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Delta lesson plan

Teacher Assignment
Jane LSA 1 Systems
Level of learners Number of learners Lesson date Lesson length
Intermediate 9 (registered) 17.07.2013 60 minutes

Contents (criteria)
1. Aims of the lesson (5b)
2. Analysis of target language / skills (5c)
3. Overview of the group and course (5ai)
4. Timetable fit (5d)
5. Assumptions made (5e)

6. Procedure (5h, 5j)

7. List of lesson materials (with sources) (5i)

8. Comments on individual learners (5aii)

9. Potential problems and solutions (5f, 5g)
10. Commentary (500–750 words) (5k)
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1. Aims of the lesson

Main aim
By the end of this lesson, my students will be better able to react with and show interest in the responses to
previously asked questions in an informal conversation.
Subsidiary aim(s)

Professional aim(s)
During this lesson, I aim to:
 practise my drilling techniques;
 practise using technology with the language presentation;
 practise giving reactive feedback;
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2. Analysis of target language / skills

Target Language MEANING FORM PRONUNCIATIO
(Showing and N
reacting with
interest)
Acknowledgin  Receipt token Resyllabification:
 Oh really? g the report /oh/ + insert oh REally? /orɪli /
has been /really/
received in a  Interjection -
positive way. can be used
 Wow! in
combination
with other
expressions

 That’s…amazing/interesting/great! Reacting with Semi-fixed Adjectives are

 That sounds… interest expression: stressed.
great/fantastic/amazing! That’s… + Lengthening the
That adjective stressed syllable is
sounds… indicative of high
involvement.

→→→ ↑↑↑→
that’s aMAzing!
that’s INteresting!

Intonation is rising.

 Did you? Showing Short questions with Question is

 Have you? interest and the auxiliary the supplied with rising
encouraging the previous speaker has intonation.
 Are you?
other person to used. Auxiliary is
 Were you? expand on what
 Was it? stressed.
they have
already said

DID you?
/ dɪdʒə / - linking

Appropriacy:
The TL presented in this lesson is a mainly informal one, as I will practise it with my students in the context
of a conversation between friends on topics such as: free time activities, past experiences, hobbies etc.
However, the nature of the phrases related to showing interest is one that allows for a change of formality,
depending on the context of the conversation and/or the participants involved. For example, Oh really?,
That’s interesting and short questions can be adapted, with less exaggerated intonation, to more formal
conversational settings (e.g. a conversation with a person you’ve just met at a conference, course, dinner
party etc.). The more neutral phrases for showing interest can include: You don’t say, I can imagine, I know
what you mean, I see, Oh, right..
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3. Overview of the group and course

This group, although consisting of learners with various professional and educational backgrounds and
prospects (7 students are employed, 2 are still at school), is a fairly homogenous lower intermediate one,
which includes eight native Polish speakers and an Italian native speaker. The course is 4 weeks long, 2
hours every day, from Monday to Friday, and it is taught by 7 teachers, two of which are native English
speakers and only one of which shares the main L1. Students have reacted positively to being in contact with
such a variety of English speakers and see it as an opportunity to communicatively improve their abilities in
English. Despite the fact that they are motivated about learning English for different reasons (e.g.
professional development, educational development, personal development etc.), most of them have admitted
to being particularly interested in developing their speaking skills. This is why the students work well, both
in individual and in group activities. Their manner of interaction with each other is open and friendly. They
are quite keen on sharing information and are not reticent towards new and/or experimental tasks. Students
are hard-working and interested in their own progress, seeing English as a necessity for personal and/or
professional success. In terms of learning styles, the group has a nice mix of visual, auditory and
kinaesthetic learners.

4. Timetable fit
This lesson aims to build on previous lessons, which focused on initiating a conversation (e.g. by formulating
a question, enquiry or request) and developing socializing skills. As the course progresses, there will be a
gradual shift from accuracy-centred activities to more fluency-centred activities, with a view to improving
the naturalness of the students’ spoken output (a fact which has already been mentioned by the students
themselves) in a variety of contexts (formal or informal).

