Lesson Plan: Touchstone 4 Unit 12 Lesson C "The best part was..."

English For All – CLASS NAME: Advanced MorningDATE: Tuesday, May 15, 2012Teacher(s): Sarah Dunfee

Lesson Objectives

1. SWBAT listen  for details about Jenn’s summer job in the recorded conversation.2. SWBAT write conversational expressions in the given sentences.3. SWBAT read and match both parts of the  “I don’t know if” sentences.4. SWBAT speak and listen while they discuss something interesting about their jobs with partners.5. SWBAT listen to a conversation about Marina’s job interview and answer questions about specific details.6. SWBAT discuss the conversation questions about an ideal job.

Materials Listening activities fromhttp://lrc.ohio.edu/lrcmedia/LRC%20Media/index.php?dir=English%2FEnglish+For+All%2FTouchstone+4%2F

Procedure

1. Warm-up: Summer jobs (7 mins)Objective: SWBAT speak and share answers about their past summer jobs. Pre-activity : T will ask Ss “Who can tell me what a summer job is?” Ss will answer and T will introduce the activity by stating an anecdote about a summer job that she had when she was a teenager. T will say “When I was 16-18 years old, I worked as a lifeguard at a summer camp. Although it was a really cool job at the time and I loved having it because I got to stay out in the sun all day and get tan and breath fresh air, I would never want to have that job as a profession because it can get really boring standing next to a pool and watching people swim for hours!” Activity: Now, T will ask Ss to think of their own summer jobs that they had when they were younger. T will ask. “What summer jobs did you have? What did you think about that/those jobs? Were they well paying? Is it common for teenagers to have summer jobs in your countries?” *Contextualize with American culture where summer jobs are common for teenagers and college students. Ss will share their answers with the class. Post-Activity: T will ask Ss if they get more enjoyment out of their current jobs or their summer jobs from before. “What are some of the good things that you miss about your summer jobs that you wish you had in your career?”Evaluation: T will know that Ss understand the concept of past summer jobs when they are able to share information about theirs in the past.

TRANSITION: Now that we have learned about your guys’ past summer jobs, let’s hear about the summer job that takes place in the textbook…

2. ACTIVITY TITLE (Time allotted: 20 mins)Objective: SWBAT listen for information about Jenn’s summer job in the content of the recording. SWBAT read and identify examples of introductory noun phrases in the conversation. SWBAT speak Jenn’s conversation in pairs. Pre-activity (5 mins): T will read the instructions aloud for A, “Can you complete the conversation with your own ideas?” T will have the Ss complete their conversation, and then compare their answers in pairs. Ss will check their answers with the class by sharing their conversations aloud in pairs. Activity (7 mins): Ss will close their books and listen to the conversation in the recording. http://lrc.ohio.edu/lrcmedia/LRC%20Media/index.php?dir=English%2FEnglish+For+All%2FTouchstone+4%2F

Ss will listen for and take notes on the following: “What was Jenn’s summer job? How did she like it?”

Ss will listen and write. Afterwards, Ss will compare their answers as a class.Ss will open their books now. T will play the recording again. This time, Ss will listen and read along

and check their answers.http://lrc.ohio.edu/lrcmedia/LRC%20Media/index.php?dir=English%2FEnglish+For+All%2FTouchstone+4%2F

Vocab Q’s? Post-activity (7 mins): T will present the section labeled “Notice.”

T will have Ss read the information in the grey box and the examples. Ss will find examples of these expressions in the conversation. Each S will read one example from the conversation aloud.

Ss will practice the conversation in pairs. They will take turns and switch roles if time allows.Evaluation: T will know that Ss have understood the information they have listened to in Jenn’s summer job recording when they can answer question about the dialogue and identify introductory noun phrases in their conversation.

TRANSITION: Now that we have had some listening practice and identified some intro phrases, let’s practice filling in more conversations!

