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# NAME: Catherine McFarlane LEVEL: Low Intermediate APPROACH Discrete Item Task Based Learning Functional/Situational Skills

WEEK: 1 2 3 4 DATE:

DAY: 1 2 3 4 5

LENGTH: 60

TP # 3 5 6 7 8

If Discrete item Situational Presentation Teaching from a text Teaching from examples Teaching from rules Test-Teach-Test TOPIC/THEME: (e.g. Holidays, Regional Dishes, Health and Medicine...) A robbery; a range of other hypothetical situations in the past

AIMS: By the end of the lesson, students will have Main Aim(s): been introduced to/revised and practised using could have, should have and would have + past participle to talk about hypothetical situations in the past. Subsidiary Aim(s): Reading: practised reading for detailed information. Speaking: practised oral fluency during the last activity. PERSONAL AIMS: What do you personally want to improve on in this lesson and why? Example: 1.give clearer instructions and check them, 2. reduce TTT, 3. improve my drilling techniques. 1. To improve my drilling techniques. 2. To improve my instructions and check that students understand these. 3. To improve my whiteboard organisation and clarity.

SOURCES OF MATERIALS: What course books, reference books, internet sites etc. did you use? Own materials and photos.

## LESSON PLAN, Assignments 2 & 4i

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The LANGUAGE ANALYSIS that you need to do in the following section relates to your LINGUISTIC AIM(S) i.e. the LANGUAGE COMPONENT of your lesson. As a rough guide: In a discrete-item lesson, you need to analyse the M,F,P,A of the discrete item i.e. the language point In a TBL lesson, you need to analyse M,F,P,A of any topic-related lexis you intend to teach (Pre-task stage) and useful language/expressions (Planning stage). For ALL of the above, and skills lessons, you need to analyse any lexis that you intend to teach or that might cause problems of M, F, P, A during your lesson. The idea is that this analysis will help you to predict problems the students may have and to plan solutions to these BEFORE the lesson in the next section of the lesson plan.

## Assignment 2: LANGUAGE ANALYSIS

MEANING/USE State what the language component of your lesson is (see above) AND what it means/how it is used. Give an example(s). For LEXIS/USEFUL PHRASES, list the words/phrases you intend to teach and the key points of their meaning. See example. FORM: State what the FORM of your language component is, showing a breakdown of the structure/phrase. Include negatives, question forms, contractions etc if necessary. Include parts of speech in your list of LEXIS. See example. PRONUNCIATION: Indicate the key pronunciation features of your language component (word/sentence stress, weak forms, silent letters, key intonation patterns etc.). See example. APPROPRIACY: indicate whether anything in your language component is colloquial, formal, informal, slang etc. See example. EXAMPLE: Meaning: Form: DISCRETE ITEM: have to vs dont have to I have to get up early every day. I dont have to wear a suit. (its necessary/its an obligation for me.) (its not necessary; its optional)

subject + have to + infinitive Subject + dont have to + infinitive Question: Do you have to wear a suit? Short answer: Yes, I do./No, I dont. / / before infinitives beginning with a consonant sound / / before infinitives

Pronunciation:

## beginning with a vowel sound

LEXIS/EXPRESSIONS to manage to do sth. Meaning: to do sth, but with difficulty/effort Form: manage to do sth = manage (v.reg) +to infinitive Pronunciation: /- d / a suit Meaning: a matching jacket and trousers or skirt Form: noun (in this context) Pronunciation: /su:t/

## LESSON PLAN, Assignments 2 & 4i

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WRITTEN RECORD: What written record will students get of key features of M,F,P,A of the language you are teaching? Students will have copies of exercises with examples of the language. They will take notes when I help them with meaning. They will copy Form from the whiteboard.

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## Assignment 2: LANGUAGE ANALYSIS

MEANING: could have / should have / would have + past participle are all used to express hypothesis in the past. The following three examples will be used in the lesson: e.g. You shouldnt have taken your wallet with you = you took your wallet with you and I dont think it was a good idea. Shouldnt have here is used to criticise someones action in the past (by suggesting a better alternative) e.g. You could have carried just a little money in your pocket = you didnt carry just a little money but it was possible to do this. e.g. They would have taken your mobile if they had seen it = they didnt see your mobile so they didnt take it. FORM: The form/structure is the same for all three: Subject + You You They modal verb + shouldnt could would have + have have have past participle taken carried taken ...................................................... your wallet with you. just a little money in your pocket. your mobile if they had seen it.