5. Assumptions made
Language and skills
Students are familiar with the question -> answer -> question -> answer conversational pattern from previous
lessons (one of which was taught by me: asking getting-to-know-you questions as part of a socializing in
English lesson), but they may be unaware that, kept for too long, this pattern is unnatural in a conversation,
as it leaves the impression that you are interrogating the other person.

Students may have never had to reconstruct a text simply by watching an interaction, so they might find the
task challenging.
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Students may not be familiar with the rising intonation associated with showing interest. I assume it may
sound exaggerated or overdone to most students in this group, as there might be some L1 interference,
especially for the Poles.

Also, reply questions as a form of feedback in conversation occurs less often in Polish that in English, so
students may be unfamiliar with their use for showing interest.

Topics, materials and activities

Conversation based activities and role plays are usually very popular with the students in this group as they
are happy to practise sounding more authentic and natural (a fact which has been reinforced in verbal and
written feedback from the students).

Students will more than likely enjoy drilling activities, as they have done in every lesson so far.

From previously taught and observed lesson, I have noticed that students also interact well with each other
and the general working atmosphere of the group is a positive one, which helps them overcome
embarrassment and/or shyness.
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6. Procedure
Stage and aim Procedure Interaction Timing
Lead-in T <-> Ss
To raise Ss’ interest in the topic of the T plays a clip with the sound off. Ss watch the clip and decide what the two people are S <-> S 19.15 – 19.20
lesson. saying to each other. In pairs, Ss decide what the topic of the conversation is.

To activate content schemata.

To ensure that Ss understand the Open class feedback – The people in the video are discussing things they did at the T <-> Ss
context before focusing on the TL. weekend. T reinforces the fact that it is an informal conversation between friends.
Test 1
To activate formal schemata. T plays the clip again with sound off. Following the order in the table (Appendix 1), Ss T <->Ss 19.20 – 19.30
think about whether the person speaks for a long time or a short time and what they S
might be saying to each other. T reinforces that Ss can use their own ideas.

To assess which areas of the target With a partner, Ss write a script using the table (Appendix 1). S <-> S
language are presenting Ss with T monitors for language points to be addressed in the next stage and collects samples
difficulty of the TL she’s interested in (i.e. phrases for showing interest).
Feedback (T pre-teaches gnome by showing a picture – Appendix 2 - and eliciting the politically T <-> Ss
To give Ss practice in listening for correct word). S 19.30 – 19. 35
specific information. T plays the clip with sound on and Ss compare their script to the actual conversation.
Teach Meaning:
To ensure that Ss produce the TL T draws a table on board (Appendix 3). T elicits categories (Ask a question/Answer a T <-> Ss 19.35-19.50
accurately question/Showing interest + Ask a follow-up question). T elicits/introduces TL related
to showing interest.
T points out to students that they also need to show interest when responding to
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Stage and aim Procedure Interaction Timing

answers to their questions otherwise they may sound as if they are ‘interrogating’ the
other person.

Form T <-> Ss
T highlights the form of the TL through eliciting/presentation.

Pronunciation
T highlights relevant features of pronunciation.
T uses shadow reading technique to drill TL: Ss
T gives Ss the script (Appendix 4). T plays the clip again but this time the Ss talk
along with it in exactly the same way as the speakers, taking on their accents.. T plays
the clip a few times & as the Ss become more confident & accurate, T slowly turns the
volume down so that she can't hear the original, only the students.

Test 2
To allow Ss to react with and show T divides class into pairs. Each student then selects a card with a question on it T <-> Ss 19.50 – 19.55
interest in the responses to previously (Appendix 5). Ss take turns to start a conversation using the question on their cards. S <-> S
asked questions in an informal Following the flow chart on the board they must keep the conversation going, by
conversation. showing interest and asking follow-up questions for 2 minutes.
T demos the activity.
T monitors and collects language samples.

Feedback T provides reactive language focus by using the examples of learner output collected T <-> Ss 19.55-20.00
To check and develop Ss’ ability to during the previous monitoring stage.
produce the TL accurately
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Stage and aim Procedure Interaction Timing

To provide Ss with reactive feedback

to language issues unrelated to the TL,
but which have come up in the
previous activity.
Further practice Repeat Test 2 (with different questions) and Feedback stages above. T <-> Ss 20.00 – 20.10
To provide Ss with further practice S <-> S
with reacting and showing interest in
the responses to previously asked
questions in an informal conversation.