3. Complete the Conversation (13 mins)Objectives: SWBAT write introductory noun phrases in the conversation. SWBAT listen for expressions that fill in the blanks in Jenn’s conversation. SWBAT speak the conversation with their partner. Pre-activity: T will tell Ss to complete the conversation using the expressions from the Notice box. *More than one answer is possible.

Ss will complete the conversation.Then, Ss will compare their answers with a classmate (but not aloud as a class). Activity: T will tell Ss, “Now listen and notice and write down what Hiro and Jenn actually say.” Ss will write down the expressions actually used in the conversation recording.http://lrc.ohio.edu/lrcmedia/LRC%20Media/index.php?dir=English%2FEnglish+For+All%2FTouchstone+4%2F Post-activity: T will tell Ss, “Notice how often you chose the same expressions as in the recording.” T will ask Ss, “Can anyone give me an example of where they used a different expression than in the recording?” T will take a few answers. Ss will practice the conversation in pairs and take turns speaking each part. *They can either use the scripted lines, or their original ones.Evaluation: T will know that Ss understand introductory phrases when they are able to write their own in the blanks at the beginning of the conversations. T will know that Ss have heard the expressions in Jenn’s conversation when they are able to fill in the blanks with her wording and compare them with their written expressions.

TRANSITION: Now that we have worked hard during the first half of class, let’s take a break!***10 MINUTE BREAK****TRANSITION: Now that we have had a break, let’s jump back into the class!

4. Strategy Plus: “I don’t know if…” (5 mins )Objective: SWBAT read “I don’t know if…” expressions in the conversation and realize their meaning as an intro phrase. Pre-activity: T will present Strategy Plus.

T will tell Ss “’I don’t know if…’ is another expression people use to introduce a statement. It enables speakers to involve the other person in the topic and see if they have any shared experiences knowledge to explore.”

T will have read the left side of Strategy Plus box. Another S will read the example. Activity: T will have Ss look back at the conversation on p. 122 and find examples of “I don’t know if…” Ss will share their answers. Post-activity: T will present In Conversation. T will ask Ss to volunteer to read the

information aloud.Any questions?

Evaluation: T will know that Ss understand the meaning of “I don’t know if…” expression when they are able to use an example of this expression in their original speech.

TRANSITION: Now that we have an understanding of the “I don’t know if…” expression, let’s test our knowledge through practicing!

5. Matching the sentences (7 mins)Objective: SWBAT read and match the beginnings of sentences introduced with “I don’t know if…” to the ends of their sentences. Pre-activity: T will have Ss read the answers for a-f aloud, so they can interpret new vocab words such as “interpreter” (b), resume (d) and start-up loan (e). Activity: Ss will get into pairs and discuss matching the answers. They will then compare their answers to be sure. Post-activity: Ss will check their answers as a class. T will call on volunteers to read the number and matching letter along with the complete sentence aloud.Evaluation: T will know that Ss have answered the questions correctly when their answers match up with the answers in the book.  

TRANSITION: Now that we have done some matching, let’s try it in conversation…

6. Pair work: “I don’t know if…” in conversation (5 mins)Objective: SWBAT speak and apply “I don’t know if…” in a conversation Pre-activity: T will direct Ss in brainstorming interesting things about jobs. T will give the example, “For example, something interesting about teaching is that there is a lot of homework in preparation for a class!” T will write Ss ideas on the board. Activity: T will have Ss read the instructions aloud. T will make sure Ss use the expression “I don’t know if…”, but they can use their own ideas to keep the conversation going. Post-activity: T will call on a group of volunteers to present their conversation to the class.Evaluation:  T will know that Ss have applied “I don’t know if…” expressions in their conversation when T  can hear Ss using them as she walks around the classroom.  

TRANSITION: Great! Now that we have had some group work, let’s move onto listening and speaking! 

