Observed Lesson

English Language Teaching Unit

Class Observation Details

Current Observation
Teacher Date Time Room Commented [JML1]: Start and finish

jml 22/05/2013 11.30 H2

Class Profile
Programme Course/Group Scheme of Work Commented [JML2]: Pre-sessional/ Erasmus/ Insessional/Short
Course/ General English 1/ Exam Prep
Reference
pre-sessional B1 Commented [JML3]: Course A/B/C…EL7015… Yamanashi…
CAE
LL11.3
Commented [JML4]: Take this from the SoW which you also have
printed for the observer
Description:
 There are 11 students in the class, mostly Iraqi/Kurdish
 4 female, 8 male
 Amani does not want/ have an academic offer.
 A number of students have failed the course already e.g. Neil
 There are a larger than usual number of PGR students.
Differentiation:
 Yang Li is good but needs pron help.
 Iraqi students who finish tasks early Jalil,Tariq, Ban. In tutorials suggested they
should look for extra tasks.
 Sara is easily offended, and needs careful feedback
 Ban, Sara, Awla tend to overcomplicate; they are being encouraged to ‘keep it
simple’.
 Lesson Details
Aims and Outcomes
Communicative The ss will be better able to report personal past experiences
Aims: Commented [JML5]: Activities that students will be able to
do better after the class
Students will be (better) able to…
Teaching Verb patterns – structure of sentences after verbs Talk about recent experiences
Points: Write an introduction to a short paper
Listening – extensive and intensive Paraphrase another author
Solve a problem in a group
Outcomes: Students will have a table of common verb patterns with at least 8 Identify the key points in lectures

examples Commented [JML6]: Language and skills explicitly featured

Students will have written 5 corrected example sentences
Anticipated Problems / Assumptions and Contingency Plans
Problem/Assumption
Some students won’t be able to
tell cultural mistakes stories
This is the first time I’ve taught
these students
a. I don’t know their names
b. I’m not sensitive to their
level
In order to fit in the language
items and the listening, some
shortcuts have been taken with the
listening and language study e.g.
ss maybe listening for verbs they
don’t know.
The verb pattern sentences can
Observed Lesson | 2/10/2012
in the class
Present perfect simple
Lexical field for law and justice
Intensive listening for specific information
Adjective endings –ive, -able
Word stress
Sentence Stress
Word linking
Long vowels a:, i:, e:
Contingency plan Commented [JML7]: Things the students can review after
class
Ss will have written 5 sentences
I can reverse the ‘cultural mistakes’ pre-listening Ss will have at least 6 new items of vocabulary in their notebooks
question “What cultural advice would you give a
visitor to your country?”
I’ll spend 5 minutes introductions and get a list of
names on a seating plan
I’ll check instructions early on, and adjust my TT
accordingly
I may have to abandon this part of the listening, and
use the tapescript
I’ll need to give corrections on other areas, and

throw up a multitude of other focus elicitation on the VPs

problems

Materials
Course Book Language Leader Upper Intermediate
p116 Unit 11.3 Ex 1- 5b
 Worksheet Adapted Ex 2b and 3
Website Macmillan Online www.macmillandictionary.com/
Strips for sentences in Ex 5a and 5b
Observed Lesson | 2/10/2012
 Inter Stage/Time Procedure Other Comment/Rationale Commented [JML8]: Please put TIME, not duration
action
T-SS 11:30 Get names, ask a few follow up questions – Where are you from? Is A useful by-product to develop
Introductions this your first time in the UK? Have you been to Spain? the ‘life experiences’ theme
Lead to ‘Cultural Mistakes’
S-S 11:40 Engage – Tips for travellers in your country Activate content schemata
Pre-listening Ss can discuss – I can elicit some themes – daily timetable, religious
practices, etiquette and manners
Key vocabulary: dolmus; coins; look pleased// social gaffe; Essential vocabulary for
S orientation programme; hosts; supper; feel stuffed; negotiating the listening
Ss can look up in their dictionaries This is passive vocab, so e-
S-S
dictionaries are ok
FB: quick checks
S [S-S] 11:55 Engage - L x 1 (3m): gist questions [pair FB] Concept: telling stories about the
Listening past
S [S-S] Prepare students for study stage
L x 2: gapfill. Do first one in open class. Do the rest, focusing on the
I’ve cut the number of target
relevant text. [Pair FB] [answers on OHP]
items to separate them a little
Observed Lesson | 2/10/2012

T-SS 12:10 Study Check meaning of verbs – concept checks

 persuade – I wanted to go? I went or not?
 warn – why should I do what he says?
 Admit – did he do it? Did he say he did it?
 insist – they are happy if I say no?
 encourage – No you shouldn’t? Yes you should?
 Inter Stage/Time Procedure Other Comment/Rationale Commented [JML8]: Please put TIME, not duration
action
Contrast some options using OHP – verbs with similar meaning, but Establish that pattern after V is as
cannot be exchanged – insist, persuade, encourage//admit, agree important as meaning, for choice
S [S-S] SS Fill in the chart using the verbs from Ex 2b (Ex 3) [pair FB]
T-SS Elicit more verbs for each pattern Draw on their own resources
If necessary, prompt [Tell, Ask, Like, Result, Cause etc.] Make the connection with more
academic vocab
Q: How do we know the pattern for a new verb? Go to Macmillan
dictionary online ‘cause V’ and see example www.macmillandictionary.com/
Check: some verbs can take more than one pattern demo dictionary use
S 12:15 Practice Ex 4 The patterns will remain on the board for support There are a lot of possible
answers for some of the prompts
S-S Monitor for accuracy - focus on correcting the patterns
in the exercise.
In pair FB I’ll encourage them to
T-SS check against the patterns.
Observed Lesson | 2/10/2012

Elicit some answers out loud - drill for sentence stress Try to automate the patterns a
little
S-S-S 12:35 More Ex 5a and 5b 3 groups. I’ve made some blank strips to speed up stage This isn’t ‘activation’ – but the
Practice 5a (sentence writing) ‘prep then practice’ staging may
S-S-S
encourage grammar to move
I expect lots of grammar failure, because the burden of processing is
into less monitored production
very high. I’m more interested in students attempting to monitor
themselves and use the patterns. The patterns will remain on the I’m not going to do a correction
 Inter Stage/Time Procedure Other Comment/Rationale Commented [JML8]: Please put TIME, not duration
action
OHP for support. stage here – we’ve already
heavily focused on accuracy
previously in the lesson.
S-S-S 12.50 Further I have some prompt qs for stimulating some dicussion, although it Some qs might be sensitive or
Practice won’t really build on today’s TP. Students can choose which qs they personal – I’ll give students free
want to discuss. choice over topics
Homework p155 ex.3 and 4 Deadline: TBA
Further Study http://www.tolearnenglish.com/exercises/exercise-english- none Commented [JML9]: With an emphasis on Independent Learning
Resources
2/exercise-english-16361.php (intermediate)
www.macmillandictionary.com/
Observed Lesson | 2/10/2012