Lesson Plan

Jing and Sherry

Class: PEDAL Level 2 Class 8 Topic: Best Day of My Life DATE: 10/14/2022
Lesson Objectives:
1. SWBAT give examples of life events that they think made a day the best day in their lives in group discussion and oral presentation.
2. SWBAT use past tense and past progressive to describe past life events in group discussion and whole class sharing.
3. SWBAT argue whether the best day in their lives were in the past or are still coming.

Strand Activity Stages Key Resources/ Technology Time

language
forms/ Materials
functions

Introduction Introduction Google Slides Zoom 5 min

● Ts greet and welcome Ss; Ts encourage Ss to greet each other N/A PEDAL
● T restates the recording policy Level 2 Class
● T asks Ss to guess the topic of today’s class based on a picture 8
● T introduces today’s topic: Best Day of My Life
● T goes over the agenda

Warm Up & Warm Up Slides; Zoom 15

Fluency min
development Think and Talk! Chat
Pre-stage
● T asks Ss two lead-in questions
○ What is the best gift you have ever given or received?
○ What is the story behind it?
During-stage
 ● T organizes a whole-class sharing session
● T invites Ss volunteers to share orally
○ Ss are also welcome to use chat
● T responds to Ss’ sharing
○ T asks for more details (elicits more oral production
from Ss)
○ T expands the topic if necessary
○ T gives (corrective) feedback: recasts may be preferred
given the nature of fluency development
○ T chooses specific language forms/functions from Ss’
responses and make the forms/functions learnable for
all Ss
Post-stage
● T summarizes Ss’ responses
● T acknowledges Ss’ contributions
● T transitions from talking about best gifts to teaching &
learning new vocabs about life events that can make a day the
best day of one’s life

Life Events Vocabulary: Slides; 20

Pre-stage vocabs for min
Meaning ● T introduces vocabs (adjectives) for describing the best day Visuals
focused input describing the
with visuals best day:
○ significant significant,
○ memorable memorable,
○ life-changing life-changing,
○ a turning point a turning
During-stage point
● T transitions to teaching & learning of vocabs of life events by
asking a question
○ What things can make a day the best day?
vocabs of life
● T teaches the new vocab
events:
 ○ T shows visuals to prompt Ss before presenting the first love/first
new vocab date; love of
○ T contextualizes the new vocab by embedding them in one’s life; tie
phrases and sentences the knot; walk
■ All the sentences in this part used target down the
language forms/functions: past tense and past aisle; give
progressive birth to…;
○ T connects Ss’ existing knowledge with new deliver a
knowledge (e.g. introducing another way of saying…) baby;
○ T provides extra knowledge related to the new vocabs silver/golden/
diamond
■ different names for wedding anniversaries
anniversary;
■ the chinese idiom “永结同心”
offer/acceptan
○ T makes the learning of new vocab interactive by
ce letter;
constantly asking Ss questions related to the new vocab
graduation
(question related to their lives)
ceremony/co
● T gives a quiz to check if Ss learn the new vocab (find evidence
mmencement;
of learning)
land a job;
Post-stage
first
● T summarizes the part
money/dollar;
● T gives credits to Ss’ hard work
driver’s
● T transitions to the next task
license; drive
alone; move
out of family
home/parents’
house/ get
divorced
with/ break
up with…/
toxic/unhealth
y relationship

Language-focu Past Progressive learning and Practice Slides; 12

sed learning Pre-stage I was doing… min
 ● T shows Ss phrases in simple past tense He/She/It was
○ T guides Ss’ thinking by letting them pay attention to doing…
the verb forms They were
○ T summarizes: simple past tense and meaning doing…
○ T and Ss go over the original verb forms together
(see slides/
● T shows Ss sentences in present progressive language
○ T guides Ss’ thinking by letting them pay attention to toolkit)
the verb forms
○ T summarizes: present progressive tense and meaning
○ T goes over these two learned tenses using a timeline

During-stage (past progressive learning)

● T shows sample sentences in past progressive
● Ss tell if these actions happened in the past, now, or future
● T responds based on Ss’ answers and introduce them the new
grammar tense: past progressive
● T shows Ss the form, meaning, and use of past progressive with
a timeline
● After the grammar teaching, T leads Ss in going over several
sentences with given verbs

Post-stage
● T acknowledges Ss’ hard work and praise Ss
● T transitions to next task

Meaning-focus Listening Comprehension simple past slide chatbox 8 min

ed output Pre-stage tense; past
● T gives instruction about the listening activity progressive;
vocabulary
During-Stage and phrases
● T reads the listening material for the first time about life
● Ss take note while listening events
● Ss answer two T/F questions and three short response questions
● T read the material for a second time
● Ss check their answers
 ● T provides corrective feedback on both the language forms and
contents if needed

Post-stage
● T concludes the task and transits to the next part

Fluency Think, Pair and Share! Slides Breakout 25

development Pre-stage rooms min
● T introduces discussion questions:
○ What is the best day in your life? What happened?Why Chat box
do you think the day was the best?
○ Do you celebrate the best day in your life? If so, how?
○ a question for those who finish earlier: Is the best day
in the past or is it coming?
During-stageco
● Ts divides Ss into pairs
○ Ts use the expert-novice pattern (pair up a more
proficient S with a less proficient S)
○ Ts suggest that Ss could take a photo/screenshot of the
discussion Qs
● Ts send Ss into breakout rooms (the number of breakout rooms
depends on the number of Ss present)
○ Ts go into each room and send the questions in chat so
that Ss can see them in the breakout rooms
○ Ts circulate the breakout rooms to monitor progress,
facilitate discussion and provide scaffolding
● Ts welcome Ss back to the main room and start the whole class
sharing session
○ as a class, Ts and Ss go from question one to question
three
○ Ss are invited to share their thoughts for each question
■ Ss can either speak up or type in the chat
■ Ts would monitor chat box
 ○ Ts provide comment and feedback on Ss’ responses
○ Ts put Ss’ responses on the slides real-time, including
the ones in the chat (and rephrase the responses if
necessary)
○ Ts expand the topic if necessary
○ Ts may extract language points from Ss’ responses and
provide extra knowledge/information
Post-stage
● Ts conclude the task
● Ts acknowledge Ss contribution
● Ts move on to wrap-up

Wrap Up Review Exit Ticket Google form 5 min

● T reviews what the Ss have learned and done in today’s class
● T gives praises and encourages Ss to keep grinding
Closing
● Ts remind Ss of next class (time & topic)

Homework: Exit ticket #8

Anticipated Problems & Suggested Solutions:
1. Time may be an issue.
2. We are experimenting with the novice-expert pattern and we are not sure how it might work.
Contingency Plans: If we finish early, Ts would invite Ss to do the Exit Ticket. Ts can also ask Ss what they want to learn for future classes.