The one for the afternoon will be posted later.
LINC 425 – Lesson plane #1. Listening Business Entity Date: Oct 7, 2013
Lesson
Objective(s): able to describe the meanings of vocabulary and discussion in
context of starting a business.
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Stage
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Aim
/ Rationale
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Language
Focus
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Interaction
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Activity
/ Procedures (teacher & student roles)
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Materials
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Time
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Pre listening
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-
Provide background knowledge
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motivation
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Listening
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T-SS
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1.
Introduce the topic
2.
Hand out transcript
3.
Instruct students to CALL program
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transcript
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10 min
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Listening exercise
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-
Practice listening
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Get familiar with vocabulary in context.
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Vocabulary
Pronunciation
Controlled
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Individual
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1.
Instruct students to do the listening exercise
2.
Ask students to write down vocabulary they
have difficulty knowing the meanings and/or pronunciation.
3.
Circulate and provide support
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Internet link
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30 min
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Post listening
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-
To clarify meanings
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Vocabulary
Pronunciation
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S-S
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1.
Divide class in groups of 3
2.
Instruct students to discuss about the vocabulary
they have written down.
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20 min
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Confirmation
Evaluation
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-
Confirmation
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Evaluation
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Correction
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Give feedback and encouragement
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Vocabulary
Pronunciation
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T-SS
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1.
Ask students questions
2.
Let other students provide answer
3.
Confirmation and correction
4.
Give feedback and encouragement
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30 min
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LINC 425 – Lesson plane #2 Conditional sentence Date: Oct 7, 2013
Lesson
Objective(s): students will be able to 1. Identify the 4 types of conditionals
and 2. Construct appropriate conditional sentences.
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Stage
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Aim
/ Rationale
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Language
Focus
|
Interaction
|
Activity
/ Procedures (teacher & student roles)
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Materials
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Time
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Warm-up
&
Lead in
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-
Get familiar with students name
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Motivation
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Introduction to topic
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Speaking
&
Writing
Semi-controlled
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T-SS
S-S
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1.
Distribute name cards and instruct student to
write their name on it.
2.
Instruct student to form pairs according to color
code on name card.
3.
Instruct students to ask their partner 3
conditional questions, e.g. what if you won the 10 million dollars lottery
Jack Pot.
4.
Guide the students to write down the answer and
introduce their partner to the class.
5.
Circulate, provide support and encouragement.
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name card with color code
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25 min
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Lesson presentation
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Identify the four types of conditional
sentences.
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Describe the meanings and uses of each type
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Grammar
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T-SS
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1.
Post the prepared flow chart sheets.
2.
Explain the meanings and uses of each type.
3.
Give examples to each type.
4.
Ask student questions from time to time, to
ensure attendant.
5.
Have students volunteer to give some examples
and answers from time to time.
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prepared flow chart sheets
examples sheet
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30 min
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Presentation follow up exercise
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Practice using
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Practice writing
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Confirmation
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Evaluation
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Grammar
&
Writing
Semi-controlled
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S-S
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1.
Instruct students to form group of 4.
2.
Hand out test questions sheet.
3.
Ask students to do the test in group.
4.
Implement the “jigsaw” technique; each group
finishes partly, combine to finish the whole test.
5.
Instruct students to choose the best ones,
select a representative and present to the class.
6.
Give feedback confirmation and correction.
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test questions sheet
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30 min
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Conclusion
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-
Summary
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T-SS
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1.
Summarize the lesson
2.
Encourage and give suggestion to further
study.
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2-3 min
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Type
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If Clause
(Conditional)
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Main Clause
(Resulting)
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Meanings and Uses
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Example
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0
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Present tense
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Present tense
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general,
always,
true,
rule,
scientific laws,
Consequences,
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If you heat up the water to 100 C°, it
boils.
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1
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Present tense
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’ll/will
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Normal,
possible,
quite likely to happen,
give warnings,
make predictions,
make offer, promises,
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If it rains tomorrow, we will not go
finishing.
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can
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might
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+
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Verb base
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may
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should
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must
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Have to
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2
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Past simple
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’d
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+
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Verb base
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Impossible or just possible but unlikely,
Imagination,
(unreal, present or future)
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If I won the lottery, I would give you half
of it.
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Would
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3
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’d have
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Events in the past that cannot be changed,
Regret,
(unreal, in the past)
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If George had gone to the party last night,
he’d have met Mary.
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Would’ve
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Past
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Would have
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+
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participle
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Could’ve
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Might’ve
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Must ’ve
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3 parts verb (
not a tense)
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