I-to-i Module 9 - help please!

Hi,

I am completing the last module (module 9) of i-to-i's 40 hour TESOL course - creating a mock lesson plan for asking for, giving and understanding directions. My tutor has told me I need to make adjustments to the staging of my lesson and add detail. Below is my lesson plan, tutor comments in ALL CAPS. The lesson is broken into stages and after each stage the type of work is indicated (Teacher-Student (T-S), Student-Teacher (S-T), Group Work (GW) and Pair Work (PW) as well as expected time taken.

Any feedback would be of use, I would just like to get some ideas from someone else as I am a bit stuck! Thank you in advance.

Anna

LESSON PLAN



Level: Elementary (10-13 years old)

Lesson Length: 45 minutes

Objective: At the end of the lesson, students will be able to ask

for, give and understand basic directions.

Target Language: Simple questions:

'Where is the....?'

'Can you tell me where.... is?

'How do I find/get to....?

Common directions:

Turn left/right

It's on the corner/ ....street/left/right

It's between/in front of/past/opposite/next to

Go up/down

Assumed Knowledge: Students will know prepositions of place and the common locations in a town.

Anticipated Problems: Using the wrong prepositions.

Mispronouncing words (opposite, between)

Mixing up the verb and noun - e.g 'Can you tell me where IS BANK?'

Solutions: Drill and reinforce using games, write prepositions on the board as a visual clue - e.g up on top of board, down on bottom.

Drill pronunciation.

Drill verb placement, correct mistakes when I hear them happen.

Preparation and Aids: Prepositions on the board, OHP map with streets & buildings (e.g. bank, school), Map A, Map B, local maps/guides.

Stage 1. Revise information from previous lesson, check homework. Warmer - Simon Says to reinforce knowledge of prepositions & turn left/right etc.. T-S. 5 mins

Stage 2. Using objects/student seating in the class and target questions, elicit prepositions of place e.g 'Where is John?' 'John is between Pam and Sarah,'Can you tell me where the book is?' 'The book is on the table.' Write target questions on the board.. S-T. 5 mins

Stage 3. Pair work. Using target questions, students role play asking for and giving directions for things around the room. Teacher listens for errors & writes on board.. PW S-S. 5 mins

Stage 4. Group work. Teacher puts map on board/OHP with street names and buildings. Teacher asks students how to get from one place to another. E.g. 'I am at the bank, can you tell me how to get to the school?' Drill chorally and correct individually.. GW T-S S-T. 3 mins

Stage 5. Pair work. Teacher hands out Map A to one student, Map B to the other. Both maps show the same area, but have different routes on them. The student with Map A directs the student with

Map B to the destination using landmarks/streets on both maps. When they have 'reached' the correct destination, they switch - the student with Map B directs the student with Map A to their

destination. Teacher is on hand to help.. PW S-S T-S. 7 mins

Stage 6. Plenary to discuss problems. Correct individually & drill.. GW T-S S-T. 3 mins

Stage 7. Group work. Elicit from students 6 fun/interesting places to visit in town. Write on board.. T-S S-T. 1 min

Stage 8. Presentation. Put students into 3 groups, give each group a local map/guide. Explain that you are a tourist and you need to get from the train station (or similar) to 3 of the

destinations on the board, one after the other. In groups, the students will need to write instructions for you to get to these places. Teacher is available for questions during Group work.. GW T-S S-S. 10 mins

Stage 9. Plenary. Teacher asks each group for directions for one 'leg' of the journey. Each student is to give 1 or 2 of the directions.. GW T-S S-T S-S. 5 mins

Stage 10. Give homework - students are to complete directions to the remaining 3 attractions - written down.. T-S. 1 min

I PASTED AN EXAMPLE OF A STAGING GUIDE BELOW TO GIVE YOU AN IDEA

OF THE LEVEL OF DETAIL WE'RE ASKING FOR. YOU MAY BE ABLE TO USE

IT TO CHECK YOUR STAGING AND MAKE ANY IMPROVEMENTS YOU FEEL ARE

NEEDED. TRY TO INCLUDE ACTIVITIES WHERE STUDENTS HAVE TO ASK

QUESTIONS TO GET REAL INFORMATION.

STAGING GUIDE:

1. WARM-UP/RECAP OF PREVIOUS LESSON. INTRODUCE NEW LESSON.

2. ELICIT/PRESENT THE TARGET LANGUAGE YOU WILL TEACH.

YOU ALSO NEED TO INCLUDE THE ELICITATION SENTENCES, PROMPTS, ETC.

3. DRILL THE TARGET LANGUAGE. (TOGETHER AND INDIVIDUAL DRILLS)

IT IS NECESSARY TO INCLUDE THE INTERACTION PATTERNS AS WELL (T X

S/ T X S X S/ S X S).

4. CHECK THAT STUDENTS KNOW THE CORRECT MEANINGS OF THE WORDS IN

A SHORT CHECKING ACTIVITY. YOU CAN ASK CONCEPT QUESTION AND/OR

ASK STUDENTS TO IDENTIFY THE WORDS ON A PICTURE OR MATCH WORDS TO

A PICTURE. KEEP THIS A WHOLE GROUP ACTIVITY. (IT IS STILL PART OF

THE PRESENTATION.)

5. STUDENTS DO A CONTROLLED/SEMI-CONTROLLED ACTIVITY WHERE THEY

PRACTISE THE LANGUAGE WITH A WRITTEN GUIDE OF SOME SORT. (ON A

WORKSHEET OR FROM THE WHITE BOARD.)

6. STUDENTS DO A SEMI-CONTROLLED OR FREE ACTIVITY WHERE THEY

GET NO WRITTEN HELP

7. PLENARY

8. WRITTEN PRACTISE - OPTIONAL

9. GAME - OPTIONAL

10. HOMEWORK