Bucharest Lesson Planner

TYLEC Course 2017

PLEASE
PLEASE ENSURE
ENSURE YOU
YOU READ
READ ALL
ALL ACCOMPANYING
ACCOMPANYING NOTES
NOTES AND
AND
Name: SINZIANA SOCOL
FOLLOW THE INSTRUCTIONS AS APPROPRIATE.
FOLLOW THE INSTRUCTIONS AS APPROPRIATE.
Observation Date: 08.04.2017

LESSON NUMBER (please highlight): Diagnostic 1 2 3 4 Extra ROOM: Aberystwyth TIME: 13:00-14:00

NUMBER OF LEARNERS: 16 AGE RANGE OF LEARNERS: 10-14 LEVEL: LSB1

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CLASS PROFILE:
(Note: Relevant information about the group.)

This is a class of 16 intermediate (B1) lower secondary students, all of which are native Romanian speakers. All of them are existing
students of the British Council some however are new in this class, having been registered here starting this semester: Seline, Bogdan
D., Andrei and Mihnea.

There is a very wide range of ages in this group, students are between 10 and 14 which makes it very challenging for the teacher to
create a connection between all of them and to answer to all their needs and interests. Also this being a Saturday afternoon class, that
starts at 13:00 with a duration of 3h, students only having the opportunity to meet once a week, means that they are tired and can take
more than half an hour to warm up and connect, get involved in class activities etc. However, seeing each other only once a week makes
students eager to talk and share with each other their latest experiences which can be used as an opportunity for the teacher, as long
as the students speak in English.

Most active students are Seline, she is the youngest member of the class but she is extremely motivated, she always raises her hand and
wants to contribute. Bogdan C. is also quite active and volunteers, as well as Mihai. Gabriela, Adina and Miruna I are hard-working
students, although they don’t usually like sharing their ideas in open class activities. Miruna S can seem shy, however she is one of the
strongest students in class and as she becomes more confident during the lesson she becomes more involved and eager to raise her
hand and share her ideas. Aram is also a very smart student but he is rather slow and although his work shows quality, he usually needs
more time than the others to start and to finish a task. That is why it might be a good idea for the teacher to offer him extra support and
to pair him up with diligent students who can motivate the whole group to finish the tasks on time. Denis is easily distracted by other
boys, which might determine the teacher to change pairs and move the students from one group to another in order to help him focus
more on the topics and themes of the lesson, as he is also a very creative and interested student in the subjects discussed in class. Radu
is one of the weaker students in the class, is also quite young but seems interested in the class activities, focusing really hard to
understand and follow instructions, only needing a bit more encouragement and support from the teacher and patience from the
classmates he works with.

Taking all these in consideration, students seem eager to discover each other better and decide how they present themselves in front of
the others, how they construct their identity and the messages they want to send to the whole group, thus being also important for
them, in the context of our last lessons where we talked about reality and illusion, to recognize the fake messages from the real ones, to
listen for specific information and detailed understanding when someone (a person, organization, publication etc.) is telling the truth and
when not and then decide for themselves if and what they want to share with their friends.

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LEARNING OBJECTIVES AND ASSESSMENT CRITERIA
(Note: ‘For Learners to practise present perfect’ IS NOT a suitable learning objective. Please be specific about the skills and language being improved. Include your target language here. Also,
describe how you will know the students have achieved these objectives: what’s your evaluation strategy?)

By the end of the lesson, students will have practiced listening to an interview and several news headlines and articles in the context of
recognizing fake news. They will do this by:
- listening for detailed understanding
- listening for specific information
- listening to different strategies for spotting fake news from real news

New language:
(Note: Include Phonology)

Students may not recognize the following lexical items and in case this affects their understanding of the text, the meaning may need to be checked on the
spot:

Vetted sites
 meaning: carefully examined
 form: adjective (from the verb to vet, receives another –t when becoming adj)
 pronunciation:

take bearing
 meaning: to find out where you are or where you are going ( in the text, used metaphorically)
 form: phrasal verb
 pronunciation:

get a fix
 meaning: to understand something
 form: idiom
 pronunciation:

Revised language:
(Note: Include Phonology)

Students will revise vocabulary related to modern technology, such as reliable sources of information, internet filters, to forward, to post,
web content, typical user, multiple tabs and the conjunctions “as if”, “as though”, “like” that we have learned in our previous lessons.

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CONTEXT:
(Note: Describe the subject or situation around which you will build your lesson.)

The lesson will be built around recognizing fake news from the real ones.

