you use
something new in this lesson that you learned as part of our course. )
a) What elements of this
lesson were ones you had not used before?
The introduction of circles to show the word
stress (easy to explain and use)
The information about a charity organization
Big Brothers, Big Sisters that can be discussed in the following lessons.
b) What did you use in
this lesson that you learned from or used in our ATDOP course?
- I have also used
Graphic organizers as a great tool used for brainstorming and discussing our
topic vocabulary.
-
Audio
recording of the students’ speech for their further listening, transcribing and
editing.
Supplement 1.
http://en.wikipedia.org/wiki/Oscar_Pistorius
(Oscar
Leonard Carl Pistorius (born 22 November 1986) is a South African sprint runner. Known as the
"Blade Runner" and "the fastest man on no legs", Pistorius,
who has a double below-knee amputation, is the world record
holder for T44 in the 100, 200 and 400 metres events and runs with
the aid of Cheetah
Flex-Foot
carbon fibre transtibial artificial limbs by Össur.
At
the 2012
Summer Olympics
in London, Pistorius became the first double leg amputee to participate in the
Olympics when he entered the men's 400 metres race and was part of South Africa's 4 × 400 metres
relay
team.)
Natalia
Vodyanova
(a famous model and a founder of the fund “Naked hearts” that gathers money for
children playgrounds.
1) http://wiki.wildberries.ru/people/models/%D0%B2%D0%BE%D0%B4%D1%8F%D0%BD%D0%BE%D0%B2%D0%B0-%D0%BD%D0%B0%D1%82%D0%B0%D0%BB%D1%8C%D1%8F
Interview: Natalia on Friday Night with Jonathan Ross (in
English) who says that if a child grows in a happy environment s/he is more
likely to give back to his/her country when s/he grows and becomes successful
2) http://www.youtube.com/watch?v=oW7UgOtfQbU&feature=related
Evgeni
Plushenko
- Evgeni Viktorovich Plushenko (also Romanized as Yevgeny Viktorovich
Plyushchenko; Russian: Евгений Викторович Плющенко) was born November 3, 1982
in Solnechny - Khabarovsk Krai, Soviet Union. He is the 2006 Winter Olympic
Champion and 2002 & 2010 Olympic silver medalist, three-time World
Champion, seven-time European Champion, four-time Grand Prix Final gold
medalist and nine-time Russian National Champion.
http://evgeni-plushenko.com/eng/about/
Dima
Bilan
http://en.wikipedia.org/wiki/Dima_Bilan
Díma Bilán (Russian: Ди́ма Била́н, IPA: [ˈdʲimə bʲɪˈlan];
born Ви́ктор Никола́евич Бела́н, Víktor Nikoláevich Belán, 24 December
1981 in Ust-Dzheguta, Karachay–Cherkessia)
is a Russian actor and pop singer-songwriter . Bilan represented Russia at
the Eurovision Song
Contest 2006 with "Never Let
You Go", finishing second, and he won the contest in 2008
in Belgrade, with the song "Believe".
He has had several Russian no. 1 hits.
Maria Sharapova
http://www.mariasharapova.com/news.aspx
(Russian: Мария
Юрьевна Шарапова[mɐˈrʲijə ˈjurʲjɪvnə ʂɐˈrapəvə]listen born April 19, 1987) is a
Russian professional tennis player. As of August 6, 2012 she is ranked world #2. A United
States resident since 1994,[5] Sharapova has won 27 WTA
singles titles, including four Grand Slam
singles titles. She has also won the year-end WTA Tour
Championships in 2004. The Women's Tennis
Association has ranked Sharapova World
No. 1 in singles on five separate occasions, for a total of 21
weeks. She became the world No. 1 for the first time on August 22, 2005,
and regained the ranking for the fifth time on June 11, 2012.
Supplement
2.
http://storycorps.org/?s=role+models&post_type=post
Ky-Antre
Compton to Stuart Chittenden, his mentor from Big Brothers Big Sisters.
