LING

320 TESOL Practicum II

Lesson Plan

Lesson # 9

School/Institution: Bow Valley College

Class: Practical 4
Practicum student teacher: Felicia Snyder
Practicum sponsor teacher: Patrick Kelly
Number of learners: 19
Level of learners: CLB 4 (L/S), 2 (R/W)
Duration of class: 50 mins.
Date and time of class: March 5, 2014, 10:15 a.m.
Materials: picture dictation script; blank 8/11 paper, 1 per student; set of instructions, cut up, 1 per group; phone
message dictation, 1 per pair; phone message form, 1 per student
Objectives:
By the end of the lesson, learners will be able to
Arrange a sequence of written instructions into a logical order

Take a written message from a short dictation, and successfully relay their information to a partner

Understand the importance of accurately following instructions

Stage

Timing

Activity

5 mins.

Warmer:
Picture
dictation

Procedure
T gives each S a blank piece of paper. T tells Ss she will read a dictation, and Ss
must draw what the dictation says (ex: On a hill, there is a house. Beside the
house, there is a car). Some of the words will be unfamiliar, but Ss must draw
what they think the words mean. T makes sure Ss know this is not a graded
activity.

T transitions into discussion about why instructions are important, why we need
5-10 Present topic: to understand them, etc. T asks Ss when do we need to understand instructions?
mins. Instructions (looking for answers like school, work, recipes, games, taking messages,
assembling something, etc.). T writes answers on the board.
T asks Ss for their help piecing together some instructions. T divides the class
Springboard into groups, based on table arrangements. T gives each group one set of
10-12
task:
instructions, which are cut up into pieces. Ss must work together to put the
mins. Instruction instructions back in the correct order, reading each section aloud. When all
sequencing groups are finished, T asks volunteers to read the correct sequence. T asks, why is
this important?
Ss are arranged in pairs (possibly one group of three). T hands out 1 phone
message dictation and 2 message forms to each pair. In the first stage of the
activity, one partner reads the dictation, while the other listens and records key
Main task: information in their form. For the second stage, learners are assigned new
20-25
Taking a partners. The partner with the filled-out form relays the information to their new
mins.
message partner, who must write it in their own form (note: there are 2 different
dictations, so new partners are hearing new information). If time does not permit,
T can adapt this activity so only the first stage occurs. T has Ss write their
answers on the whiteboard.

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2012 Briercrest College. Materials created by David Catterick