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Designing a twenty-hour course
by Scott Shelton

- 4

Appendix B - the course timetable

Wednesday
Lesson 1
1.5 hours

Monday
Lesson 2
1.5 hours

Wednesday
Lesson 3
1.5 hours
Monday
Lesson 4
1.5 hours
-Theme: Socializing
- Skill: Writing
- Sub skill: writing a formal report
- Exam prep. Pt. 1
- Task 1: Read report extract summarize paragraph aims
- Identify word/phrases which introduce subject, opinions, and linking devices
- Task 2: Analyze 3 texts and decide on a theme, purpose and target reader for report
- Selecting ideas/ planning an answer
- Linking information from given texts to support position in report
- Decide on conclusions and recommendations
- Homework: writing a report
- Introduction to new unit theme: Culture and Entertainment
- Skill: Reading
- (Multiple matching)
- Sub-skills: Skimming and scanning exam techniques
- Exam prep. Reading pt.1/4
- Task: matching appropriate items from a text to answer specific questions
- System: Vocabulary finding synonyms to match words in text
- Vocabulary task:
- Based on order of descriptive adjectives
- Skill: Speaking: Description of favorite articles at home
- Homework: Proofreading
- correction of descriptive text
- Theme: films
- System: Vocabulary: categorizing adjectives (Positive/negative)
- Skill: Listening:
- Sub skills: Noticing and recording language useful for speaking/writing about films (adjective noun collocations)
- Task: listen to recorded discussion on a film for gist then listen again for adj./noun collocations and record on work sheet
- Task: guided search in transcript for more related vocabulary and collocations
- System: discourse: transferring register from informal spoken to formal written
- Task: transferring selected expressions from transcript to formal written language
- Skill: interactional Speaking
- discussion on recent films seen
- Homework: English in Use Pt.1 Vocabulary Cloze multiple cho
- Theme: films
- Skill: writing
- Sub skill: writing a formal film review
- Task: Identify adverbs used to strengthen adj. of opinion and description in text
- Identifying Positive and negative points in given text
- System: Vocabulary
- Working with adverbs to intensify adjectives
- to strengthen introducing information and opinions (used in reviews)
- Preparing to write:
- Brainstorming ideas/planning an answer
- Pairs walk each other through plan. Comment and improve
- Homework: write formal review of film or play
- Additional outside reading: newspaper article linked to upcoming video based lesson
Wednesday
Lesson 5
1.5 hours
Monday
Lesson 6
1.5 hours
Wednesday
Lesson 7
1.5 hours
Monday
Lesson 8
1.5 hours
- Theme: Cultural entertainment
- Skill: interactional speaking practice
- Summary and feedback on outside reading
- Systems: Grammar and Vocabulary
- Exam prep. Eng. In use pt. 1-4
- Skill: Listening
- S's listen to video to check answers
- Task: S's do open cloze testing both vocabulary and grammar based on reading theme then check with video for answers
- System: spelling and punctuation Editing/error correction based on video
- System: Vocabulary Multiple choice vocabulary gap fill based on outside reading
- Homework: create own multiple choice gap fill using words which were not answers for the text.
- Theme: Festivals
- Skill: Speaking
- Sub skill: Exam practice using transactional language.
- Practice in Speaking paper part 2 where students take "long turn"
- Task:
- Describing a set of photographs in detail to put them in same order. Pair work
- Theme: lifestyles and people
- Task: S's engage in "long turn" describing and commenting on visual prompts
- Sub skills Describing, hypothesizing and commenting
- System: transactional discourse
- Sub skills:
- Turn taking
- Holding the floor
- Skill: Listening
- Sub skill: prediction, note taking/
- completing a table
- Exam preparation for part 1/2 of listening section
- Theme:
- System: Vocabulary
- Word building
- Practice for English in Use; part 4
- Raising awareness of word class,
- Affixes
- (prefixes/suffixes)
- Skill: Reading
- Sub skill: reading for gist
- Students read internet article at home and in class talk about what they remember
- Reacting to text
- Students read news article and pairs work through related wksheet dealing with affixes
- Pairs do worksheet related to word-stress and affixes
- Sub skill: hypothesizing about how words are pronounced
- From authentic text S's complete gap fill by forming appropriate word from prompts
- Students write questions related to theme and discuss in groups
- Theme: Lifestyles
- Skill speaking (transactional and interactional)
- Practice for speaking parts two and three.
- Students brainstorm all they know and want to know about the speaking test.
- S's do gap fill multiple choice cloze adapted from handbook info.
- S's read more info. Related to speaking paper.
- In groups S's practice mock style with teacher as interlocutor.
- Feedback and ideas how to improve
- English in Use exam training part six; gapped text with emphasis on cohesion and coherence.
- Theme: Japanese Noh theatre
- T. walks S's through clues related to cohesive links.
- S's work in pairs to finish task
- Home work: similar task with commentary and answers included.
Wednesday
Lesson 9
1.5 hours
Monday
Lesson10
1.5 hrs
Wednesday
Lesson 11
1.5 hrs.
Monday
Lesson 12
1.5 hrs
- Mock exam part 1
- Paper to be tested:
- English in Use
- Part 1: Multiple choice cloze
- Emphasis on Lexis
- S's read gapped text, choose correct word from four choices
- Part 2: Open cloze emphasis on structure words
- S's read gapped text, supply one word only to complete the text
- Part 3: Error correction
- Emphasis on proofreading spelling and punctuation errors
- S's read through text, identify line, which contains an error, show the correction in space provided.
- Paper 4: Open cloze register transfer
- Emphasis from formal to informal
- S's read teacher's comments on student project; use information to complete gaps in informal letter from the student herself.
- Paper 5: Cloze gap fill based on word formation
- Emphasis on morphology S's read text, form word from root to complete text.
- Homework: Timed writing S's choose from 5 task types (2 letters, article, competition entry, or report) Write 250 words in approx.1hr
- Mock exam part 2
- Paper to be tested: Reading and Listening
- Part 1 (reading)
- Multiple matching task Main focus: Understanding specific information
- S's skim text, answer questions based on information in text.
- Part 2: Gapped text
- Main focus: Text structure
- S's re-construct text that has had it's paragraphs jumbled
- Part 3: Multiple choice. Main focus: understanding detail, opinion/attitude.
- S's read text and choose from 4 possible answers
- Listening paper 4
- Part 1: Note taking task based on listening to short monologue, students hear twice
- Main focus: understanding specific information
- Part 2: Note taking task based on monologue students hear only once.
- Main focus: Understanding specific information
- Part 4: Multiple matching. S's hear 5 extracts twice, select answer from 8 options.
- Main focus: Identifying speakers, topics, interpreting context, recognizing function and attitude.
- Exam feedback
- Whole class feedback on Reading proceeded by pairs working together to compare results and justify choices or be swayed by classmate.
- Pairs work through worksheet with dictionaries designed to guide them through some of the anticipated problem areas in the multiple choice part 1 of English in Use, focusing on Lexis and common problem pairs
- S's work through copy of transcript of Listening and check answers in pairs underlining relevant parts
- Teacher-student interview to discuss mock results, recent needs analysis and general counseling
- New Unit theme: The world of work
- Skills: Reading§ Matching text to pictures depicting professions
- Sub skill: identifying co-textual clues
- System: vocabulary
- Task: S's search text for synonymous words matching ones given
- Skill: speaking/reading
- From text prompt
- S's discuss views on theme of text
- System: discourse (transactional/
- interactional language skills)
- Focus on turn taking skills and ability to explain, summarize and develop a discussion
- Exam prep. For part 2/4 of speaking paper
- Pairs compare/contrast photographs
- Develop discussion from visual prompts
- Skill: Listening
- Task: Sentence gap completion from monologue
Wednesday
Lesson 13
1.5 hours
Monday
Lesson 14
1.5 hours
Wednesday
Lesson 15
1.5 hours
    
