Lesson Plan

Teacher: Keren Liu

Level: Advanced learner Date/Time: 9- 9.50 a.m. November 19th,
2014
Goal:
Objectives: Students will be able to use 7 new vocabulary/
expressions from textbook after practice
Aim/Skill/Micros
kill
Review
or
Preview

Activity 1: ThreeStatement (2 true

ones and 1 false
one) Selfintroduction

Activity/Procedure/S
tage
Linking & Transitioning
to rest of lesson:
Free talk with students
who come to class
ahead of time
Pre-Stage: Tell SS my
name, write it down on
the blackboard; ask SS
about their names.

1. Explain to SS about
how this selfintroduction works and
gives a model
introduction.

2. Ask SS to guess
which statement is not
true.

3. Then feedback

Interactio
n
T-SS

Time
5

t-ss

t-ss

t-ss

t-ss
10

Transition to #2:
We're going to
review the
vocabulary and
expressions we
have learned in
previous lesson.

During Stage: Now it's

SS' turn
1. Think of three
statements about
yourself in 1 minute.

2. Ask each S to say

their statements in
class.
3. Other SS can make
their guess.
Post-Stage:
Tangible Outcome & T.
feedback/peer
feedback correct
pronunciation
1. Imagine that you
see a bunch of your
friends chatting with
other. What would you
say to ask them what
they are talking about?
()
S1 S2

S1
S2

then whole
group

t-ss

t-s

then s-s

t-s, then s-s

t-s, then s-s

t-s, then s-s

2.
S1 ...(Clause
1), S2 ...(Clause 2)
Clause 1 2
3.
t-s, then s-s

t-s, then s-s

4.

Wrap-up

...
5.""

t-ss, s-s

3
3

Post-Lesson Reflections:
Before the class, I have talked with the cooperating teacher,
knowing that there are four to six students in this class. Although I
have anticipated that some students may be late for the class since
it starts at 9 am, I was still very shocked when I found out that there
was no one in the classroom at 9:10. The cooperating teacher
reassured me that it happens and suggested me waiting patiently
while preparing for the class. The first student showed up at 9:15
and there was no sign that other students would come later. So I
have to give a one-on-one class. Yet all my activities were designed
for more than three students. For example, in Activity #1, I intended
to have a free conversation practice when students guessing for
each other's statements. And I could correct their pronunciation and

grammar use during that activity, and finally lead to the Activity #2.
After closing my eyes and taking a deep breath, I decided to carry
out the first activity anyway. I think it could still serve the purpose of
knowing my student(s) better and it really worked. Also, when the
second student came to class, I can still let him/her do the Activity
#1. I felt very relieved when that activity turned out a success. The
students found it very interesting and were willing to speak more
during the activity. It not only helped me to know my students
better, the students themselves also get to know their classmates
better thanks to this activity. For instance, one student said to
another in Chinese during the activity, "You have ten siblings? I have
never known that."
The real problem lies in the second activity. Since it is a drill class,
students are expected to review the structures or expressions they
have learned in previous class. All the following reviewing activities
are designed for three or more students, during which they can
firstly practice them individually, then to the class, and finally with
the partner. I anticipated that during pair practice, they could
produce the learned structures or expressions naturally with both
accuracy and fluency. However, with only one student in class, there
was no way for her to practice with a partner. She can only practice
with the teacher, which lacks authenticity. I struggled for a while at
that time and regretted that I hadn't anticipated for this possible
problem and did not have a plan B. However, I cannot cancel the
class since I hadn't anticipated that there would only be one student

in class, so I gave her a one-on-one drill class.

When I prepared for this class, I intended to make it more
interesting. Instead of reviewing some separate expressions or
sentence structures, I tried my best to create scenarios in which
those expressions could be used. For instance, the first language
point is "". It indicates that the speaker is speaking to more than
two interlocutors. " " means "What are you guys
doing" and the speaker expects to hear the answer from both
interlocutors. So I let the student(s) to imagine that two other
classmates were chatting. How could you ask what they are doing.
For other four language points, I also created some authentic
scenario and designed natural transitions from one language point
to another.
So even when I was teaching to only one student, the review session
was still interesting and valid. Also, when the second student came
to class, I asked the first student to report to her what she had
learned in this class instead of me telling her. I think this method is
effective since it can also test if the first student has acquired the
language points.
There are many error correction moments in this class. For example,
one student said, "". I did not correct her explicitly.
Rather, I said, "?" and she replied "yes". I thought
this correction is effective and she could realized that " " is
wrong. However, she said " " again in following activities, so I

corrected her explicitly and explained to her why we cannot say "
".