Course3_Week2_Lesson3

Look at the objectives you wrote back in Week 2. Imagine how you would present the information
and model for your students for that specific objective. How you would use teacher talk and what
personal stories you could share to help keep things conversational? How you would make your
instruction "sticky" (remember...MUD)? Would you use "teach, model, and question" or "model, infer,
and elaborate"? How could you model for your students? Be as specific as you can. Fill in the
"Instruct and Model" section of the lesson plan template and save it for later. You will submit the
complete lesson plan template later on in this course. In the "My Submission" box, copy and paste
the text of your "Instruct and Model" section to submit for this peer-review assignment. If you need
help, look at the sample lesson plans in this module and ask for help in the discussion boards.

Theme chosen: friendship

Material prepared:
- Sample of a starter’s part 1 of the listening test. One for each student.
- An audio file according to the listening test.
- List of 20 names, each on a strip of paper

Lesson objectives:
- Students will be able to identify a person and read the person’s name by matching a name to a
person who appeared in the picture based on the audio played during the test.

Prior learning: Students are introduced to the Starter’s Pre A1 Listening Test format.

Warm-up and Objective discussion:

The teacher goes out of the class and pretends to knock on the door, step into the class, and
says: My name is …. Then ask one student’s name: What’s your name?
Expected student answer: My name is …
Teacher says to the class: His/her name is …
Keep asking until every student has a turn.

Ask students to raise their hand if they still remember what is required from different parts of
the Starter’s Pre A1 Listening Test. Call on one of the students to recall the previous lesson and
give a clear summary about the listening test if necessary.

Tell the whole class that today, they will be focusing on Part 1 of the test only. Specifically, tell
the students that they will be learning how to pronounce correctly 20 names that will appear in
the Pre A1 Starter Test because they will need to both recognize the names in the written forms
and the spoken form. They are also required to do a mock test on part 1 of the test. To be
exact, they will be required to match a name to the person in the picture based on the
description of each person they will hear from an audio file.
Instruct and Model

Activity 1:

First, the teacher explains to the students that each of them will be given a strip of a name.

Then, the teacher reads aloud the passage below and tells the class to stand up if they hear the
name that they have in the strip.

If there are any students who cannot recognize the name, then the teacher will repeat the
sentence slowly and clearly so that students can recognize the name.

The teacher shows the whole passage with the name bolded and asks students to focus on the
names that appeared in the passage. The teacher asks each student to pronounce the name
that they have on the strip and search for the name on the passage. If the student pronounces
incorrectly, then the teacher will pronounce the name again and ask the student to repeat the
name.

Passage:
There are twenty students in my class. Grace is my best friend. She is sitting next to me. Bill is
the smartest student in my class. He always gets an A for every subject. Sue is the most
beautiful girl in my class. She’s got long blond hair and she is really tall. Kim is really good at
dancing. She goes to a dance club every afternoon after class. Dan is living next to my house.
We always get to school together. Alice and Nick are twins but they are totally different in
characteristics. May is the one with short curly hair. She is really talkative. Alex is her best
friend. They are always together. Pat really likes to eat hamburgers. He always goes to school
with one in his hand. Ben is the monitor in my class. He is a real helper. There are Jill, Mark, and
Sam who like to play computer games. They always discuss the games that they are playing.
Anna can cook really well. She sometimes invites me to her house to eat some food that she
cooks. Hugo likes skateboarding. He learned how to skateboard when he was five. He is
amazing. Lucy, Evan, Matt, and Tom are in a music band. I really want to learn how to play a
musical instrument so that one day I can join the band and perform in front of a lot of people.

Activity 2
Give the students the sample answer of Part 1 of Starter’s Listening Test.
Play the video recording, stop after the sentences that contain the information for the answer,
explain the reason how the answer is done that way.

Guided Practice

The teacher gives each student a worksheet that contains a list of given names and the pictures
of food that each of them like to eat.
The teacher explains to the class that he will tell what each person likes to eat. And the class
will listen and match the name of the person mentioned to their favorite food.
Teacher reads the script below and illustrates illustrate the first name: Grace – chicken.

Grace really likes bread. (demonstrating matching the name Grace to the picture of bread)
Alex likes bananas.
Sam is a big fan of rice.
How about Matt. He really likes ice-cream.
And what about Eva? What does she like to eat? She likes to eat chicken.
The last one is May. She loves lemonade.

Independent Practice

Teacher explains that the class will be completing part 1 of the Starter’s Listening Test. They
need to listen to the audio and match the name with the person in the picture.
Teacher gives each student one worksheet of the test.
Teacher will play the audio file and have student finish the test.

Assessment
The students are given scores based on their performance during the independent practice
session
After the students have completed the independent practice. The teacher might choose to play
the recording again and stop between the sentences that contain information for the answers
and explain the answers.
The teacher can also show the script on the screen so that students can catch up with what’s
being said on the recording.