SE1 Unit 1

Listening & Writing, Pages 4 - 6

This is an SE1 Unit 1 Listening and Writing lesson in which students p
ut computer-related words in the appropriate pronunciation column while listening to and ordering a set of instructions on how to access email on a computer. they also use instruction sequencing/connecting words (e.g., then, after that, etc.) to write instructions on how to access email on a computer.


This is the plan for this lesson, and if you would like your own copy, please click on the blue attachment link below.


Lesson Plan SE 1 Listening

 
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
·                     Listening, writing

 

Which aspects of language will students focus on?  e.g. vocabulary (words, phrases, idioms, etc.),  pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
 
·         Vocabulary (computer-related words such as screen, keyboard, monitor, browser, cursor, etc), 
·         Instruction sequencing/connecting words (then, after that, etc.)

 

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

·         No

 

Objective:  Students Will Be Able To…. 

·         Put computer-related words in the appropriate pronunciation column while listening
·         Listen to and order a set of instructions on how to access email on a computer
·         Use instruction sequencing/connecting words (e.g., then, after that, etc.) to write instructions on how to access email on a computer
 
Competencies:  Which competencies in the AEF are you working toward or plan for the learners to achieve today?  (They should be adapted from the AEF to reflect the specifics of your lesson.)

·         Can listen and follow directions and instructions that are short and generally straightforward

·         Can write basic instructions and directions that are generally coherent

 

When and how will I check my students’ progress toward the objective(s)?
·         I can see the Ss matching and pointing, as well as sequencing the instructions for operating a computer.
 

Required materials and/or resources:

  • SE 1-1, Pg 4 Act 1 / Pg 5, Act 1 / Pg 6, Act 3, writing materials, audio equipment

 

 

Personal Goals:  What aspect of your teaching are you trying to improve?  Which teacher competency is this related to?

·         The teacher uses and plans activities that allow learners to practice and develop real-life communication skills[1] for reading, writing, speaking and listening (e.g. interviewing a classmate, writing about a past experience, reading an email, listening to a phone message).

·         The teacher introduces grammar, pronunciation and vocabulary in context[2], with a focus on communicating meaning.

·         The teacher supplements and adapts the textbook to plan activities related to learners’ interests, prior knowledge and experience.

·         The teacher sets tasks that develop cooperative learning and encourages peer help and readiness to exchange with others

 

 


Time

By the end of the stage, students will be able to

Rationale

(Why do we want our students to do this?)

Interaction Pattern &

VAKT[3]

Procedure

Materials

5 min

Match computer-related words to pictures of the items

 

Ss need an opportunity to understand and/or to recall the meaning of vocabulary that will be used in the lesson
Ss-Ss, Ss-T, T-Ss
 
VAT
 

Picture/Word Match

·         T asks Ss to match the words with the pictures.  T assures Ss it’s okay if they are unsure of answers

·         Ss work individually and T monitors quietly

·         Ss check in pairs.

 

Textbook

SE 1-1

Pg 4

Act 1

5 min

Point to pictures of computer-related items as they hear the words said.

 

Ss need to check their  understanding and pronunciation of vocabulary
T-Ss, Ss-Ss
 
VAT
 

Listen and Point

·         T says each computer-related word

·         Ss listen to T, repeats each word aloud and points at the appropriate picture

·         In pairs, one S says each word while another points at the appropriate picture.

·         Ss change roles

 

Textbook

SE 1-1

Pg 4

Act 1

10 min

 

Demonstrate understanding of  additional vocabulary when the teacher elicits meanings and/or checks understanding

 

 

 

 

 

 

 

 

 

 

 

·      Categorize two-syllable computer-related words according to their syllable stress

 

·      Say each of the words with the appropriate syllable stressed

Ss need to understand the additional words before they focus on pronunciation of the words and/or before they hear the words in the listening
 
 
 
 
 
 
 
 
 
Ss need to practice listening to the correct pronunciation and can help each other learn the words.
T-Ss, Ss-Ss
 
VAK
 

Listen and Categorize

·         T puts computer-related words (Pg 6, Act. 3 vocabulary box) on the board (browser, erase, cursor, pointer, etc).  T asks Ss to work in groups of 3-4 to categorize the words into 3 columns:  words they can explain, words they are not sure of, words they don’t know at all.  T reminds Ss to think about the words’ meaning in the context of computers and using computers.  Ss work together and T monitors.

·         T elicits meanings of words from Ss, clarifies meanings Ss are unsure of or don’t know and checks Ss’ understanding.

·         T models syllable stress of ‘browser’ and ‘connect.’  T gives instructions for activity and models categorizing words by first or second syllable stress.

·         Ss listen to the T say words in box.  Ss categorize words under the appropriate syllable stress column.

·         Ss check each other’s pronunciation and correct each other’s answers. T monitors.

·         T works with whole class on pronunciation of any particularly difficult words.

 

Textbook

SE 1-1

Pg 6

Act. 3

10 min

Put steps of accessing an email account in order

 

Ss need to check their understanding of how to access email and to be introduced to connecting words.
Ss-Ss, T-Ss
 
VAT
 

Listening:  Email Steps

·         T asks Ss to silently read through the steps for accessing email on P. 5.

·         T asks Ss to put the steps in the order they think is correct.

·         Ss put the steps in order in pairs/groups.

·         Ss listen to the teacher read the text (steps) to check the order they predicted.  Ss make corrections where needed.

 

Textbook

SE 1-1

Pg 5

Act. 1

10 min

Write the steps in order, using the appropriate connectors

Ss need practice with connector words, and to confirm the steps of the email process
Ss-Ss, T-Ss
 
VAT
 

Writing

·         T tells Ss they will hear the steps again, this time with words that help make the order of the steps clear.  T asks Ss to listen for the words and to make a note of them.

·         T reads the same steps with the target connector words inserted.  Ss listen.  T elicits sequencing words used from Ss and notes them on the board.

·         T elicits from Ss meaning of sequencing words (which words have similar meaning-then, next, after that- and which have different meaning).

·         Ss write out the steps of the process individually using the connector words.

·         Ss compare their instructions together in pairs, peer teaching and correcting as necessary.

·         T monitors and the whole class checks that they have the same sequence of instructions

 

Paper

Pen/Pencil

10 min

Compare their classmates’  experiences accessing email to their own

Ss need the chance to share their personal experience accessing emails so that the topic is motivating to them.
Ss-Ss, T-Ss
 
VA

Discussion

·         T asks Ss to talk with a partner about whether this is the same or different for them personally, and if different, how.

·         T asks Ss to tell the class about their differences and similarities they found. 

 

 

 



[1] Real-life communication: the exchange of thoughts, messages or information that the people involved actually want to communicate; people exchanging thoughts, messages or information in situations that mimic situations found outside the classroom. 

[2]  In context: language introduced in context is first “met” as part of oral or written communication, not in isolation, such as in a list. 

[3] VAKT = Visual, Auditory, Kinesthetic, Tactile

ĉ
Ruth Goode,
Oct 15, 2009, 7:57 AM
Ċ
Ruth Goode,
Oct 5, 2009, 1:39 PM
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