A Plan

So I could do the “right” thing and write this on a little form with lots of boxes and be all squeaky clean, but writing it on a blogis much more fun, reflective and interesting.

Tonight, then the plan is roughly as follows:

  1. Warmer (until all learners arrive – dictionary race using picture dictionaries – check meaning of some key words from last lesson)
  2. share learning outcomes (in learner friendly language):
  • identify the correct verb-noun collocations for morning routines (or rather: use words to describe what I do every morning)
  • say two sentences about what I do every morning using correct SVO word order and appropriate pronunciation (or rather: say two things or more about what I do in the morning)
  • be able to write at least two sentences to describe what I do in the morning using present simple and appropriate time phrases.  (or rather: write sentences about what I do every morning)
  • (possibly) type these up ready on PPT slide to show later. (probably not shared).
  1. Individuals check ILP targets against the LOs for the session, see what might achieve / cover
  2. Show outline of the “Profile poster” we are going to produce – explain sections and discuss ideas about content.
  3. focus on “routines” bit. What might we write here? (this is where the lesson could go off on a great, productive course which could be more interesting than what follows…)
  4. using picture prompts, ss work in pairs to sequence activities according to what they do (e.g. wake up, have a shower, etc.) Hopefully some discussion here about differences in individual routines. where necessary / possible encourage ss to identify correct language & write where appropriate / able (i.e. possibly not for complete beginners).
  5. then match the “noun” half of the collocations to each picture.
  6. Then differentiated activities – some ss write phrases, some match the verb collocations. (Yes, I do know who, but I’m not putting that stuff here.), ultimately leading to all ss identifying the correct verb-noun collocations for morning routines.
  7. Practice: range of ideas: charades to identify activity, demo’d by teacher, then done either in small groups of 4 or as a whole class (depends on numbers)
  8.  check back to LOs – what have we done so far? So what do you think we will do next? (may not ask this question…)
  9. Looking at “notes” printout of the slides, ss write / copy the appropriate collocation. one or two learners stick the appropriate vocab onto the paper, rather than copy, or just let them do a few, rather than all. Peer checking and feedback from teacher, focussing on accuracy of spelling and of collocations
  10. Then using the collocations, discuss in pairs when they usually do things: demo and elicit the appropriate time phrase (I…. at …. ). If any learners want / need to try a co-ordinating clause, then support and encourage (Most days I … at …, but on Saturday, I … at …)
  11. Then writing time: all learners write at least three sentences describing different activities based on discussion.
  12. Log into PCs (if time) and get ss to write in box on PPT slide. (download from VLE). If not, use this as recap for next class.
  13. Final review of LOs, review ILPs – what achieved?
  14. Final plenary checking vocab and spelling using PPT slides again.
  15. (A possible extension/variation: ss write questions and do simple class survey “When do you…?”)
  16. (another possible extension: what about other times of the day?)

This is the powerpoint:

http://www.slideshare.net/samshep/morning-routines

A couple of personal action research points for me here –  I will be really really explicitly ramming home the learning outcomes at several points in the lesson, and really really link them to ILP targets: both processes I am usually a lot less explicit about, and not convinced that these have value, so I want to see how it goes. I fully expect it not to work – not because of any disbelief in the process, but simply because they may not have done this before, and neither have I, in quite such an achingly obvious way, and so part of the process of developing practice is to be ready for it not be effective then to think about why it wasn’t and adjusting it to try again. And also, just lack of familiarity will be an issue here for the learners as well as me.

I’ll let you know how I get on….

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