Lesson Plan Guideline: in California, One Wednesday

Lesson Plan Guideline: In California, One Wednesday
Name of the Topic: Telephonic Enquiry about a trip to Disney land
Time Duration: 50 minutes

Final Objective Students will learn how to use Most useful Telephoning phrases related to
information , questions and ask related questions.
Additionally to use words related to travel and pronunciation learnt with the
help of dictionary or apps.
Qualifying Objective: Warmer: Ask questions to the students about places visited and experiences of
(5 min) how they initiated the trip.
Play audio (with subtitles) of a telephonic conversation with a travel agent
Context Setting: group coordination, sharing knowledge
Activity: Make teams of two or three and give them a letter to write down as
many as possible words in ‘two minutes’ time.
Follow Up: Time check and appreciation of students with maximum number of
words and also for most unique words written also check errors.
Age: 12 – 14 years (12 students)
Level: Intermediate
Warmer: (5-7 mins) Activity
Students are made to form a group of three students.
The teacher then gives 2 minutes to write down vocabulary related to travel
starting with ‘T’ ‘R’ ‘S’ &‘L’
FOR EXAMPLE ;
T R S L
Trip ride spring break location
Tour rise sightseeing leisure
Ticket raft stopover luggage
Trekker route slither landscape
Temperature roving spend lifestyle
and so on…
Students are then are asked to read out words and share meanings of less
known words written.
Context Setting:
The teacher shows a few pictures and asks students how they would enquire
about what they see in the pictures.
The teacher can ask specific questions to elicit the responses from the students
like What do you think the pictures depict?
….………………………………………………………………………………….
Actual Content or
While speaking
Core Dialogue in the telephone conversation
activity:
Mickey (traveller) to Jerry (travel assistant)
The teacher writes the first two set of dialogues that was heard on the board.
The teacher does a Role Play

T-T, T-S, S-T and finally S-S.
Travel assistant ( Mickey) : Good Morning this is Disneyland, I’m Mickey,

How may I help you?
Person (Jerry) : Hi , This is Jerry. I would like to enquire about a booking to
Disneyland
Mickey : Sure, when would you like to visit and how many along with you?
Jerry: We are six friends who would like to visit Disneyland this weekend.
The teacher then groups students with a handout of the core dialogues
HAND OUT
Travel assistant ( Mickey) : Good Morning this is Disneyland, I’m Mickey,

How may I help you?
Person (Jerry) : Hi , This is Jerry. I would like to enquire about a booking to
Disneyland
Mickey : Sure, when would you like to visit and how many along with you?
Jerry: We are six friends who would like to visit Disneyland this weekend.
Mickey : ok, This is for your information, FASTPASS availability at a physical

FASTPASS service machine will not be available using the Disney MaxPass
feature. FASTPASS selections available through Disney MaxPass are subject to
change without notice.
Jerry: I would like to go for a one day pass on Saturday for six of us.
Mickey; Sure , your lucky , this weekend you can avail tickets for a 10%
discount on and this would cost you 90 $ per ticket.
Would you like a ticket pass to the resort too? We have amazing offers.
Jerry: No thank you ,Is the One day pass valid for rides too? And just in case
we miss the trip due to unforeseen situations, can I use the ticket later?
Mickey; Jerry , you can use this pass within one month of payment and yes!
This ticket includes all theme rides except the special rides.
Jerry : That’s great, please go ahead and confirm our tickets in the name of
Jerry.
Mickey ; Sure Jerry , may I have your contact number and email id? And can
I have your social security number and debit card details for the payment?
This purchase costs 540 $.
Jerry ; My name is Jerry Malcom and my SS # 334 332 8907.
I’m not comfortable making a payment online. Can you suggest me another
mode of payment?
Mickey; Jerry , I can book your temporary tickets for which payment if not
made within 24 hours remains cancelled.
For all further information and guidelines please login to our website
www.disneyland.com .
Jerry ; Thank you ( hangup)
Activity 20 minutes:
….…………………………………………………………………………………..
Now she asks the students for various other queries that can be replaced
instead of the original conversation.
Each student acts as either the Travel assistant or the customer with different
requirements.
It is recorded on their phones for self assessment.
Recapitulation https://www.youtube.com/watch?v=1Jgvdp2qsfk
Follow up activity The students are asked to see the video and speak about how
they would like to spend a day at Disneyland.
The lesson plan is age and level apt. It well planned.

