Designing
a twenty-hour course
by Scott Shelton
- 4
Appendix B - the course timetable
| Wednesday Lesson 1 1.5 hours |
Monday |
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 |
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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 |
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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 |
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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. |
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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 |
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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 |
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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 |
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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. |
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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 |
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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 |
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| -
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 |
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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 |
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§ 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) |