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hi there

Can any one please guide me with my Lesson Plan.

You have a recording of a conversation which is part of a radio programme exploring changes and trends in society.You also have tapescript and this is given below. You would like to develop this theme further into a language skills lesson for an Upper-Intermediate class. Your lesson last for 90 minutes.

What suggestion can you make that the students get some practice in all four language skill using the conversation as the central theme of the lesson?

P= Presenter

CH= Catherine Holmes

P: I'm delighted to welcome our next guest today, the sociologist and broadcaster Catherine Holmes.Good morning.

CH: Morning.

P: She has just been putting the finishing touches to her new report which focuses on some of the social changes that the UK has undergone in the past twenty years. So, Catherine, perhaps you could briefly outline for us some of the main finding of your report.

CH:I'll try. Let's start with migration trends. Over the past twenty years the number of people emigrating from the UK to places like Australia and Canada has been on the increase-up by 2.3%. The age of the people leaving, on the other hand, is decreasing; the average age of UK migrants now stands at around 36.

p: I understand that you also did some research into the eating habits of the population.

CH: That's right. It seems from our finding that people are at last starting to eat more healthily, at least in some parts of the country. Sales of fruit vegetables, especially organic produce, are going up in the central regions of England and south of Scotland, while they are staying pretty static elsewhere. Consumption of fast food is falling a little, but the government, doctors and health advisers would all like to see this happen at a much faster rate. They are planning to launch a new campaign warning the general public of the dangers of eating too much junk food.

P: So, it looks like I should be taking more care over my choice of food. Did you find any changes in people's attitude to living and working in the UK?

CH: Yes. Part of our research centred on how people feel about their general standard of living and their attitudes to the changes that have taken place in working practices. And on the whole most people seem to be less content with their lot than they were twenty years ago.

p: For instance?

Ch: Well, although more people believe that they now have much better access to consumer goods than before, the majority, about 65%, feels less secure in their jobs and are spending more time at work- the average increase here is about 1 hour 20 mintues per week. This situation, of course, is leaving them less time for recreation and hobbies and doctors are reporting an increase in patients with stress-related complaints. The two seem to be connected, but there is at present no proof of this.

p: And what about women in the workplace- are there any changes there?

CH: Although there are now more women than ever before in full-time employment, the increase over the past ten years has been quite small, around 2.2%. Even so, many women are now working full- time, while many more men are opting to say at home and look after the kids. Most men in this position say that they are enjoying their new role and are finding it more rewarding than working up to 48 hours a week stuck behind a desk.
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Comments  
Hi,

First, do you have any ideas at all about this?

For example, how can you get them to start speaking about this?

Clive
I do know that I should talk about target language (the past events) and compare them with now.

and assumed knowledge - Anticipated problems-Solution, preparation and aids...

In the stage of activity I should begin with some words association and then introduction, then presentation and finally production.
Students: Are you brave enough to let our tutors analyse your pronunciation?
I do know that I shall start with Target language (the past events) and compare them with now events.

Then Assumed knowledge , Anticipated problems, Solutions, Preparation and aids...

In the stage of Activity I should begin with some words associations, then introduction (Elicit from students)

Then presentation and finally production.

So what do you think?

Thanks for correction...
Hi,

OK, you seem to have some ideas.

Try to write a plan, in the format you have been taught, and then post it here for us to comment on.

Clive


Level Upper Intermediate


Lesson Length 90 minutes


Objective To be able to use the Past perfect tense when speaking about past and we use the comparative and superlative form to compare and contrast different objects in English.


Target Language Subject + had + past participle of main verb

Use the superlative form when speaking about three or more objects to show which object is 'the most' of something. (For example: Most men in this position say that they are enjoying their new role and they are finding more rewarding than working up to 48 hours a week).


Assumed Knowledge Students should have a sound knowledge of the present and the past tense and be able to use indicative, negative and interrogative verb forms.


Anticipated problems Students may come across vocabulary they have not encountered before.


Solution Drilling new vocabulary chorally and individually. Checking with concept questions, reinforcing this with a timeline and substitution table.


Preparation and aids Flash cards and drawing to elicit the context of the story, white board, markers and handouts.