Q2.A group of students have come into the class after the lesson has begun.
Ans.
Firstly, I would reprimand them for coming late, I’ll ask them for reasons, if the reasons are
genuine, would allow students to continue with the class giving appropriate instructions and
guidelines for the lesson.
If the reasons are not genuine I’ll ask them to stand in class at their places and ask them to notice
what is happening and give them instructions on the proceedings of the class.
If the others are involved in a group activity would allot each student to a group and ask their
peers to involve and guide the particular student in his learning process. Will monitor and
facilitate their needs.
Reprimanding is the first sign and learning for others students too, who are in the class, as they
know their teacher is strict with certain aspects, when it comes to discipline as needful habit.
Moreover, if prior intimation was given to the teacher by the students, the class activities
wouldn’t be designed keeping their short absence in mind.
Clearly and unequivocally articulating your policy about lateness in your syllabus and on the first
day of class would always be a good choice. We need to explain our policy in relation to
standards of professionalism that students will need to meet when they enter the work world.
The teacher can introduce tardy cards to counter the problem. You can introduce group
work, collaborative work and element of accountability.
Q 6. You have purposely counted of students to work in random groups of 5, but some
students wants to stay with their friends and don’t want to join with their assigned group.
Ans.
Firstly I would explain the assignment objectives and group expectations to the class up front.
Before assigning groups, once the students know exactly what is expected of them. I then
provide them with specific goals. For example: “By the end of this group project, you will have
to create A, B and C to show or illustrate your knowledge of D.”
I would match the group size according to students’ performance within groups of varying
capabilities. Generally, shorter the tasks require smaller groups, so would assign students
accordingly. A heterogeneous group always works better, there is more collaboration.
Instructing the groups with specific tasks to each member is also required. After the students are
assigned a particular task we need to keep them aware of what they are all responsible for and
how the group’s productivity will be assessed. We need to allow students to generate their own
ways of breaking down the assignment, depending on the level of difficulty of the assignment
and the academic level.
Educational research indicates that grouping in classrooms positively affects learning

outcomes if cooperative learning strategies are appropriately applied. Students also can
discover new talents and hidden skills when taking on unfamiliar roles while working in
groups. Group learning also can free teachers to more adequately meet students’ needs. You
can enhance learning in your classroom by grouping students to work collaboratively rather
than individually, providing an engaging and dynamic learning environment.
The answer is apt. Since mixed group is a reality so the teacher can include mixed
activities for both the groups of the students.
Q 1. One or more students are not participating or engaged in the lesson.

They should definitively give extra attention to the disruptive students, who have either lost their
connectivity or have not understood the task or instructions being given. Assistance and guidance
would help them catch up with the session moreover these instructions should be given in a soft
and disruptive manner, so as to continue the agenda.It would be kind if the teacher gets to know
the reason for such behaviour later after the session and identify with them if they need any
assistance from the teacher. Moreover, take feedback and suggestions from them to enhance the
teaching environment, which would be a humble step and develops good rapport with students.
There are often a wide range of proficiency levels among students in the same class, especially in
a large groups, but in small classes students are found with mixed ability. Hence, teachers need
to offer different choices and techniques based on their needs. Based on the present scenario it
would be wise enough not to disrupt the session, as the other students are in their learning
process.
The teacher needs to check if the topic is age and level apt. If the activities are
overwhelming then it would fail to keep intact the interest level of the participants.
Grade A

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Lesson Plan Guideline: In California, One Wednesday

Name of the Topic: Telephonic Enquiry about a trip to Disney land

Time Duration: 50 minutes

The teacher does a Role Play

Travel assistant ( Mickey) : Good Morning this is Disneyland, I’m Mickey,

Travel assistant ( Mickey) : Good Morning this is Disneyland, I’m Mickey,

Mickey : ok, This is for your information, FASTPASS availability at a physical

The lesson plan is age and level apt. It well planned.

Educational research indicates that grouping in classrooms positively affects learning

Q 1. One or more students are not participating or engaged in the lesson.

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