Flexi-stage Ss write down four things they did last weekend. With a partner, they take turns to T <-> Ss
To provide Ss with further practice have a conversation. Ss try to make the conversation as long as possible by showing S <-> S
with the TL. interest and asking follow-up questions.
Feedback on the level of challenge in T gives Ss and teachers a questionnaire (Appendices 6 and 7) to complete for further T <-> Ss 20.00 – 20.15
the lesson analysis as a part of PDA stage 2. S
To get feedback on the level of
challenge in the lesson
To find out if the tasks were
challenging enough.

7. List of lesson materials (with sources)

Appendix 1 – Video blank script (Created by Jane)
Appendix 2 – Photo of a Wroclaw gnome (Picture taken by Jane)
Appendix 3 – Flow chart (Created by Jane)
Appendix 4 – Video scrip (Created by Jane)
Appendix 5 – Question cards (Adapted from 700 Classroom Activities, Popova, M. & Seymour, D. 2005. Macmillan Books for Teachers)
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Appendix 6 – Peer observation task 01

Appendix 7 – Student feedback form 01
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8. Comments on individual learners

Learner(s) Characteristics relevant to the lesson
1. Radoslaw Radek is a lawyer and he needs English for his job. He is a strong student, fluent and
Czajkowki fairly accurate, with solid previous knowledge of the language. He seems to enjoy
drilling stages and building on his conversational activities, so the focus on
pronunciation and conversational skills in this lesson will be beneficial for him.
2. Natalia Natalia and Kamil are the younger students in the group. Nevertheless, they are
Gruntowa and determined to improve their English. Kamil has seemed more confident of late and he
Kamil Zarzycki enjoys challenges and competitions so Test 2 should cater to that trait. Although
initially shy, working in pairs and groups has improved Natalia’s confidence in
expressing herself in English and therefore should react positively to working in
different pairs and groups during today’s lesson.
3. Malgorzata Margret is very communicative, friendly and confident. She works well with all of her
Palka colleagues and is particularly interested in speaking activities. The focus on showing
interest during a conversation will benefit her, as she can be theatrical in role-plays.
However, being put together with Radoslaw, she tends to speak Polish with him.
4. Giuseppe Giuseppe is determined to improve his English, as he will be moving to an English
Pupella speaking country in the near future. Apart from some L1 interference, his speaking is
quite fluent and fairly accurate – he is able to correct his mistakes if prompted. As with
Margret, I think he will benefit from practising the functional language related to
showing interest
5. Dariusz Rzeznik Dariusz enjoys speaking and is very friendly, but his accuracy and pronunciation need
improvement. This is why, he will especially benefit from the focus on pronunciation
and Test 2 stage in today’s lesson. He seems to work well with Kamil, and form a
rather dynamic and interactive pair.
7. Monika Pacia Monika was initially a very quiet student, but what she lacks in fluency, she
compensates in accuracy and a general desire of expressing herself correctly. The last
conversational stage will provide her with opportunity on improving her fluency.
8. Pawel Pawel feels that he is limited in his progress by his lack of practice. There may be
Wyrembak some L1 interference and his pronunciation could use more work. This is why,
pronunciation focused stages in this lesson will prove beneficial for him.
9. Agata Oynda Agata seems to work well with Monika and they share a similar interest in accuracy
over fluency. As with Monika, I think the more fluency focused stages in today’s
lesson will prove beneficial for her improvement.

9. Potential problems and solutions

Language and skills
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Problem Solution
1. Intonation and other pronunciation features may 1. Point out that the useful phrases we worked on
pose a problem to some of the students. There is a today are meant to make a conversation sound more
good deal of theatricality and exaggeration in using natural. Exaggerate intonation, if necessary, in
the TL and that might prove challenging for quieter Teaching stages, monitor closely during activities
students. and offer support and/or encouragement to make
sure that, even if they tone it down, students don’t
sound flat.

2. Students might not use the auxiliary in short 2. Monitor and look out for this problem and address
questions adequately. it in feedback stages.