Stage Activity



1. WARMER:

Begin with some word associations, (to revise vocabulary). T-S

5 MINS

Check out homework, first in pairs, then as a class P-W




2. INTRODUCTION:





Elicit from students,

Does any one know what an organic food and junk food is? T-S 5 MINS

Begin to show students various flash cards of organic food and junk food. Talk about the picture

ask if they have or know any one

Who uses organic food or junk food? If so how do they feel about it now?


3. Put students into pair and ask the students what they think, are benefits of organic food and junk food, and also, what they think the negative are. S-S

2MINS

PW


4. Elicit the vocabulary from the students, focusing on the key words that prevent them from understanding the text. Then use concept questions for the meaning of the words, for example; consumption. I could write on board and ask questions, such as;

  1. Are you using fast food? T-S 15 MINS

  2. Are you eating organic food?
I could also show pictures of people who use healthy food or junk food, or mime this expression. This can be applied to other words they don’t know.



5. Have students brainstorm words they know, that have a similar meaning to those previously identified. Also, some vocabulary that might be associated with the text. T-S 3MINS


6. Allow students 2/3 minutes to gist read the text. . T-S 5MINS

Write up on the board some gist questions about the text to give them confidence, such as;

T: Do people have used fast food?

S: Yes

T: Is the speaker talking about an action in the past?

S: Yes

T: Do people regret having the junk food?

S: Yes

T: Do people try having healthy food?

S: Yes





7. Put students in pairs and have them compare answers to the gist questions.

S-S

3MINS

PW


8. PRESENTATION:

Write target language on the board, I will then elicit the past perfect tense and comparative and superlative form in the sentence from the students. Using lots of example such as:

Leila had never been to an opera before last night.

Sara knew so well because she had visited the city several times.

Had Leila eaten junk food before?

I will also draw a time line on the board, like the one below, to further explain these tense. T-S 20MINS



I

We

You

They

He

She


‘d

Had

Hadn‘t


always

never

been

done


The comparative form example:

I think people eat more healthily food than 20 years a go.

There are now more women than ever before in full-time employment.

The superlative form example:

has got to be the most exciting city in the world.

I could then write this substitution table on the board to help students identify the past perfect tense in the text.





9. CONTROLLED PRACTICE:

Put students into pairs and give them jumbled sentences from the text, have them write out the sentences correctly, using the past perfect tense and comparative and superlative form. From a hand out, or from jumbled sentences on the board. S-S

5MINS

P-W


10. Put students into different pairs, and then get students to compare the sentences they have written.

S-S

2MINS

P-W


11. Go round each student, asking them to read out the sentences they have written. T-S 2MINS




12. PRODUCTION:

Put students into pairs; have them read the text again. Then ask them to write more detailed comprehension questions about the text. S-S

10MINS

P-W


13. Have every student read out one of their comprehension questions and ask each other for the answer.

S-S

4MINS

G-W


14. Put students into new pairs and ask them to write 2/3 sentences about something they have done, in their own life, with the sentences in the past perfect tense and compare it with now.

S-S

4MINS

P-W


15. Have students read out these sentences, and then ask each other to read out the next sentence.

S-S

4MINS

G-W


16. Have students write a summary about their thoughts on the text for homework. T-S 1MIN


Site Hint: Check out our list of pronunciation videos.
Hi,

Objective To be able to use the Past Perfect tense when speaking about past and we use the comparative and superlative form to compare and contrast different objects in English.

A few comments.

It's up to you, but I think you are trying to do too much in 90 minutes. I would focus on just one thing.

I glanced quickly at your text, and I didn't see any examples in it of the Past Perfect.

Past Perfect is not usually taught until students have a good grasp of the Present Perfect.

Clive
Thanks for reading my lesson plan how ever I made examples for the past perfect...

You said I am trying to do to much so how do u think I should do ?
Hi,

You said your assignment was to use this.

You have a recording of a conversation which is part of a radio programme exploring changes and trends in society.You also have tapescript and this is given below. You would like to develop this theme further into a language skills lesson for an Upper-Intermediate class. Your lesson last for 90 minutes.

What suggestion can you make that the students get some practice in all four language skill using the conversation as the central theme of the lesson

You said I am trying to do to much so how do u think I should do ?

Just teach Past Perfect.

Focus on teaching them when they should use it, and when they should not.

A very common error is to use it whan it is not necessary.

Clive
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