MATERIALS
(Note: List here published materials with page number and worksheets. Remember to attach copies to the plan for the observer!)

 Stuffed ball
 Flipchart (created by the teacher)
 Interview recording (between Kelly McEvers from NPR and Stanford University prof. Sam Wineburg -
http://www.npr.org/templates/transcript/transcript.php?storyId=503052574)
 Worksheets: listen and answer the questions; back to back dictation (created by the teacher)
 News headlines and articles (http://socialnewsdaily.com/55145/the-15-most-ridiculous-hoaxes-spread-through-
social-media/)
 YouTube video (https://www.youtube.com/watch?v=9s-tfjr5Ews)

PERSONAL AIMS: POINTS I WANT TO WORK ON IN MY TEACHING

To make the listening lesson more engaging by lifting the course book (Action point 1)
To focus more on monitoring during individual and group work. (Action point 3)
To have a more student centred lesson.
To try and use movement or a distinct change of task, where possible, to signal stage changes and transitions.

TIMETABLE FIT:
(Note: Describe why you are giving this content at this point in the course. Briefly describe the previous lesson; then, briefly describe the next lesson and what next steps you will take to
consolidate today’s lesson.)

Students have recently been talking about technology, virtual lives, reality and illusions, they have been looking at different ways of
saying that one thing is similar to another and they have been using opinion adjectives to describe famous artworks and symbolic self-
portrait collages. During this freer activity, as well as during the discussions related to virtual games, I have noticed how the way they
see themselves and how they want others to see them has influenced the construction of their own identity. Thus, I consider this an
opportunity for them to practice listening more how reality and the concept of identity can be affected by fake news, information,
images, ads etc. Further on, in the next lesson, students will have the chance to practice how to express themselves and their opinions
without hurting anyone’s feelings by using specific vocabulary related to ways of being tactful and talking about truth and lies.
TASK
APPROPRIAC
Y:

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 Assumptions Task Demands Task Support
Linguistic
Sts. will need to have heard and know The listening for specific information Monitor each pair and encourage
the meaning, form and pronunciation task requires sts to listen for specific students to focus on the words they
of the words and expressions they words their partners are telling them have to fill in not getting distracted by
have to fill in. and to fill in the gaps from their text. other expressions they might not
understand. Support them by
modelling words/expressions you hear
them mispronounce; point out spelling
errors and ask them to double check
it.
Cognitive This task requires students to play Ask sts if they know/remember how to
Students need to know how to play back to back dictation. play back to back dictation, elicit the
back to back dictation. rules from them.

Interactional
Sts need to be able to read and listen
for specific information, they can’t see
the text they are being read so they
have to pay a lot of attention, as there
will be a lot of noise around them.
Involvement
Sts will need to offer support and
repeat each time their partners don’t
understand various words.
Sts are required to work together, first
student B reads his half of the text
while student A fills in his gaps and
then they have to swap.
Students will have to read their texts
to their partners in order for them to
fill in the gaps and also listen to their
partners in order to fill their own gaps.
T offers students 1min to look at their
text and read it silently before actually
starting the exercise and answers any
questions sts might have.
Monitor and encourage students to
help each other.

Physical Students have to move their chairs in Explain carefully what they have to do
Sts might be confused how to position a line, back to back. and help them arrange the chairs.
the chairs.

(Note: This section IS NOT for you to anticipate problems and provide solutions. Describe your assumptions in each category regarding the learners’ existing abilities in each area, based on their
age and level of development, then think about what the key activities or tasks are asking the children to do: what demands will the tasks place on them? You can then scaffold your support more
effectively to set them up for success. One tip is to replace the modal verbs in your sentence from describing possibilities to what is required by task demands: don’t say ‘children might xxx’, but
‘children have to xxx’. It is not necessary to do this for every single task, but focus on which tasks you think will require particular support based on your assumptions; you should, however, have
something in every box to demonstrate your thinking in each area.)

Note: When trying out an Action Point from your Developmental Action Points Log, please make a note of that in the ‘Procedure’ section.