- Theme: The real world/work
- System: spelling and punctuation
- Skill: proofreading/editing
- Exam prep. Eng. In use part 3
- From paragraph on how to become a careers officer S's identify and correct errors in spelling and punctuation
- System: Vocabulary
- Focus on homophones
- Skill: Reading
- Pre-reading discussion based on visual prompts and given adjectives
- Exam practice in paper 1 part 2
- Sub skill: Skim reading
- System focus: cohesion(linking relationships between paragraphs)
- Task: Restructure text cut up into separate paragraphs by identifying words that refer to links between paragraphs
- System: Vocabulary
- Focus on phrasal verbs used in text.
- Task: inferring meaning from contextual clues
- Theme: Jobs/taking time out
- Skill: Speaking
- Discussion on how S's would spend time if didn't have to work/study.
- Sub skill: expressing/justifying opinions
- System: grammar/vocabulary§ Task: supply missing words in article with one word only
- Re-read and identify synonymous words and phrases matching ones given.
- Wishes/regrets
- Task related to article
- S's find examples of wishes and regrets implied by writer
- Skill: Speaking
- S's recount wishes/regrets from written prompts
- § Theme: working abroad
- Skill: interactional speaking practice
- S's discuss hypothetical situation based on working/travelling abroad
- Skill: listening
- Sub skill: listening for gist
- S's hear monologue of someone who took a year off. S's decide if time was successfully spent
- Skill: Writing
- Sub skill: Register transfer
- Task 1: Read various ads for work abroad, summarize info. And id. More info. They would like to know about jobs
- Task 2: From ads and letter from friend prompts S's plan response to letter and suggest substitutions of language used for formal register
- Write one formal letter to org. asking for more information(transactional letter)
- And an informal response to friend describing action (interactional)

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