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Part 2 of the lesson plan to accompany the article 'Information & Communication Technology' by Darron Board

Lesson plan by Darron Board

1: Warm-up
provide “smooth link” from arrival to classroom, both affectively and linguistically
wait for late comers
feedback on homework
take SS to library in case they have forgotten about today’s lesson

5 mins T-SS
1. as students arrive, chat with them in hall way about their week
2. when enough have arrived go to library, continue chat, ask about homework, give out answers, etc.

2: Lead-in
2a: Re-cap on last lesson
review last session’s topic and get them thinking about what they know about historical places

2 mins T-SS
1. focus attention on picture of pyramids at Giza on wall. What is it, how much do they remember about them?

2b: Hangman
see how much learners know about the two places and to get them prepared for the brainstorming session

5 mins SS-SS
1. hangman words on board: Stonehenge and Atlantis
2. ask students if they know anything about the two places, accept any answer (however crazy)

3: Brainstorming activity
3a: Brainstorming
brainstorm class knowledge about the three places
get a sufficient amount of information/questions for the main web-based activity
SS practice question formation with the past tenses
T monitors/helps students with language

10 mins S-S, T-SS
1. choose 3 “better” students on three separate computers and ask them to type either Pyramids, Stonehenge or Atlantis on Word
2. tell other students to go to each computer and tell the “typist” everything they know about the particular monument/place and anything they would like to know i.e. questions
3. students go around doing this, whilst the other 3 type
4. teacher monitors question formation and sentence writing to check on use of past tenses

3b: information collection and activity preparation
produce hard copy of information gathered
prepare class for main activity

5 mins S-S, T-SS
1. show “typists” how to print out their written brainstormed information (i.e. click printer icon)
2. get out a print out of the three documents
3. divide class into 3 groups of 3

4: Web-based activity
4a: Introduction
explain to students the procedure of the main activity
remind them that they have to work quickly and provide actual information for the rest of the class

10 mins T-SS, T-S
1. tell students that they are going to use the WWW to find out if the information they have on the sheet is correct or not
2. provide on board the four sites and tell them to choose one of each type
3. provide information about use of IE if needed (to individual students/group)
4. they also have to investigate the answers to any questions they may have
5. give them a time limit of 20 minutes

4b: Activity
reading, speaking and writing skills practice
autonomy promotion i.e. SS can decide what to read, how much information to take down, etc
writing sub skills of editing and drafting

20 min S-S, T-SS
1. SS use two windows (one for encyclopaedia, one for dictionary) and research information
2. T should carefully monitor for language and technical problems (e.g. switching between windows for different web sites)
3. SS make notes for next activity

5: Post Web Activity
5a: Information collection
give SS a chance to review the information and give them a copy for the feedback/speaking activity

5-7 mins SS-SS
1. SS go over the information they have collected about their historical place
2. The notes are typed on Word and printed out so each member of the group has a copy

5b. Group feedback
provide feedback in small groups
provide freer speaking practice and listening practice
these same groups will next session put together a “slide show” of this information

10 mins S-SS
1. re-group students so that there are 3 groups of 3 students, each one from a different group in the Web-based activity
2. Students take turns to present their findings to one another

6. Learner diaries
provide me with feedback for later reflection with regards to future teaching.

5 mins S
1. Ask learners to complete their diaries, asking them to comment about the class, whether they found it enjoyable, motivating, difficult, if they thought they practised much English, etc.

To Darron's reflections on the lesson

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