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 STAGE STAGE OBJECTIVE PROCEDURE INTERACTION MATERIALS TIME
& ACTIVITY TYPE
(E.g. stirrer/settler/transition) Learner Activity Teacher Activity
1 Sts enter the classroom, take T arranges chairs in a circle Ts-Ss 3’
Welcomi To get students ready for the off their jackets, put their bags and tables close to the walls
ng sts lesson. on the tables and sit down on of the classroom before the
inside (transition) the chairs. beginning of the lesson.
Listen to the teachers. T invites sts inside the class,
tells them to put their things
on the tables and come sit
down on the chairs, in the
circle.
2 Sts sit on the chairs. T asks sts to think of 3 T-Ss Stuffed ball 7’
Warmer To introduce each other using Listen to the teacher as she words that best describe S-S Register
3/2/1 word(s) that best describe(s) reads the register and answer them while she checks the Pen/pencil
them in order to establish a when they are called. register and gives them a
positive teacher-students They think of 3 words that best few examples.
connection. describe them. T throws the ball
Pass to each other a stuffed (hotpotatoe) form one
ball and tell the teacher and another and asks them for
the class the words they their words. Sts have to
thought of. pass/throw the ball from one
After 1st round they give up to another.
one of the 3 words and say Asks them how they felt
only 2 words. when constructing like this
After the 2nd round they have their identity.
to decide on 1 single word that
best describes them. Get back the ball at the end
Share how it felt to give up of the activity.
those words and to stick to
one/how it influenced the
construction of their identity.

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 STAGE STAGE OBJECTIVE PROCEDURE INTERACTION MATERIALS TIME
& ACTIVITY TYPE
(E.g. stirrer/settler/transition) Learner Activity Teacher Activity
3 Listen to the teacher. -Engage sts by asking them T-Ss Flipchart 5’
Lead-in To set the context for the lesson Talk in pairs. if they have Pairs IWB/video
and engage the sts’ interest. Share their ideas. FB/Twitter/Instagram etc. Plenary projector
accounts and if they are
usually honest about what
they post or share (pictures,
articles etc.)
-Ask sts. if they believe
everything that appears on
their newsfeed and if they
like being tricked or would
like to know how to spot
fake news from real ones.
-Show them the 2nd slide of
the flipchart with the imgur
photo-shopped daisies
(without telling them this
detail) and tell them that it
appeared on your newsfeed.
Ask them if they think the
news is real or fake. Give
sts 2’ to discuss in pairs.
-Check a few answers in
OC.

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 STAGE STAGE OBJECTIVE PROCEDURE INTERACTION MATERIALS TIME
& ACTIVITY TYPE
(E.g. stirrer/settler/transition) Learner Activity Teacher Activity
4 Pre- To activate sts’ prior knowledge In pairs, students predict and -Show sts slide 3 and tell T-S Flipchart 5’
listening and generate ideas on the theme then they share their ideas them they are going to listen S-S
of the lesson. to an interview about a study
done on students their age
on their ability to
differentiate fake from real
news.
-Ask them to predict on the
relation between the daisy
picture and the interview
and the results of the study.
Give them 3’ to discuss in
pairs and check 1-2
predictions in OC.

5 Sts sit on the chairs and listen T puts the recording. Indiv Recording 4’ 14”
Listen To give sts practice in listening for to the recording checking their
for gist gist predictions.

To give sts confidence in their

answers

6 Listen to the teacher and do as T asks sts to take out a book T - Ss Recording 2’
Transitio To prepare sts for the following instructed or something they can lean Worksheet
n for the task their worksheets on. Flipchart
listening T tells sts they are going to
for receive a worksheet with
detailed questions on the interview
understa they heard they have to
nding answer to and that they will
task listen to the interview again.
T hands out the worksheets.

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 STAGE STAGE OBJECTIVE PROCEDURE INTERACTION MATERIALS TIME
& ACTIVITY TYPE
(E.g. stirrer/settler/transition) Learner Activity Teacher Activity
7 Sts listen and answer the Show flipchart with qs and Indiv Flipchart 10’
Listenin To give sts practice in listening for questions. turns on the recording.
g for detailed understanding and After listening sts check
detailed confidence in their answers together their answers and do
understa OCFB
nding
8 Listen to the teacher and do as Tell sts to take their chairs T-Ss 3’
Transitio To prepare sts for the following instructed and put them in a line back S-S
n task to back. Explain the
following task

9 To give sts practice in listening for Do the task Give sts the worksheets. S-S Worksheet 10’
Listenin specific information Give them instructions and
g for offer them support in the
specific activity
informati
on
Extension To continue practising listening Listen to the T read the T reads the headlines and T-Ss Flipchart 5’
task and/or headlines and decide whether shows sts the correct Ss-Ss
Flexi-stage* they are real or fake. answers

*Note: Please make sure that you include, at minimum, one extension task for fast finishers that can be used throughout the lesson, or state how your stages
can be adapted flexibly at particular points in the lesson.

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