TESOLASUCourseraTeachEnglishNow3l.

6_Yor@
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FinallessonplanonthethemeTravel

1. Preliminarypreparedoptionalsubtopicsbytheteacher::
1.1
AttheAirport
1.2
AskingandGivingDirections
2. Functionallanguage:
Makingandrespondingtorequests
3. Grammarfocus:
FourFutureTenses
3.1
WillFuture
3.2
GoingtoFuture
3.3
PresentcontinuousforFuture
3.4
PresentsimpleforFuture)

NOTE:Themeaningoftheiconsusedinthetableisgivenattheendofthefile(underLEGEND).

1TheLearners(alearnercentredapproach)

Pillars

Agroupoffouradults(aged2545)
AtPreintermediatelevel
GeneralEnglish
Blendedlearning(inperson,i.e.facetofacewithextensive
useofICTatthesametime
TheyneedtoadvancewiththeirEnglishforwork.

1. Communication
2. ICT(everyone
usestheirlaptop/
tablet/
smartphone)
3. Counselling
techniques
4. Intrinsic
motivation
5. Nondirective
ness

2LessonObjectives
Torecall,furtherandapplyinroleplay(dialogues),storytellingand
onlineexercises:
(1)Relevantvocabularyontravelinaccordancewiththeirneeds,
respectivelythesubthemes
(2)Fourfuturetenses(WillfutureGoingtoFuturePresent
continuousforFutureandPresentsimpleforFuture)
(3)Makingandrespondingtorequests.relatedtotravel

NOTE:ThespecificobjectivesunderthegeneraltopicTravel
shouldhavebeenagreeduponduringtheobjectivesdiscussion
withthelearnersorinadvance.Ifthelearnershavechosen
somethingwhichhasnotbeenpreparedbytheteacher,theyfind
alltheironlinematerialsthemselves.

Materials(allonline)
1. AIRTRAVEL/At
theairportandon
theplane
,

2. FourFuture
tenses
:
3. Makingand
respondingto
requests

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3WarmupandObjectiveDiscussion
3.1GREETINGEACHOTHER:

Afterstartingwithgreetingsnaturalforany
humaninteraction,theteacherinitiatesasking
andansweringquestionssuchus:

Whatsup?
Whatsnewaroundyou?.
Whatinterestinghashappenedtoyouforthelastfewdays?...
HaveyougotanyoccasiontopracticeyourEnglish(withanybody)?
HaveyoutalkedtoanyEnglishspeaker?
Haveyoumetanyinterestingpeople?Whatdidyoutalkwiththemabout?....

Duringtheconversation,theteachersmaymention,ifandwhereappropriate,thethemeofthe
lesson,i.e.Travelwithasuggestiontothinkofthesubtopics.Thetopicmayalsobebroughtto
thelearnersattentionbyapplyingtheSuggestopedicconceptof
peripheral
perception/learning
,i.e.placingrelevantobjects(visuals)relatedtothelessontopicandlexis
eitherintheroomoronthewebpageofthelesson,orbothThematerialsmayinclude
pictures,posterswithgrammartables,etc..

3.2OBJECTIVESDISCUSSION:

Theteachersaskslearnersabouttheirinterestingtravelexperiencesathomeorabroad.
Basedonyourtravelexperiences,arethereanyspecificthingsweshouldknowwhiletalking
Englishontravel?
Doyouthinkwecanfocusonanyofthosespecificsinourlessontoday?

Theabovestorytellingactivityandthefollowingdiscussioncanbedoneeitheringrouporin
pairsdependingonthetimeavailableandthelearnerschoice.
Thespecificobjectivesandsubtopicselicitedelicitedandagreeduponasaresult,arewritten
onthelessonwhiteboardused(itcouldbeforexample
www.webwhiteboard.com
,ortheSkype
messageboard).

4InstructandModel
Accordingtoourapproach,theroleofthe
teacheristobeahelper,guideandfacilitator
ratherthanachiefpresenter.Theteachershould

talkwiththestudentsinEnglishandina
conversationalmannerasmuchaspossible,
exceptiflearnersaskfororagreetoshiftto

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Bulgarianforawhileinordertoclarifyordiscuss
somedifficulttopics.