3. Incidental language that might block the Ss: 3. Pre-teach gnome by showing a picture. Explain
gnome and take up a hobby. that this is the political correct term for this touristic
attraction in Wroclaw, as dwarf refers to ‘little
people’. Take up a hobby is a phrase Ss have
encountered and used in a previous lesson, so during
monitoring, if necessary, give a short explanation
(start doing something as a hobby).
4. In speaking activities, students may avoid the TL 4.I will reinforce the use of the TL in speaking
by using other structures they are more comfortable activities to students. If they use other, acceptable
with. ways of showing interest (minimal responses –
mmmhh, uh-huh), we will address their appropriacy
in feedback stages.

Topics, materials, activities, equipment

Problem Solution
1. If paired, stronger students might not pay attention 1. Avoid pairing them (especially Margret and
to the task on hand. Radek). Break them into different pairs if they are
sitting next to each other.
2. There might be technical issues with displaying 2. Check before to assess the quality of sound and
the clip properly. video. If the sound is not adequate for the shadow
reading technique, other drilling techniques can used
(choral drill, individual drills etc).
3. Some students require clearer instructions (Radek, 3. Use ICQs to ensure everyone knows what to do.
Giuseppe and sometimes Dariusz). Monitor to see if the students are on task.

10. Commentary (500–750 words)

Rationale for lesson aims, content and procedure with reference to:
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a. the learners’ needs and characteristics

Students in this group frequently reinforce the idea (verbally or in written feedback) that speaking and
improving their conversational skills are two areas that they perceive as being very important to the
development of their English. They enjoy interacting with each other and with different teachers, which has
helped build an open and friendly atmosphere for them to practise their English in.

Due to the nature of this intensive one month course, learning how to communicate has been extensively
practised through involving the students in simulations of conversational talks, either transactional or
interactional. As the course progresses though, the shift from accuracy centred activities to more fluency
centred activities has become apparent.

With this in mind, I have tried to develop and adapt activities that would prompt the students not only to use
the language more accurately, but also more naturally. The lesson taught today focuses on looking at the
question-answer-question-answer conversational pattern and making it more authentic in the context of an
informal conversation by practising with students how to show interest in a person’s answers, thus
converting the initial pattern into a question-answer-show interest – follow-up question pattern.

The lesson shape I chose to present the TL in (test-teach-test) aims to help me react to what the students
already know how to do and work on the areas that might present them with difficulties. In order to create a
friendly atmosphere and reduce any embarrassment shier students might feel I have chosen to use a
personalized video to raise students’ interest. Subsequent activities are all meant to help me diagnose
lingering issues and react in such a way as to provide the maximum support so that the students’ English skill
gets better (this is why feedback stages will focus on issues related to the TL and also on other language
problems students experienced; it is often the case with this group that they are keen on assimilating as much
information as they can, simply because they want to be both accurate and fluent when they speak). Tasks
have also been designed with an element of challenge in mind, as these students enjoy competitive, well-
timed activities.
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b. your reading and research for the background essay.

One point that I discussed in my essay and that has inspired this lesson relates to the fact that, in the
classroom, we often tend to respond to the quality of the each other’s utterances (how accurately we speak or
how quick we are to formulate our contributions), but mostly it is teachers that tend to respond to the content
of what has been said (either because we want our students to feel that their opinions are valid or heard, or
because we are genuinely interested in what the students come up with). This is an ability that should be
transferred onto our students (e.g. that of initiating and following up on a question by showing interest), if
our goal is to make the conversations they engage in more natural and authentic.

That is why the first part of today’s lesson focuses on how people look and feel when they are interacting
with each other informally in English. Granted, feedback in conversations is culturally, contextually and
gender specific. However, I believe that teaching our students how to be active listeners can be an interesting
way of developing their fluency, their confidence and their motivation (as they will more than likely perceive
such activities as the one we engaged in today as helping them to sound ‘more English’).

One final rationale that has determined me to create this lesson is that providing feedback in a conversation
helps to establish, confirm and consolidate relationships with another person. More than that, absence of
feedback – culturally, contextually, gender specific or not - can ultimately contribute to a break down in
communication, a situation which may not seem all that apparent in the classroom, where the teacher can
always provide support, but that can occur in real life talk.

Commentary word count: 650 words.