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Phase 1 lesson plan

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Lesson plan

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Phase 1 lesson plan

  1. 1. Phase 1 lesson plan Students and setting: The students I’m teaching right now are 19-25 years old. They are at pre-intermediate level. Most of them studied English at school and had private teachers that meant they had one-to-one lessons, some of them went to English Language centers for quite a long time. Most of them have part time jobs. Setting : My students study at Agricultural University of Georgia. There are approximately 15-18 students in class. Lessons last for 120 minutes three times a week. The classrooms are fully equipped with a whiteboard, free wifi and a projector. Students also have a free access to a multimedia lab where they prepare projects, power-point presentations, or just socialize with other students during break. Lesson background: In previous lessons, they were sections A,B, C,D of unit 6 which students covered successfully, they got familiar with first and second conditionals, modals May, Might and should, word building (noun formation), use of ‘get’ e.g get angry/lost and etc. and this lesson is the end of unit 6 ‘Practical English At The Pharmacy’ In this lesson students will be presented with some realia and handouts from the teacher, form teams and pairs to role-play. Learning objectives/expected results: By the end of the lesson students will be better able to practice new vocabulary such as: ’I have a headache and a cough, I’m allergic to and etc., ask for medicine at the pharmacy, talk more confidently about basic illness symptoms, deal more freely with the doctor. Materials and sources:  Handouts (self-generated), pictures, thermometer, pills (‘coldrex’), a prescription, a hot- water bottle.  New English File, pre-intermediate, Paul Seligson Sources : ‘Reconceptualizing International Groups: Grouping schemes for maximizing language learning’. Judith A. Rance-Roney. Procedures/timing: Teacher says/does: Students say/do Approx. time
  2. 2. Shows the students the items such as: a thermometer, ‘Coldrex’ pills, a prescription and hot-water bottle and asks where they can buy them. Answer ‘at the pharmacy’ 2 min Gets students to ask the following questions in pairs: ‘Do you take a medicine a pharmacist recommends or follow other people’s recommendations? ‘have you ever had a problem in a pharmacy? Gets feedback from students In pairs discuss these questions and then report back 5 min Sticks the pictures either on the board or walls and asks students in pairs to guess what is happening in them. Gets feedback from students Discuss them in pairs and report back 5 min Presents the language in context by eliciting new words or phrases (such as: be allergic to, hurt, headache, pills, cough, have a cold etc.) using the pictures. Clarifies the meaning, models pronunciation and writes forms on the whiteboard. Rehearse the new vocabulary 5 min Gets students to listen to the dialogue in the book and answer the teacher’s question(for teacher to make sure students understand the main idea). Listen to it only once and report back 5 min Has students listen to the dialogue again and do individually a gap-fill exercise related to it. Teacher monitors and assists if necessary. Then she asks students to change partners e.g turn to the student to the left/right and check it with him or her. Distributes the correct answers. Gives any clarification if necessary. Listen to the dialogue for the second time filling the gaps at the same time and then check it with his or her partner. Compare their answers with teacher’s. 8 min Forms groups of three or four by having students count 1,2,3 clockwise. Then distributes handouts with some of the new vocabulary (be allergic to, pills, headache, hurt, pharmacy, cough, have a cold) and gets students to make up a dialogue. (see HO 1) Monitors and assists if necessary. Form the groups with the help of teacher’s directions. Make up a dialogue. 15 min. Rearranges the groups and distributes self-generated handouts. Explains the task and gets students to role-play, e.g one student is a pharmacist and the others are customers. (see HO 2) Monitors and assists if necessary. Form new groups. Read handouts and start role- playing. 15 min
  3. 3. Reflection: At the very beginning of the lesson when the teacher uses realia (a thermometer, pills, a hot-water bottle etc,), related to the topic, she therefore generates students interest in the topic. Students get more motivated to know what the teacher prepared for them, or they guess that in this lesson they have to deal with vocabulary related either to doctors, illness, pharmacy etc. Next teacher uses pictures to present and teach new vocabulary. It’s sometimes more encouraging for students to learn new vocabulary through colorful pictures rather than read texts in a monotonous way. All these realia stimulate the mind, and makes the vocabulary more memorable, the recognition of an object becomes immediate and the elicitation of vocabulary much easier. Teacher uses pair and group work to promote students interaction, as working with others gives students the opportunity to interact with a variety of people, and learn from one another. They also encourage cooperation which will help students get along in class and increase students’ creativity. When students work together, they will have more confidence than when completing exercises individually. Moreover, there is a better chance for self-correction or peer correction. ‘Group work helps students to maximize opportunities for rehearsing, practicing and engaging in creative manipulation of language’.(‘Reconceptualizing Interactional Groups: Grouping schemes for maximizing language learning’. Judith A. Rance-Roney.) This lesson is appropriate for these students because since they are at pre-intermediate level the vocabulary they learn in this lesson is appropriate for them in terms of difficulty. Furthermore, the group work they experience teaches them how to communicate simply for a functional language. As a result, they will be able to handle simple and direct exchange of information at a pharmacy. Handouts:  Pictures 1. 2.
  4. 4. 3. 4. 5.
  5. 5. 6.  Handout 1 Make up a dialogue using the words below: be allergic to, pills, headache, hurt, pharmacist, pharmacy, take two every four hours, have a cold, cough.  Self-generated handout 2 A (customer) B (pharmacist) 1.Can you -------? 2. What is the -----? 3.I have got-------- 4. What symptoms -----? 5.I have a ------- and ----------- 6. Are you allergic to------? 7.Yes, I am----- to----- 8. No problem. I will------ 9. O.k I think I will-------- 10. But take only one ------ 11. If I don’t --------- 12. You should see a --------
  6. 6. 13. How much --------- 14. They ------ $5. 15. Thank you 15. You are welcome.

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