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Demographic Context: This is an ESL integrated skills course. This is Week 1 of a tenweek session. There are six students in the course one native speaker of Chinese, one
native speaker of Italian, one native speaker of Korean and three native speakers of
Japanese. There are one male student and five female students.
Previous Lessons: The study questions of the passive voice, the grammar point which is
to be covered in this class, have been provided for students to review. We have done two
ice-breaking activities for self-introduction and one part of Unit Five, which is the
pronunciation stress patterns in compound nouns and adjectives. This is the first week
for covering the material from Unit Five. Students are taking a test one week from
todays class on four language skills. Next week, we will finish the conversation,
vocabulary and discourse function on pp. 55 57, listening on pp. 60 and understanding
in a discourse on pp. 61 62, and we will do in-class writing on pp. 65 66. The
homework will be assigned as an assessment and review in accordance with the class
progress/schedule.
Goal: This class will help students become efficient readers and hone the skills of
making margin notes and using idea maps when they are reading for understanding. This
class will also enable students to identify, provide and apply the passive voice in
pragmatically appropriate social contexts.
Objectives (SWBAT):
Students Will Be Able To
1. Make margin notes for readings.
2. Illustrate an idea map and use it when reading for understanding.
3. Identify, provide and apply the passive voice in pragmatically appropriate social
contexts.
Theme: Unit 5 Odd Jobs
Extensions: The application of the passive voice to daily life usage
Aim/Skill/Microskill
Activity/Procedure/Stage
Interaction
Time
(for example:
SS-T)
5
mins
Activity 1:
Read About It
1.1 Pre-Stage:
The teacher introduces graphic
T-T
organizers (e.g. cluster and idea map).
T-SS
5
mins
5
mins
5
mins
SS
15
mins
SS, SS-SS
15
mins
T-SS
10
mins
Activity 2:
Grammar The passive
voice: past and present
2.1 Pre-Stage:
The teacher and students go over the
study questions of the passive voice
provided previously for review.
T-SS
5
mins
10
mins
T-SS
5
mins
SS
T-SS
SS-SS
10
mins
T-SS
SS-SS
15
mins
T-SS
10
mins
2.3 Post-Stage:
Review and Q&A session: Students ask T-SS
questions if they are still unclear about
the content.
Tangible Outcome & T. feedback/peer
feedback:
Students do the exercise on pp. 59 of
the textbook. The class reviews it
together afterwards.
Group activity: advertisement, slogan
2
mins
T-SS
3
mins
Materials:
1. Textbook
2. Whiteboard
3. Posters and markers
4. Computer & PowerPoint
Anticipated Problems & Suggested Solutions:
1. Students may not have previewed the study questions.
Solution: slow down the teaching pace, give more prompts and have students practice and
discuss a bit more than scheduled
2. Students may have had difficulty coming up with ideas for the group design activity.
Solution: provide more real-life examples
Contingency Plans (what you will do if you finish early, etc.):
1. Do the exercises in the workbook.
2. Go over the conversation on pp. 55 in the textbook.