Yustika's TEFL Portfolio: Lesson Plan 2 EFA 10/14/2014

English For All – CLASS NAME: BEGINNER

DATE: 10/14/2014

Teacher: Yustika

Lesson Objectives	Ss will be able to understand the use of object pronouns. Ss will be able to use imperative sentences. Ss will be able to use the expression ‘Would you like….? ‘ for offer/invitation. Ss will be able to understand the listening passage and get some specific information from the listening passage. Ss will be able to learn to sound natural when asking questions.
Materials	Chalkboard(s), PowerPoint, projector, screen, listening handout Interchange Book p.25, grammar worksheets, audio.
Procedure	No Preparation/Warm up -erase boards -turn on the lights -arrange desks in a semi-circle -put date on the board ---- 1. Review of Imperative and Object Pronouns (Time allotted: 10 mins) Objective: Ss will have a better understanding of material from last class, and Ss who were absent will have a chance to catch up. Ss will also be able to cross check their answers of the homework from the previous class. Activity: T will show the PPT of the previous meeting containing some example sentences and highlight the subject pronouns and object pronouns. Then, T will show some examples of the imperative. T then will discuss the answers of the homework from the previous class. Evaluation: Ts will be able to evaluate whether the Ss have already understood the use of object pronouns and imperative sentences and whether they are able to use their correct grammatical forms. TRANSITION: “Today, we are going to learn offer/invitation, using ‘Would you like..?” 2. Would You Like ...? (Time allotted: 25 mins) Objective: Ss will be able to use the expression ‘Would You Like…?’ and learn its use with noun phrases and infinitives. Pre: T will explain the use of ‘Would you like….?’ to the Ss. First, T will show some example sentences using auxiliary verb Do, such as ‘Do you want some coffee?’ or ‘Do you want to go to the theater?’. T then will show that these questions have the same basic meaning with ‘Would you like some coffee?’ and ‘Would you like to go to the theater?’ respectively. T will use gestures or role play to reinforce the meaning of these expressions. Next, T will explain the grammatical form following ‘Would you like….?’ and some response answers (acceptance and rejection) to it in the PPT. The first slide of the PPT will show the use of ‘Would you like……?’ with noun phrases while the second slide will show the one with infinitive. The last slide will present various possible answers to accept or reject the offer/invitation. While: T will distribute the worksheet to the Ss. Ss have to make a complete sentence using the expression ‘Would you like….?’. The worksheet will contain the guideline for every question about what kind of things they should offer/invite. Prior to the activity, T will set up a model answer and explain the meaning of the word offer and invite. Post: T will make the Ss into pair. T will assign some questions from the worksheet, the ones using ‘would you like +infinitive’ to each pair and ask them to make their own dialogue using that expression. T will write the dialogue framework on the blackboard to help them make a dialogue. T will ask each group to present their dialogue to the class one by one. Ss take turn to do the activity. Note: T sets up a model for this activity. A: __(question in the worksheet → refer to questions 3, 4, 5)__ B: Thanks, I’d love to. when will we go? A: we will go at____________ B: Okay, see you there. A: See you. Objective: T will be able to assess the Ss understanding of the use of ‘Would you like to’ and whether they are able to use them in the correct grammatical forms. TRANSITION: “After we learn how to use ‘Would you like…?’, now we are going to listen to a conversation using that expression.” 3. Listening: An Invitation (Time allotted: 25 mins) Objective: Ss will be able listen to the use of ‘Would you like to’ in context. Pre: T will distribute the listening handout. T will read the dialogue once. T will also explain the situation happens in the text and explain some difficult vocabulary. T will also highlight the parts of offer, response, and time in the dialogue (to remind the Ss about the things they’ve done in the previous activity and re-cross check their answers (Post Test of ‘Would you like..?’). T will play the audio. T will play the audio per part and ask the Ss to repeat. While: T will write some questions related to the dialogue on the blackboard. Ss have to come up and write the complete answers on the blackboard. Ss can do this activity collaboratively until they get the correct answers and write them in complete sentences. Note: T can review the basic form of how to make a complete sentence prior to this activity. Where do Dave and Susan go? What time does the soccer game start? Does Susan want to have dinner with Dave? Where do Dave and Susan meet? Post: T will divide the Ss into two groups, male and females. The male groups will do the Dave’s part of the dialogue while the female groups will do the Susan’s part of the dialogue. Evaluation: T will be able to assess Ss’s understanding of the dialogue through the question and answer activity. T will also be able to assess Ss’ pronunciation through the dialogue role play. TRANSITION: “Good. Now, let’s learn how to sound when asking a question. Anyone can give me examples of question from the listening text?” 4. Intonation in Questions (Raising vs Falling Intonation) (Time allotted: 10 mins) Objective: Students will be able to notice and use intonation in questions. Pre: T will write an example of yes/no question and wh question in a blackboard and pronounce them. T then ask Ss whether they notice any difference when the T pronouncing those two sentences. T will use voice and gestures to demonstrate intonation. T will also draw the intonation on the board above an example question (e.g. a line that goes up at the end). While: T will play the audio program. After each question, ask: “Is the voice going up or down?”. Repeat the audio twice or if needed before asking a question. Post: T will show the transcript of the audio in the PPT. Play the audio recording again. Ss repeat the questions. Ask different Ss to read the questions and check their intonation. Evaluation: Ts will be able to assess the Ss’ recognition of intonation in questions through the listening activity and be able to assess their ability in producing the right intonation when asking questions. TRANSITION: “Before we end our class today, let’s do some quick review.” 5. Wrap Up and Review (time allotted: 10 mins) Objective: Ss will be able to retain the information they have learned in class better. Activity: Ts will quickly review material from class with students.
Assessment	The review session will evaluate whether the Ss have already understood the use of object pronouns and imperative sentences and whether the are able to use them in a complete sentence. In ‘Would you like….?’ activity, T will be able to assess the Ss understanding of the use of ‘Would you like to’ and whether they are able to use them in the correct grammatical forms. The listening activity will assess Ss’s understanding of the dialogue through the question and answer activity. T will also be able to assess Ss’ pronunciation through the dialogue role play. In ‘Intonation in Questions’ activity, T will be able to assess the Ss’ recognition of intonation in questions through the listening activity and be able to assess their ability in producing the right intonation when asking questions.
Anticipated Problems	Some problems I anticipate in this class include: 1. Some students might not attend the class. Some have already been absent during previous meetings and some others asked for permission of not attending the class. Proposed solution: I will follow the lesson plan as scheduled and send the email of the materials to the Ss. For the pair group activity, if the number is not even, I might make a group of three instead of two. 2. Ss might get difficulty to follow the listening comprehension. So far, most of the Ss could not follow the listening passage. Proposed solution: Ts will read the dialogue and do a role play prior to the listening activity. It is expected that the Ss become more familiar with the listening passage. Besides, Ts will explain some new vocabulary in the listening passage so the Ss can follow the listening activity well. 3. Ss might still get difficulty to write/speak in a complete sentence. Proposed: T will keep encouraging Ss to write/speak in a complete sentence during any activity. T will also set up an example using a complete sentence prior to the activity.