Transcript
of the dialogue between Ky-Antre Compton and Stuart Chittenden, his
mentor from Big Brothers Big Sisters.
Stuart:
So, how long have we known each other now?
Ky-Antre:
Probably, a year.
S:
Does it feel that one?
K:
Yes..Well, I’m nineteen.
K:
When I first met you, I thought this gonna be so boring. This is going to ruin
my whole summer, my whole life. But then you taught me respect, you taught me
how to be mature. You taught me how to be a young man. You know, how I
thought: why are you so polite, why are you so respectful?
S:
aha
K:
I understand that you are just trying to be a good mentor to me and I love
that. In those times when you messed up, you told me it’s OK to make mistakes.
It’s OK to get mad but it’s not OK to get out of trial. So, Stuart, what are
the things you believe in? Like if you believe in God, are you scared you
wouldn’t go to Heaven or anything?
S:
Well, I don’t believe in God. I don’t have a faith like you have a faith but I
do worry about living my life now to be the best that I can be. Does it
bother you that I don’t have a faith in God?
K:
Sometimes it makes me shocked that you don’t believe. I’ll tell you one thing:
you’re the best friend I’ve ever had.
S:
I think we teach each other stuff.
K:
which makes us closer.
S:
aha
K:
I want you to know that it’s not one way relationships. I’m learning how to be
fun and engaging and open. Thank you for that, Ky-Antry.
K:
OK.
S:
Do you think we can be friends for a long time?
K:
You wonna know what I think?
S:
I do.
K:
We ‘re gonna be Big Brothers for a long time.
Answer
the questions:
1. How long have Ky-Antry
and Stuart known each other?
2. What was Ky-Antry’s
reaction when he first met Stuart?
3. What did Stuart help
Ky-Antry to understand? (What qualities did he help him develop?)
4. What does Stuart
believe in?
5. What does Stuart mean
when he says this: “It’s not one way relationships”.
Supplement
3. Hero - Chad Kroeger FT. Josey Scott (with
lyrics) http://www.youtube.com/watch?v=1x1CZwKrSXI
I
am so high. I can hear heaven.
I am so high. I can hear heaven.
No heaven, no heaven don’t hear me.
Refrain
(1)
And they say that a hero can save us.
I’m not gonna stand here and wait.
I'll hold onto the wings of the eagles.
Watch as they all fly away.
Someone told me love will all save us.
But how can that be, look what love gave us.
A world full of killing, and blood-spilling
That world never came.
Refrain
(2)
And
they say that a hero can save us.
I’m not gonna stand here and wait.
I'll hold onto the wings of the eagles.
Watch as they all fly away.
Now that the world isn’t ending, its love that I’m sending to you.
It isn’t the love of a hero, and that’s why I fear it won’t do.
Refrain
(3)
And they say that a hero can save us.
I’m not gonna stand here and wait.
I'll hold onto the wings of the eagles.
Watch as they all fly away.
And they're watching us
(Watching Us)
As they all fly away.
Supplement 4 is attached: from Graphic Organizers: Characters sheet and
traits list.
Supplement
5 – to step # 8. Student card.
Give
a 1 min. talk on the following topic:
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Talk
about a person who plays (has played) a very important role in your life.
Mention
the following:
1. your relationship to
the person
2. what she/he has done
for you
3. what you admire about
this person
4. how did/does she/he
influence your life
You
can use these phrases to connect your ideas:
·
A
person I really admire is…..
·
My
role model/ mentor is….
·
As
far as I remember, he/she…
·
In
fact, he/she is considered to be ….
·
S/he
also taught /helped/ encouraged me…
·
I
think I admire him/her because
·
Compared
to other (sportsman/ singers/businessman….)
·
Thanks
to her/him I …..
·
…..
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Supplement
6. Listen to your group mates and take notes
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Student’s name
and her/his hero’s name
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Brief info about the
hero
1.
2.
3.
4.
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