4.1
Ifrelevant,theteacherdrawstheattentionto/liststhepreliminarypreparedonline
materials.Ifthestudentshavechosenothersubtopics,theyareaskedtofindonlinematerials
themselvesunderthesameplan,i.e.Vocabulary/Grammar,Videoexplanationsand
dramatization,Exercises(quizzes,tests,games),videoswithsongsorexcerptsofpopular
movies.Theysharetheirplans,respectivelylinkstonewonlinematerials,intheirpersonal/pair
sectionof
www.webwhiteboard.com

NOTE:TheSuggestopedicconceptofGlobalPartial,PartialGlobalPartialthroughGlobalis
appliedhere(
The7LawsofSuggestopedia:TheFifthLawofReservopedia
).Someofthe
materialsfoundonlinemaybeathigherthani+1.level(theStephenKrashenconcept),i.e.the
learnersmaynotfullyunderstandthem,nevertheless,thecontextandeventuallyteacher
modelingwouldhelpthemcatchthegist(SeeMODELINGattheendofModule4formore
details).

4.2
Thelearnerstaketheirtimetostudytheonlinematerials,workingindependently,inpairs
orasagroupdependingonthecircumstancesandtheirchoices.Thereisnotastrictorderof
thestepstheadvantageofelearningandonlinelearningtobetailormade,tobeadjustedto
thestyle,pace,interestsandpreferencesofeachindividuallearnerarefullytakenadvantage
ofhere.

Theteacherobserves/skims/scansthematerialsfoundandusedbythelearners,andstaysat
theirdisposalforquestionsordiscussion.Attheendofeachstep,theteacherdiscusseswith
thelearnerstheirimpressions,thevocabulary,situations,meaning,andanythingtheymaybe
interestedin(orobserves,takespartin,facilitatesifnecessarytheirdiscussionswitheach
other).

4.3
Theteacherasksthelearnerstothinkofdramatizationbasedon(someof)thetravel
experiencestheysharedinthebeginning,andthentoact(roleplay).Theschemecouldbe
FALSE(DONTs)/WRIGHT(DOs)oranythingelselearnersfindfunnyandinteresting.

Colleagues,howaboutdramatizingoneormoreofyourtravelstoriesyoutoldinthe
beginning?Youcanroleplayintwocouplesorallfourofyou?Youhave3minutestoprepare
oneortwodialogues/scenes,andthen,5mintopresentthemIsitenough?Please,trytotake
differenttypesofcharactersineachscene.

MODELING

Asalreadymentioned,theteachermodelingmaybeassimpleasdoingthefirstsampleofthe
onlineexercisestogetherwiththelearnersTheteacherasksthelearnersfirst:
Howdoyoufindthisexercise?
Doyouwanttodothefirstsampletogether.

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Ifitisaboutanonlineexercise,whereeachanswerisgivennexttotherelevantsample,the
modelingmayconcerntheexplanation/interpretationoftheanswerifnecessary.
Theteachermayalsomodelthestorytelling,respectivelythesharingoftravelexperiences),
theroleplay,andanyotheractivitiesifitisobviouslynecessary.

5GuidedPractice
5.1
Theteachermayhelpthelearnersdothefirst
sample/softheonlineexerciseifaskedorfinds
itnecessary.Thesamecouldbedoneincaseof
othersamplesthatlearnersfinddifficult.

5.2
Theteachermayguide(help)thelearnersintheirspeakingactivities,forexamplewhenthey
askthemaboutsomeEnglishwordstheycannotrememberordonotknow.Probably,the
teachershouldfirstsuggestthattheyputitinotherwordsorexpressitbymiming,asifbeingin
arealsituationwithaforeigner,andmaytellthemthewordaftertheyhavedoneit.

NOTE:Ononehand,learnersshowrapportbyaskingaboutoneoranotherword,buton
anotherhand,itindicatestheirlackof(self)confidence,whichaccordingtothescientific
findingsdoesn'thelpinstudyingaforeignlanguage(ascitedbyStephenKrashen)itisbetter
toencouragethemtobemoreindependent.

5.3
Fromtimetotime,theteachermaywindup/fillinthegapsinthesentencesofalearner
speaker,orgivethemhintsonwhattheycannotremember.
ItisOK,ifisperceivedbythelearnersashelp,notascorrecting/focusingonwhattheycannot
dothatwellyet.

LessGuidedPractice

5.4
Theteachermaysuggestawholegroupgamerelatedtothegrammartopic:
Colleagues,whatwouldyousayaboutpracticingasagrouponthefourfuturetenseswehave
discussed?Therulesofthegamecouldbeasfollows:
Eachofyousaysasentenceinachosenfuturetense,andtheotherthreecolleagues,one
afteranother,transformthesentencetoanotherfuturetense,whichhasn'tyetbeenmentioned
bytheothers.However,theconditionisnottherepeatafuturetensesomeonehasalready
usedinacycle.Whorepeats,drops.Thelastleftisthewinner.Fiveminutestoplay.

