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Promoting fluency and accuracy through planning, telling, transcribing and noticing
by Scott Shelton
- lesson plan 2

Main aim: Increase fluency through planning and noticing language through transcribing

Sub aim: Provide opportunities for long turns in speaking and intensive listening

Stage/time
Interaction
Procedure
Aims
Warmer
6:35-6:45
Individually/

Pairs

S's think back to how they spent new years'eve 1999-2000 and jot down a few notes-in pairs share information To warm to topic of article to be read -assist in activating background knowledge/script to facilitate reading comprehension
Feedback
6:45-6:50
Class -T T-elicits some plans and asks if they worked out as planned (correct as necessary) To allow time for sharing ideas amongst whole class
Pre-reading
6:50-6:52
T-Class/
individually
Introduce article and pre-reading questions to class Provide reason for reading
While reading
6:52-6:55
Individually S's read article Read for detailed information
Post reading
Feedback
6:55-6:58
Pairs/class-T Check answers to pre-reading questions Establish details of plans for the celebration
Pre-listening
6:58-7:00
Pairs S's read through pre-listening questions and make predictions Prepare for listening establish what to listen for
While Listening
7:00-7:05
Individually S's listen for specific information connected to the news article Listen for specific information
Post listening
7:05-7:10
Pairs/Class-T Pairs compare answers/feedback to T
Why/why not night was a success
Provide opportunity to check understanding
Vocabulary work
7:10-7:20
Pairs Pairs match phrases to people or events they describe and match with definitions

Then check with transcript

Provide opportunity to guess new words from context and promote learner autonomy by providing transcript to check answers
Feedback
7:20-7:25
Pairs Elicit answers & reason
Check understanding

Of new words/phrases

Break         
Pre-listening
730-7:35

Pairs

Individually

Discuss what happened in the cartoon drawing

(thief breaking in and being surprised)

Use a humorous way to personalize plans that don't work out
      Read through pre-listening questions Provide questions to guide listening for gist
While listening
7:35-7:40
Individually Listen to three people describing plans that had to be changed To set the tone for later planning and production work/provide a model

Post listening
7:40-7:45

Pairs/Class-T Pairs compare answers to pre-listening questions Provide time and space to check understanding/feedback and check answers with T
Planning to take a 'long turn'
7:45-7:50
Individually with T support Plan by choosing a topic and choosing questions to guide planning. Take notes and mentally rehearse To allow planning time with teacher support before speaking,/to provide learners with choice to increase motivation
Anecdote telling
7:50-7:55
Pairs Pairs take 2.5 minutes each to tell personal story Provide 'long turn' speaking opportunity
7:55-8:00 Groups of 4 Swap partners and retell same story and record one volunteer telling their story Provide opportunity to develop language and structures/Record versions for later work
Transcribing
8:00-8:10
Groups of 4 Groups swap tapes and transcribe one minute of the other group's volunteer story Provide intensive listening practice and script to work on in next phase
Noticing/re-writing
8:10-8:25
Groups of 4 Groups elect a writer and begin to check the transcript for errors, (note kinds) and re-write (in spoken English) Provide opportunity for intensive reading, noticing language structures and error correction and raise awareness of the kind of mistakes they are making when speaking and how to improve in that area
Feedback
8:25-8:30

Groups of 4 / class-T Groups swap scripts, read and comment/ teacher elicits feedback on exercise Provide S's an opportunity to comment on mistakes and corrections and usefulness of exercise

 

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