Problems & Solutions -
by Emma Worrall
- lesson plan 1
1) To introduce the following vocabulary: (stages
4 and 5)
take after, get on with, look like, fall out with, look after,
look up to, grow up with, split up with
2) To encourage students to infer the meaning
of unknown vocabulary through context (stages 3, 4 and 5)
3) To introduce the concept of eight transitive
inseparable multi-word verbs and encourage the students to
create personal meaning from the verbs and draw their attention
to the form of the verbs. (stage 5 & 7).
4) To highlight the word stress and connected
speech patterns of the multi-word verbs (stage 6).
5) To give the students the opportunity to practise
the new vocabulary at sentence level (stage 8)
1) To encourage the students to use previously
taught family vocabulary.
(stages 1, 2, 8 & 10).
2) To expose the students to less structured,
freer text material to build students' confidence in dealing
with more complex listenings.
3) To give the students the opportunity to produce
the language in a long speaking turn.
The students are currently studying the English
File 2 course book for elementary learners. I feel it is a
good level for them but sometimes (as they are quite a strong
group) I feel they need something a little more challenging.
In the past few lessons we have looked at adjectives for describing
people (including family vocabulary). In the next unit we
will be looking at some phrasal verbs.
There are nine students in the group. Six of
them have been together from the beginning, two joined the
group after a month (they were originally in my other group
of the same level) and one of the students joined only very
recently (about a month ago). In general, the group was very
quiet. They used to lower their voices to a whisper when they
did speaking activities but recently they have become more
confident. They are generally a strong group in most areas
and they usually do their homework. The attendance levels
have been quite good, however, recently some students have
been coming very irregularly. Recently the students have been
using more English to communicate between each other and not
only with myself, which I have been actively encouraging.
The students are between the ages of 16 and 40. Four of them
are students at school or at university and want to improve
their English levels for the future and the other four work
and need English for their jobs. Despite the age range of
the students, they get on very well.
Ana: She started in a different group of the
same level with me in October then changed to this group.
She is one of the weakest in the class in most areas and I
think this is due to the fact that she missed lots of classes
when she was in the other group of this level. However, she
is quite confident when speaking.
Cecilia: She has recently joined the class.
She is a fairly confident student and her speaking is probably
her strongest area. She needs to work on her grammar as she
has not studied since school.
Guillermo: One of the youngest students. He
is very enthusiastic and works very hard in class. He uses
lots of English in class and often helps his partner or peer
corrects. His speaking level is better than his listening.
His writing is always carefully planned out and he tends to
check for mistakes. He needs English for his studies and he
also likes travelling.
Jose: Jose has only just joined the class and
so far he seems to be coping well with the level. His speaking
seems to be fairly strong but it is too early to comment on
his grammar, listening and writing levels.
Iñigo: The youngest in the class. He
is a fairly fluent speaker but tends to make lots of mistakes.
He has lots of passive vocabulary knowledge. He has travelled
to England with his school and wants to go back to London
for a longer stay.
Matilde: The oldest in the class. She
is very enthusiastic and attends the classes regularly. Although
she is a fairly fluent speaker she has very 'hard' Spanish
pronunciation (particularly /j/, /h/ and /r/). Her listening
is quite strong. She loves travelling and occasionally needs
English for her work.
Mercedes: She is very quiet in class but she
has a good range of structures and vocabulary. She has to
use English on the telephone and she frequently travels abroad.
She sometimes struggles with the listening exercises. This
maybe because she deals with mainly Italian speakers of English
on the telephone.
Mouna: She is from Syria and so English is her
third language after Arabic and Spanish. She has lots of Spanish
interference when she speaks. She is a confident speaker but
she often lacks sensitivity towards the other students and
tends to answer for other students when I am asking individuals
for answers. As this was starting to create a bit of a negative
atmosphere among some of the class members, I have been very
careful to let her know that she must let the others speak.
She has lots of fossilised English errors and it is difficult,
even in controlled practise, to get her to use grammar structures
that we are doing in class. This is evident in her homework
too, where she will use the structures that she feels are
correct without following the model or example answer. She
uses English quite often in her job.
Tatiana: She is repeating the level and
has only recently joined the class. She seems to have a very
low attendance so far. As she is Russian and also learning
Spanish she has lots of Spanish interference when she speaks
English. She is very hardworking in class and seems to take
the classes very seriously. She often answers the questions
that I direct at other students.
page 2 of 4 of the lesson plan
the print friendly version
to the articles index