Lesson Plan

Shereen Seoudi

Lesson Plan Theme: Pushing the Limits Date: June 7th, 2011 Time: 9:00 10:30 AM Class: ESL 4/5 Mary Ward LINC & ESL Background: This is a continuation of a lesson taught the day before. The lesson is from an ESL book called North Star Intermediate - Listening & Speaking. The theme of this lesson is pushing the limits as pertains to extreme sports. The first lesson covered an introduction to the theme, vocabulary exercises involving a short reading text, and a listening to the journal of a mountain climber with its related questions. Terminal Objectives: Students will successfully identify a speakers feelings by listening to keywords and manner of speech. Students will successfully use participle adjectives, both past (-ed) and present (-ing).

Enabling Objectives: Students will revise the vocabulary of feelings. Students will learn how to identify key words that might indicate the speakers feelings. Students will learn how to guess feelings from intonation and manner of speech. Students will listen to different excerpts and analyze the manner of speech, then choose the correct feeling to describe each. Students will learn the rules for using participle adjectives. Students will practice the use of participle adjectives through oral and written exercises.

Lesson Plan

Shereen Seoudi

Introduction: Today were going to learn how to predict peoples feelings from the way they speak. In English, as in many other languages, people use different ways of speaking depending on how they feel.

Teaching Point 1: Key words reflecting feelings Just to refresh our memories, tell me what feelings those people who do extreme sports might have. The teacher elicits and writes the feelings on the side of the board. The first step in guessing how a speaker feels is to listen to the key words that he uses to show how he feels. If you feel happy, you definitely wont use words like miserable, depressed and sad!

Activity 1: Objective: Making students aware of words/adjectives that describe/indicate feelings in speech. Microskill: Listening to key words that express feelings. Ill put up on the board several sentences said by different people who had different feelings. Together with a partner, discuss how each person feels and identify the key words they used which indicated their feeling. The teacher puts several short excerpts on the board, and then gives the students 5 minutes to discuss. Taking each excerpt at a time, the teacher asks the students for the feeling they guessed and writes the feeling next to the sentence. Then, she asks what words indicate that feeling and underlines them. The teacher points out how different key words are used to indicate different feelings.

Teaching Point 2: Manner of speech (volume & speed) The second step in guessing how a speaker feels is to listen to the way they speak. This involves the volume and the speed. Volume is how loud or soft they speak (teacher gives an oral example to show volume). Speed is how fast or slow they speak (teacher gives an oral example to show volume). The teacher demonstrates the concept further by telling the students a short scenario and saying a sentence related to that scenario with the correct intonation. She can then tell
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Lesson Plan

Shereen Seoudi

them a different scenario and show them a wrong intonation then correct it, in order for them to feel the difference.

Activity 2: Objective: Making students aware of the manner of speech accompanying different feelings. Microskill: Listening to manner of speech. The teacher tells the students to get into groups and gives each group a scenario and a sentence related to it. In your groups, I want you to discuss how you will say the sentence keeping in mind your volume and speed. A volunteer from each group will come and say their sentence to the class. The teacher reads out the scenario for each group at a time and asks a member of the group to come up and say his sentence using the appropriate manner of speech. Transition: Ok, were still with Jennifer, our mountain climber, lets listen to excerpts from her journal and try to guess how she felt at different stages of her climb.

Activity 3: Listening for feelings Objective: Listening and guessing the feelings of the speaker. Microskill: Listening to key words and intonation. The teacher hands out the activity sheet and reads the instructions for Reacting to the listening - exercise 1 (p24). The teacher explains how the table should be filled out and tells the students that they could do this exercise individually, and then check their answers with a partner. The teacher starts the listening and gives the students 1-2 minutes between each excerpt to think about their answers and discuss in pairs. When all the excerpts are done, the teacher takes up the answers with the whole class and discusses their choices based on the earlier explanation. In case of conflict or uncertainty, the teacher can repeat that particular excerpt.

Lesson Plan

Shereen Seoudi

Transition: Ok, lets look at the words we used to describe Jennifers feelings as well as those used in the sentences on the board.

Teaching Point 3: Past and present participle adjectives The teacher points to the adjectives on the board and tries to elicit the differences between them. Giving hints to the students, the teacher should lead them to realize that some of the adjectives end in (-ed) while others end in (-ing). Through further eliciting the teacher should lead the students to realize that one form is active while the other is passive. The teacher clears the board and splits it vertically into two, one side for each form. Then writes examples of each form and explains further the concept of passive and active. The teacher should emphasize the fact that although these words have endings which are similar to verbs, they are adjectives because they describe a noun.

Activity 4: Filling the blanks with the correct form of the participle Objective: To practice using present and past participles. Microskill: understanding active and passive meanings. The teacher hands out the worksheet and reads the summary table at the top explaining participle adjectives. Then she reads the instructions for exercise 21 and instructs the students to answer the exercise. After 5 minutes the teacher takes up the answers with the class emphasizing the grammar points explained. Transition: Ok, now were going to do another exercise to practice participle adjectives, but this time well do it orally in pairs.

Activity 5: Oral practice of the correct form of the participle Objective: To practice using present and past participles in oral speech. Microskill: understanding active and passive meanings.

Lesson Plan

Shereen Seoudi

The teacher hands out the worksheet and reads the instructions for exercise 22. She models the example with a student and instructs the students to answer the exercise orally in pairs by taking alternate turns.

After 6-7 minutes the teacher takes up the answers with the class emphasizing the grammar points explained.

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