7. Listening to Marina’s Job Interview (10 mins)Objective: SWBAT listen for the correct details about Marina’s job interview. Pre-activity: T will read the instructions aloud. T will have Ss volunteer to read the question and possible answers aloud. T will go over new vocab as needed. Activity: T will play the recording. Ss will listen and circle the right answer.http://lrc.ohio.edu/lrcmedia/LRC%20Media/index.php?dir=English%2FEnglish+For+All%2FTouchstone+4%2F Post-activity: T will play the recording again and Ss will check their answers individually. http://lrc.ohio.edu/lrcmedia/LRC%20Media/index.php?dir=English%2FEnglish+For+All%2FTouchstone+4%2F

Ss will go over the answers as a class.T will ask, “Do you think Marina is happy in her job? Why or why not?” Ss will share their answers

and give a reason why.Evaluation: T will know that Ss have correctly heard Marina’s job interview when they are able to

answer questions about it.

TRANSITION: Now that we have had some listening, let’s move onto more speaking practice…

8. Group work (10 mins)Objective: SWBAT speak and discuss their opinions to questions about the workplace. Pre-activity: T will read the instructions aloud. T will call on a volunteer to read the first question and the example answer aloud. T will give her answer to the first Q and state that “I think the ideal job would be a T.V. show host on the Travel Channel, live Anthony Bourdain in No Reservations. Activity: Ss will get into pairs and take turns answering the questions in their pairs. Post-activity: T will take several answers from volunteers who said their answers in pairs.Evaluation: T will know that Ss are able to answer the questions about the workplace when their answers are correct according to the questions provided.  

TRANSITION: Wrap up the class with a conclusion and have each S say one thing and one word that they learned today.

TIME  FILLER (in case class goes quickly):

9. Writing activity (13 mins)Objective: SWBAT write essays about friends whose jobs they admire. Pre-activity: T will present the writing activity to Ss. T will tell Ss that they should write a sort report about someone they know whose  career they admire. T will write on board, “How that person got the job, What he/she does, why he/she is good at it, what the best thing about it is, the worst thing, etc.” T will tell Ss that their essay must be at least 8 sentences long. T will give the example of a peer she met in Miami who is her age who is working for a company in Panama who got the job through his father. She admires that person because they are the same age and is is so much more successful than she is! Activity: Ss will take 5 mins to write their essays. Post-activity: Ss will have a chance to share their essays with the class. T will collect essays afterwards to grade them and hand them back to Ss.Evaluation: T will know that Ss have properly written their essays when there are few errors when she corrects them.

TRANSITION: Now that we have had some essay writing practice as individuals, lets practice writing conversations in pairs!

10. Writing a conversation (10 mins)Objective: SWBAT write a conversation using intro phrases and present their conversation in front of the class. Pre-activity: Ss will look back at the conversations of Hiro and Jenn. T will have Ss work together in pairs to rewrite a conversation using the introductory expressions on page 122 and using the “I don’t know if…” expression from pg. 123. Ss should write at least four lines for each person. Activity: Ss will practice their conversation in pairs. Post-activity: T will elect volunteers to present their conversation in front of the class.Evaluation: T will determine whether Ss are using enough intro expressions during their class presentations and practice between partners.

Assessment

1. T will know that Ss understand details of Jenn’s summer job in the recorded conversation when they can answer Q’s about it.  

2. T will know that Ss understand the expressions used in the given sentences when they are using them as advised by the T.3. T will know that Ss have properly matched both parts of the  “I don’t know if” sentences when their answers match the answers in the book.4. T will know that Ss are having a discussion about something interesting about their jobs with partners when she can hear their discussion while walking around the room.5. T will know that Ss have given correct answers after they listen to a conversation about Marina’s job interview and answer questions about specific details when their answers match the book.6. T will be able to evaluate Ss’ the conversation answers about an ideal job.

Anticipated Problems

1. Ss will become bored with Activity A because they are repeating the listening section of the activity two times, then practicing the conversation again.Solution: Conversation section can be omitted if Ss seem very bored. Time fillers are at the end in case time runs short.2. Staying on time.Solution: Try to be accurate with anticipated times and move onto the next activity when planned.