Lesson Plan

Jing and Sherry

Class: PEDAL Level 2 Class 15 Topic: What’s in the museum and giving directions DATE: 11/09/2022
Lesson Objectives:
1. SWBAT orally name 3-4 amenities in a museum.
2. SWBAT asks and give directions using learned vocabulary and phrases and information elicited from maps in scenario plays.
3. SWBAT critically evaluate visitor behaviors in group discussions and the whole class sharing session.

Strand Activity Stages Key language Resources/ Technology Time

forms/
functions Materials

Introduction Introduction Google Zoom 5 min

N/A Slides：
● Ts greet and welcome Ss; Ts encourage Ss to greet each other
● T restates the recording policy PEDAL…
● T introduces today’s topic: Things in the museums and
asking/giving directions
● T goes over the agenda

Warm Up & Warm Up N/A Zoom 10

What i…
Meaning-focus min
Video: “What’s a museum?” and discussion questions (00:07-1:27)
ed input
Pre-stage
● T tells Ss that we are going to watch a video and talk about
museum experiences
During-stage
● T plays the video “What’s a museum?”
 ● Ss share their understandings of museums
● T shows Ss two discussion questions:
○ What is the best museum you have ever visited? Why
do you think it is good?
○ Which museum do you want to visit but haven’t got a
chance to do so? What can you see there?
● Ss share their answers and Ts facilitate Ss’ discussions
● T comments on Ss’ responses and expand the topic if
necessary
Post-stage
● T summarizes Ss’ museum experiences
● T transitions to teaching and learning of new vocab related to
amenities in museums and giving directions

“What’s in a museum” and “Asking for & understanding New vocab: Slides 25
directions” min
Language-focu exhibit, with visuals
What’s in a museum exhibition,
sed learning
Pre-stage collection/serie
● T transitions to the teaching & learning of new vocabs s, hall, parking
During-stage lot, parking
● T introduces new vocabs related to museum garage, pay
station,
○ T shows visual aids
information
○ before explaining the vocab, T asks Ss whether they desk, ticket
know what it is in the picture desk, coat
■ If Ss know the vocab, T goes over the vocab check, cloak
quickly and provides related extra information room, lost and
about the vocab found,
○ T contextualizes new vocab by evoking Ss living escalator,
elevator,
experiences
stairway
○ T asks questions that help Ss connect the new vocabs (stairs),
to what they have previously learned museum shop,
 (e.g. Where else can you see a security check?) museum cafe,
souvenir penny
● T makes the process of teaching and learning new vocab machine,
interactive by frequently asking Ss questions or inquiring photo booth.
about their feelings/thoughts/opinions
Post-stage excuse me,
● T makes a transition to the teaching and learning of giving & where
understanding directions is…/where can
i find…/how
○ scenario: you are lost in a museum and find the
can I get
museum map hard to understand to…/I’m
● T introduces the ways to ask for direction looking for
○ excuse me, where is…/where can i find…/how can I
get to…/I’m looking for turn left/make
■ T asks Ss to come up with the ways to ask for a left; turn
directions before showing them the ways right/make a
right, go
○ T teaches how to understand directions
straight, turn
■ T uses visuals around,
■ After teaching the phrases, T asks Ss to do between, next
make sentences according to pictures using to,
the learned phrases
○ T leads Ss in doing exercise

Meaning-focus Practice Giving Directions in Pair Conversations Slides 15

ed output Pre-stage min
Language
● T gives instructions on the task using visuals
Toolkit #15
○ pair work
○ doing conversation
○ filling the blank
During-stage
● T provides Ss with 3 scenarios in the setting of a museum
○ scenario #1: The visitor is asked to check her coat and
umbrella.
 ○ scenario #2: The visitor wants to take a look at the
gem exhibition, but doesn’t know the way.
○ scenario #3: After touring the museum, the visitor
wants to buy some gifts for her friends.
● For each scenario, T pair up Ss and invite pairs to read the
conversations
○ pairs need to read the conversation and
○ fill in the blank while reading
○ the blanks should be filled in with information given
on the side
○ pairs should use the vocab/structures just learned
● For each scenario, T invites more than one pair
○ to elicit oral production of different structures
○ to give every S an opportunity to speak up
■ uninvited Ss can type in the chat
● After finishing both scenarios, Ts lead Ss in reading aloud the
conversations to
○ practice pronunciation
○ build fluency
○ strengthen Ss’ memory of the sentence structures
Post-stage
● T acknowledges Ss’ hard work
● T transitions to the next task

Fluency Discussion and Sharing Slides Breakout 20

development Pre-stage rooms min
● T introduces discussion questions:
Chat box
○ What are some “bad visitor behaviors” in museums?
○ How might these behaviors influence the museum and
other visitors?
○ For those who finish earlier: what can we do to restrict
bad behaviors?
 During-stage
● Ts group Ss randomly
● Ts send Ss into breakout rooms (the actual number of breakout
rooms depends on the number of Ss present)
○ Ts go into each room and send the questions in chat
and make sure that Ss can access it
○ Ts make sure that Ss understand the instructions
○ Ts circulate the rooms
■ listening to Ss talking, providing scaffolding
and (corrective) feedback
● 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
two
○ Ss from each group 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)
Post-stage
● Ts conclude the task
● Ts acknowledge Ss contribution

Wrap Up Review Exit Ticket Google form 5 min

● T reviews what the Ss have learned and done in today’s class #15
● T gives praises and encourages Ss to keep grinding
● T asks if Ss have any questions regarding class content
 Closing
● Ts remind Ss of next class (time & topic)
● Ts express willingness to help Ss if they have any
questions/concerns over the course

Homework: Exit ticket #15

Anticipated Problems & Suggested Solutions:
● corrective feedback in the form of recast may not be taken up by Ss → try to use more explicit types of corrective feedback
● time may be an issue
Contingency Plans: If we finish early, Ts would invite Ss to do an extra activity. The extra activity (after fluency development) can be a Debate:
self-guided museum tours vs. museum staff guided tours