5.5
Theteachermayhelp(guide)thelearnersindramatizingandroleplayingtheirtravel
experiencesunderactivity(4.3)above.

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6IndependentPractice
Thelearnerspracticeonlineindividually
(however,iftheypreferandchooseit,theyneed
tobeallowedtodoitinpairsorallfourinclass).

Thepracticeisnotseparatedasastagewithin
thelessonitisratheranaturalfollowupofany
theoreticalinput(grammar,vocabulary),so
mayhappenseveraltimesinalessonfollowed
bytheoreticalinputonanothertopic.

Asalreadymentionedabove,thereisnotastrictorderofthesteps,exercises,etc.theyare
chosenbythelearner/sinaccordancewiththeirindividualstyle,pace,interestsand
preferences,whichisoneofthemostsignificantadvantagesofelearningandonlinelearning.

Hereareagainthelinkstoonlinequizzesandgames.whichwerefirstlistedinthebeginning
(underMATERIALS):

1. AIRTRAVEL/Attheairportandontheplane,
http://learnenglishwithyora.weebly.com/ebonuses/4vocabularyattheairport
2. FourFuturetenses:WillFuture(1st)BegoingtoFuture(2nd)PresentProgressive
forFuture(4th)IVPresentSimpleforFuture(3rd),
http://learnenglishwithyora.weebly.com/ebonuses/fourfuturetenseswillfuture1stbe
goingtofuture2ndpresentprogressiveforfuture4thivpresentsimpleforfuture3rd
3. Makingandrespondingtotravelrelatedrequests(needselaboration),
http://learnenglishwithyora.weebly.com/ebonuses/abilitypermissionrequestsandad
vice

7Assessment
ThecharacteristicsofourEnglishteaching
approach/philosophyaffecttheassessment
conceptandtechniquestoo:

Thefocusisontheprocessratherthanontheresult
Thepresumptionisthatifthelearningprocessisbuiltuponsoundfoundations
(principles)andrightproceduresareapplied,itwillinevitablyleadtohighquality
outputsanexampleofbusinessmanagementapproachinthislightisTotalQuality
Management
Theteacher/tutorcannotbeevaluator,sinceitwouldputtheminconflictwiththeir
rolesofahelper,guideandfacilitator.Theirmainassessmentrelatedactivitiesare,
(1)Tomotivate,tosupportandenhancethelearnermotivation

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(2)Tocarefullyobserveandtogettoknoweachlearnerintermsoftheirpersonality,
learningstyle,interests,andpreferences.
Asactiveparticipationisseeked,learnersareencouragedtobecomeincreasingly
selfdeterminedandselfdrivenconcerningassessmenttoo.

Respectively,theefficiencyofthelessonactivitymaybejudgedthroughsomesofterways,
withverysubtle,nondirectiveinvolvementoftheteacher.Ifsummativeassessmentis
necessary,itneedstobeexecutedbyindependentexternalevaluators,andshouldnotbe
overemphasisedinordertoavoiditsinterferencewithlearnerintrinsicmotivation.

7.1QUANTITATIVEONLINESELFASSESSMENT

Thelearnerschecktheircompletedonlineexercisesbyclickingonthecheckoptionofeach
ofthem.Usually,theycantwaittoshareanddiscusstheirresultswiththeteacher,tobrag,
andeventuallyaskforinterpretationofandexplanationonsomeofthesamples..

7.2QUALITATIVEINDIRECTASSESSMENTINDICATORSFORTHETEACHER

7.2.1Ifthelearnerslookmotivated,i.e.theyactivelyparticipateinallthelearningactivities,
fromsettingtheobjectives,subobjectives,andtopics,toonlinesearch,andtoindependent
andgrouppractice.
7.2.2Thelearnersarecooperativeandrelaxedintheircommunicationandinteractions
withtheircolleaguelearnersandteacher.
7.2.4Thelearnersdemonstratecreativityandnonstandardthinking.
7.2.5Thepsychologicalatmosphereinclassisfriendlyandcozythereispositivegroup
dynamics.(Itisratheranindicatoroftheefficiencyoftheteacherwork,butindirectly
determinesthelearningoutcomes).

NOTE:Thereby,therearecertainlypersonalitytypesandcharacteristics,whichneedtobe
takenintoaccount.Forexample,theextrovertsmayfeelmorecomfortableandbemore
activeinroleplayandperforming,whiletheintrovertsincreativewriting.

LEGEND:

Reading

Listening

Speaking

Wholegroupwork

Roleplay

Storytelling

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Writing

Onlineexercises

Pairwork

Author:YoraATANASOVA
July2016

Audiovisual(songs,filmexcerpts)

Presentation

ActiveInvolvement(assessment)