✔ This part of the assignment focuses on stage 5 of an elementary reading lesson.
✔ The students have already completed the vocabulary pre-teaching stage and the reading tasks. ✔ You should plan a 15-minute follow-on stage consisting of two short communicative speaking tasks, which will require the use of some of the vocabulary in the text for the final stage of the lesson. Please ensure that the fifteen minutes are divided between the two tasks and that you have considered the time needed to give instructions.
✔ Include any necessary references in the bibliography template. See 'Referencing' document for advice on what is required. ✔ Read 'Advice on Approaching Assignment A' before you begin work on this template. ✔ Class: Elementary (A1) 12 adults (6M, 6F), age range 25-56. Most of the students want to learn English because they feel it will improve their job prospects. Three are learning for recreational reasons.
Bobbie and Moira Fernandez got married 6 years ago when they were 24 years old. Their daughter, Addison, was born 3 years later. Their baby son, Remy, is 15 months old. Bobbie worked in a library, and Moira is an engineer. Moira loves her work, so Bobbie left his job. He stays at home with the children. We asked Bobbie about his day. “Well, we get up when Remy wakes us up, which is usually at about half past six in the morning. Moira takes a shower and has breakfast while I look after the children. Moira leaves the house at 7.30. Addison's kindergarten is close to our house. Usually Addison walks, and I carry the baby. When we are late, I put them in the buggy, or take them on my bike. After that, I often take Remy to the park by the river. He loves to see the boats and ducks on the river. We sometimes take some food for the ducks. He likes the swings in the children's playground. I usually meet other parents and babies there, so I can have a chat with them. On Wednesdays I collect Addison from kindergarten at 12.30. Then we go to the market to buy food. Moira always goes to the supermarket on Saturday morning. We don't have a car, so we can't do all the shopping on one day. In the afternoons the children have a nap, and I clean and tidy the house. I cook the evening meal every day except Friday. On Fridays, my wife normally cooks, but occasionally we go out for a meal or get a takeaway.
I enjoy being a stay-at-home dad. It's hard work, and sometimes it's boring. But it's great fun to watch your children grow up. We are very happy.” Lesson Outline: Your lesson follows this procedure, and you have allocated these timings: 1. Lead into topic (warmer) - 10 mins 2. Vocabulary pre-teaching - 15 mins 3. First reading - 5 mins 4. Second reading - 15 mins 5. Follow-on activities (two communicative speaking tasks) - 15 mins
You need to show what you would do for stage 5 of the lesson.
Lesson Aims: ✔ Enable students to skim for gist, scan for detail and read a text intensively to achieve a thorough understanding. ✔ To reinforce the use of present simple for routines and frequency adverbs through seeing them in context. ✔ Extend and practice productive spoken use of vocabulary related to family and daily routines.
1. Follow-on Activities – Materials
✔ In this space, insert any materials you would use e.g., visual aids, worksheets, what you would write on the board, etc. ✔ If you use images, do not use more than 6. These do not need to be the actual size you would use in the classroom. ✔ If you prefer, you can submit the images in a separate document, but please label them clearly IMAGES FOR FOLLOW-ON.
Write on the board to help students:
Questions to Do you always go shopping in the morning? Do you like visiting the park? When do you go to work? What time do you…
Sentence stem to help: Couple in the supermarket
I always eat _____ at _______ I often buy ______ I usually ________ at Father and Child in the park I never…
2. Describe and Justify ✔ Complete all the white parts of the lesson plan template to show the procedure for your TWO follow-on activities. ✔ In the space below the plan, explain why you have selected these TWO activities and why they are appropriate for this lesson with this class. Inter- Aim Timing action Teacher Activity Student Activity To extend and practice 7 min S-S Instruct students to pair up Students get into pairs productive spoken use Write Question beginnings and of vocabulary related to sentence stem on the board family and daily Instruct students to ask each Students begin questioning routines. other questions about their and answering each other routines with the help of the words on the board Walk around to assist pairs who Follow- on are struggling Stage 8 min S-S Ask three students to come up Students come up in turn and to the class and choose one of choose who does individually the pictures (Individual and and who pair up pair) Instruct them to have a Students roleplay as a father conversation in the point of and a couple using the view of the person in the support of the words on the picture who met on the way board Encourage more questions from each other Reasons for selecting these TWO activities and why they are appropriate for this lesson with this class.
(100-150 words) Activity 1: Question and Answer In this activity, students will be paired up and instructed to learn about each other’s routines using the keywords written on the board. This activity will help students use the words they have learnt in both a question and answer format. These questions and answers simulations will prepare students to face them and reply confidently in real life situations.
Activity 2: Role-play In this activity, students in group of 3 (Individual and Pair) will roleplay as a father with child and a couple who met along the way and have a conversation using the help words on the board and as questions related to routines and family. This kind of activity helps students speak in different contexts and help them think of answers for other than their ownselves.
✔ Don't forget to include any references in the bibliography template. See Referencing for requirements. ✔ Convert this template to a PDF when it is completed. Please check the appearance of the PDF is correct before submitting.