PRONUNCIATION the l in could / should / would is silent have is pronounced as a weak form with a schwa / . The final d of the modals links with have (or / the t of not in the negative); the h is lost as below: should_ave could_ave would_ave = / v/ d = /kdv/ = /wdv/

The main stresses in the examples are: - shouldnt taken wallet - could taken little money - would taken mobile if seen APPROPRIACY nothing relevant

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## Assignment 2: PROBLEMS AND SOLUTIONS

What problems of M,F,P,A might students have with the previously analysed language? List and explain these problems and include details of a solution immediately after each (please label them Problem 1, Solution 1 etc.) MEANING: Please include full details of how you will convey meaning and check understanding in your solutions, including timelines, concept questions etc, as necessary. Alternatively, refer to the exercise/worksheet which does this. Example: Problem 1: Ss may think that dont have to means obligation not to do sth. Solution 1: In worksheet 1 Ex.1 Ss choose the correct meanings from several options. Problem 2: Ss may not know the meaning of a. To manage to do sth, b. To refuse to do sth, etc. Solution 2: Ss match these words to their definitions on Worksheet 1, Ex.2.

## LESSON PLAN, Assignments 2 & 4i

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FORM: Example: Problem 1: Ss may think the negative of have to is havent to. Solution: ask Ss to find examples of negatives in text. Problem 2: Ss may not know suit is both n + v. Solution: Give examples. Problem 1. Ss may not notice the structure of the examples is the same i.e. subject + modal + have + past participle. Solution 1. Elicit the form of one example on the whiteboard. Ss then do the same with the other examples. Problem 2. Ss may have problems with irregular past participles. Solution 2. Deal with these problems as they arise or in the final correction stage.

## LESSON PLAN, Assignments 2 & 4i

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PRONUNCIATION: Consider: individual sounds, silent letters, unpronounced syllables, syllable stress, sentence stress and intonation patterns. Example: Problem 1: (a) Ss may pronounce the v in have as /v/ not /f/ (b) may mispronounce suit. Solution 1: drilling and phonemic script for (a) and (b). Problem 1. Ss may not pronounce the modals + have naturally. (see analysis). They will overpronounce have and not link it to the previous modal. Solution 1. Drilling and phonemic script on whiteboard. Problem 2. Ss may stress all words equally in the examples. Solution 2. Drill the main stresses separately e.g. shouldnt taken wallet could carried little money would taken mobile - seen

APPROPRIACY: Example: Problem 1: Ss probably wont know that loads of in the text is an informal way to say a lot of. Solution 1: I have included this in a short glossary under the text. No problems anticipated

OTHER ISSUES: Is there anything non-language related that you are worried about, for example with tasks or activities? Example: Problem 1: The tape in the book is badly organized. Solution 1: reorganize & read myself. Problem 2: the role play requires an even no. of Ss. Solution 2: Put Javier (weaker S) in group of 3. Problem 1. Some Ss may know this language area well and others have no idea. Solution 1. Let stronger Ss help weaker ones. It will be useful revision for those that already have a good idea, anyway.

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## Assignment 4: POST-LESSON EVALUATION

AIMS: Did you achieve your aims (fully/partially/not at all) and what evidence do you have? Linguistic: (fully partially not at all ) Skills: (fully partially not at all )

Communicative: (fully

partially

not at all

(DISCRETE-ITEM LESSON) ANTICIPATED PROBLEMS AND SOLUTIONS How clear were students on key issues of M,F,P,A? How accurate were your anticipated problems of M,F,P,A and OTHER? How successful were your solutions? What other problems did students have in these areas that you didnt anticipate? (SKILLS LESSON) HOW SUCCESSFULLY DID YOU DEVELOP YOUR STUDENTS RECEPTIVE/PRODUCTIVE SKILLS? (TBL LESSON) HOW SUCCESSFULLY DID YOU MANAGE TO UPGRADE YOUR STUDENTS LINGUISTIC OUTPUT BETWEEN TASK AND REPORT STAGES?

SUMMARY: If you were to teach the same lesson again, what would you change?

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## WHAT DID YOU LEARN FROM TEACHING THIS LESSON?

PERSONAL AIMS: Did you improve/work on the personal aims you set before the lesson?

AREAS FOR FUTURE WORK: What areas do you think you need to work on in the future?

## ASSIGNMENT 4 (AFTER THE LESSON)

Tutor: ________________________
TO STANDARD RESUBMIT

Tutor: ____________________________
TO STANDARD RESUBMIT

NOT TO STANDARD

NOT TO STANDARD

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