Assignment A

Text 1 – Elementary
✓ This part of the assignment focuses on stage 5 of an elementary reading lesson.
✓ You should plan a 15-minute follow-on stage consisting of two short communicative speaking tasks, which will require the use of
some of the vocabulary in the text for the final stage of the lesson.
✓ Include any necessary references in the bibliography template. See 'Referencing' document for advice on what is required.
✓ Read 'Advice on Approaching Assignment A' before you begin work on this template.
✓ Class: Elementary (A1) 12 adults (6M, 6F), age range 25-56. Most of the students want to learn English because they feel it will improve
their job prospects. Three are learning for recreational reasons.

21st Century Dad

Bobbie and Moira Fernandez got married 6 years ago when they were 24 years old. Their daughter, Addison, was born 3 years later. Their baby son,
Remy, is 15 months old.
Bobbie worked in a library, and Moira is an engineer. Moira loves her work, so Bobbie left his job. He stays at home with the children. We asked
Bobbie about his day.
“Well, we get up when Remy wakes us up, which is usually at about half past six in the morning. Moira takes a shower and has breakfast while I look
after the children. Moira leaves the house at 7.30. Addison's kindergarten is close to our house. Usually Addison walks, and I carry the baby. When
we are late, I put them in the buggy, or take them on my bike.
After that, I often take Remy to the park by the river. He loves to see the boats and ducks on the river. We sometimes take some food for the ducks.
He likes the swings in the children's playground. I usually meet other parents and babies there, so I can have a chat with them.
On Wednesdays I collect Addison from kindergarten at 12.30. Then we go to the market to buy food. Moira always goes to the supermarket on
Saturday morning. We don't have a car, so we can't do all the shopping on one day.
In the afternoons the children have a nap, and I clean and tidy the house. I cook the evening meal every day except Friday. On Fridays my wife
normally cooks, but occasionally we go out for a meal or get a takeaway.

I enjoy being a stay-at-home dad. It's hard work, and sometimes it's boring. But it's great fun to watch your children grow up. We are very happy.”

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Lesson Outline:
Your lesson follows this procedure, and you have allocated these timings:
1. Lead into topic (warmer) - 10 mins
2. Vocabulary pre-teaching - 15 mins
3. First reading - 5 mins
4. Second reading - 15 mins
5. Follow-on activities (two communicative speaking tasks) - 15 mins

You need to show what you would do for stage 5 of the lesson.

Lesson Aims:
✓ Enable students to skim for gist, scan for detail and read a text intensively to achieve a thorough understanding.
✓ To reinforce the use of present simple for routines and frequency adverbs through seeing them in context.
✓ Extend and practise productive spoken use of vocabulary related to family and daily routines.

1. Follow-on Activities – Materials

✓ In this space, insert any materials you would use: e.g., visual aids, worksheets, what you would write on the board, etc.
✓ If you use images, do not use more than 6. These do not need to be the actual size you would use in the classroom.
✓ If you prefer, you can submit the images in a separate document, but please label them clearly IMAGES FOR FOLLOW-ON.

• Separate document named “Images for follow-on”

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 2. Describe and Justify
✓ Complete all the white parts of the lesson plan template to show the procedure for your TWO follow-on activities.
✓ In the space below the plan, explain why you have selected these TWO activities and why they are appropriate for this lesson with
this class.
Inter-
Aim Timing
action
Teacher Activity Student Activity
To extend and 4 T–C (At the beginning o the class the board would
practise productive have been divided into six spaces and numbered
from 1 – 6.)
spoken use of Instruction: Group yourselves into pairs. One male
vocabulary related to and one female.
family and daily Hand out a worksheet and a cut-out word to each
routines. pair.
Instruction: Match the words written at the
bottom of the page to its picture.
When the worksheet is complete one member
rushes to the teacher with the worksheet and the
other rushes to the board to place the cut-out
word in the space that they think is sequentially
Follow on correct (based on how it occurred in the passage).
Stage The first team to complete this task will receive a
prize. Goodluck!
Followed by a demonstration
8 Pairs Monitor and assist (only if necessary). Picture to Word Matching:
Note any errors and address these after the Each pair will work on the worksheet.
activities are done. Member of a team rushes to teacher with
completed worksheet.
Word Cards:
The other member rushes to the board to
place the cut-out word in its correct space
(based on which word appeared first in the
passage).
3 T-C Praise students for a job well done.
Address any errors that were noted and do
corrections. Set homework.

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 Reasons for selecting these TWO activities and why they are appropriate for this lesson with this class.
(100-150 words)
Picture to word Matching:
• Helps to build an association between a picture and the related word.
Word Cards/Story Sequencing:
• This will assist to see if students are able to understand instructions as well as if they are able to read through the text and
figure out the sequencing of the words and/or phrases.
Overall:
• Pairing the students changes the pace of the activity and ensures that the lesson is centred on them.
• At the end of the lesson, students would have felt a sense of achievement as they reached a team goal.
• By setting the activity as a competition, it produces interest and motivation, thus enabling the student to joyfully complete
the task.

✓ Don't forget to include any references in the bibliography template. See Referencing for requirements.
✓ Convert this template to a PDF when it is completed. Please check the appearance of the PDF is correct before submitting.

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