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Sample Lesson Plan

Lesson Duration: 1 hour # students 10

Lesson Aim: To develop reading skills and lexis work on the subject of Nelson

Mandela

Student details: Age (s): adult Level: Upper-Intermediate First Language (s) Japanese and German Nationality (s) Mixed - Japanese and German time Student activity Teacher activity 5 m

Engagement activity

Students ask teacher questions to guess who they are going to read about.

E.g. 'Is this person male

or female?' 'Is this person a politician?'

Continue until students

have guessed the name of our featured person -

Nelson Mandela

Teacher introduces the lesson with a 'Yes' or 'No' game. Teacher can only answer 'yes' or 'no'.

Teacher encourages students to ask questions

and helps refine questions if they are not grammatically correct. Teacher prompts if students are stuck.

E.g. 'You haven't asked me about his job...'

10 m

Presentation

Students discuss these questions in small groups: a) What do you know about Nelson Mandela? b) What three words would you use to describe him? c) How do you think he felt during his time in prison?

Teacher puts picture of Nelson Mandela on the

board and invites students (in pairs or small groups) to discuss three questions:

Teacher monitors groups and helps refine

answers. Teacher also notes any corrections for later. Invites quick feedback from groups in plenary and puts responses on board. 20 m Study e.g. underground machinery, uprooted, scrambling, captured, took up the reins, exile, revitalise, ruthless...

Teacher pre-teaches some of the more difficult

language from the text - students note words and meanings:

Teacher sets the scene and introduces the text,

which comes from the book 'Long Walk to

Freedom', ch 69, 1

st three paragraphs beginning:

I never imagined...

http://archives.obs- us.com/obs/german/books/Mandela/achap69.html Students read the text silently, then in pairs, answer concept questions on Handout 1: e.g. - How were the first few years in prison? - How does Mandela describe the police and state? etc (N.B. handout can be included in full or with sample questions, such as those below) e.g. - Who were the External

Mission and what was

their role?

Feedback from pairs in plenary - teacher ensures

understanding

Teacher puts on the board more challenging

comprehension questions to develop students understanding of the passage:

Feedback from pairs in plenary - teacher ensures

understanding - check back, was new language understood? time Student activity Teacher activity 20 m

Practice

Students discuss their ideas among each other but then write individually. Students try to include at least three items of the new language introduced in the earlier part of the lesson.

Students complete their pieces and then read out a selection to review. Teacher explains that the next activity is for students to imagine they are a member of the External Mission and are to write a short letter to Nelson Mandela, encouraging he while he is in prison and describing what is happening on the outside. Teacher goes around and monitors, prompting and helping with language and structure as required.

Teacher leads the review stage, checking on new

vocabulary, ensuring everyone has the chance to speak if possible. 5 m

Warm down/follow up

Characters are:

Nelson Mandela

(obviously)

The Pope

David Beckham

Barack Obama

Madonna

Students discuss and

have 3 minutes to decide who is going to be thrown out. Play the balloon game - in two groups of five, teacher gives each student a character and then the students have to argue that their character should not be the one thrown out of the balloon to save the rest.

Teacher brings it back together to ask who it was

that was thrown out - and why? Could they reach a majority decision?

Lesson Evaluation checklist:

1. Have you got the focus of the lesson right? For example, if it's a

reading/writing/grammar-based lesson, have you made this skill or element the central part of the lesson? Is this reflected in the timings? Have you mentioned the relevant skill in your aim? Quite a work-based lesson, only lighter at the end. The level of the text could be tricky for some.

2. Are there any points where the student(s) might lose interest or where they have

worked quicker than you expected? If so, where, and do you have a back up or extra activity? What would you have them do? May consider shortening the passage to two paragraphs and the other study activities accordingly, then having stronger students who finish quickly carry on with the third paragraph.

3. How could the lesson have been improved? Hard to know before you teach it, but

is there somewhere you can see room for potential improvement? Possibly have more time for the final warm down activity? Or include a speaking test in the practice stage rather than a writing one.quotesdbs_dbs13.pdfusesText_19

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