CEP Reflection 1 Teacher: Aya Tsuchie Level: Beginner 3 Goal: Describe housing Objectives (SWBAT): Students Will Be Able

To 1. Correct their errors from Unit Test 3 2. Become familiar with housing related vocabulary 3. Describe their home (rent, a type of home, location, and # of bedrooms) 4. Ask questions about their classmates homes Theme: Housing (Unit 4 from Stand Out 2) Extensions: Lesson 1: Looking for a place to live Aim/Skill/Microskill Review or Preview (if applicable) Activity/Procedure/Stage Linking & Transitioning to rest of lesson: T goes over what Ss will be doing today. If necessary, address any questions Ss had from the previous class (This can be found out from Exit Ticket) 1.1 Pre-Stage: 1) T hands out the worksheet Lets correct. (The worksheet lists common errors found on the test. The errors are underlined and Ss correct the errors.) 2) Ss individually work on the worksheet for a few minutes. 3) T assigns a pair and Ss work on the worksheet with a partner. 4) T walks around to help Ss. Interaction T-Ss Time 5 min

Date/Time: 11/13/2013 10:00 am to 12:00 pm

Activity 1: Lets correct! (Correct errors from Unit Test 3)

T-Ss

(10:05) 10 min

Skill: All four skills + grammar

Ss-Ss T-Ss
Comment [TS1]: I have a tendency to wait until all the Ss finish the work. When I do so, however, I have to make other students wait. Therefore, I should stick to the time I originally set and ask Ss to stop working if the majority of the Ss are finished. Also, I should give additional work to Ss who finish early. For this activity, maybe I can assign those Ss to help other Ss who are struggling to finish the worksheet.

1.2. During Stage: 1) T randomly distributes enlarged T-Ss slips of paper with the errors (same errors from the worksheet) to each pair. 2) Each pair corrects on the slips Ss-Ss of paper using red marker and pasts them on the wall.

(10:15) 2 min

(10:17) 10 min

3) T and Ss check for the answers. T-Ss T goes over to provide Ss-Ss necessary explanations. 1.2 Post-Stage: 1) T returns Unit Test 3. T-Ss 2) Each student looks through the Ss-Ss test and corrects their errors on the test. (The incorrect parts are underlined without providing the correct answer. Therefore, they need to correct on their own.) 3) T walks around to help Ss if T-Ss necessary. Transition to #2: You corrected the errors from Unit Test 3. Lets do Unit 4! Activity 2: Housing related vocabulary Tangible Outcome & T. feedback/peer feedback: Lets correct worksheet and corrected Unit Test 3 2.1 Pre-Stage: 1) T asks Ss to name the type of T-Ss housing they remember from the textbook and the website individually for two minutes. (Ss studied the lesson and looked at website on types of housing as homework.) 2) T asks Ss to say the types of housing. 2.2. During Stage: 1) T shows a table filled with Ts information (The table asks for rent, a type of home, location, and # of bedrooms.) 2) T distributes a table. Each student fills out the table about their home. 3) T walks around to help Ss. (10:27) 15 min

(10:43) 5 min

Skill: Reading & Writing

(10:48) 2 min (10:50) 15 min

Comment [TS2]: Revision: 2) T assigns pairs and ask them to share the vocabulary. 3) T asks each pair to write one type of housing on the whiteboard. Ss should share the terms with each other first so that it provides the opportunity for more Ss to speak. Also, instead of T writing the terms on the board, Ss should be writing the terms. T should not do something Ss can do.

T-Ss

2.3 Post-Stage: T-Ss 1) T pastes the heading Student 1, Student 2, Student 3, etc. on the wall. 2) Ss paste their tables on the wall. 3) T and Ss read through the table T-Ss

(11:05) 10 min

Transition to #3: Now we and correct if there are any Ss-Ss completed information about errors. our home. Lets ask questions about your Tangible Outcome & T. feedback/peer classmates homes. feedback: Completed Table 3.1 Pre-Stage: Activity 3: Ask questions 1) T asks how we can ask T-Ss about home! questions about the information on the table. 2) S individually writes the questions. (The questions are Skill: Speaking and on the textbook. Ss are Listening supposed to study the lesson prior to class.) 3) T asks Ss for the questions. T-Ss 4) T writes the questions on the whiteboard. 5) T asks Ss how to answer these questions. 6) T writes the answers on the whiteboard. 3.2. During Stage: 1) T distributes a worksheet. (A T-Ss table that has Student 1, Student 2, etc. on the left column and blanks on the right column. 2) T models the activity. 3) Ss ask each other questions Ss-Ss about their homes to find out which table belongs to which student. 4) T walks around and gives T-Ss immediate feedback. 3.3 Post-Stage: 1) Ss go back to their tables. 2) T asks the whole class who is Student 1, Student 2, Student 3,) etc. 3) T gives corrective feedback on the systematic errors seen among Ss. Transition to Wrap-up: Okay, you are done with Tangible Outcome & T. feedback/peer

(11:15) 15 min

Comment [TS3]: Revision: 3) Ss show the questions to their partners and compare the questions. 4) T assigns each pair to write a question on butcher paper with a maker. 5) Ss paste the questions on the wall. Same as the revision made on Activity 2. T should avoid doing something Ss can do.

(11:30) 5 min

Comment [TS4]: Revision: Continuation from the previous steps in the comment box. 6) T assigns each pair to answer a question using the table with my information. 7) Ss write the answers under the questions on the wall. 8) T and Ss check the answers. The revised plan allows more opportunities for Ss to work with each other (More Ss centered rather than T centered.)

(11:35) 15 min

T-Ss Ss-Ss

(11:50) 5 min

Comment [TS5]: I should have gone over the pronunciation of the key vocabulary for this lesson since many Ss were mispronouncing some of the vocabulary words. I usually assign video(s) for key vocabulary. Therefore, they usually have a chance to hear and practice the pronunciations prior to class. For this lesson, since I was not able to find a good video for the types of home, I substituted with a good website that had the list of the types of home and housing related vocabulary. Alternative method is to promote the use of online dictionary with pronunciation and assigns Ss to listen and practice the pronunciation prior to class.

Lesson 3! Homework for Thursday is Wrap-up

feedback: Completed table on the worksheet. T shows homework for Thursday and briefly explains. Lesson Evaluation Procedures: T distributes Exit Ticket (Ss write two things they learned today and one thing they are still concerned about.)

T-Ss

(11:55) 5 min

Materials: Textbook (Stand Out 2), worksheet with a table, markers (red and blue), butcher paper, tape, a table with rent, a type of home, location, and # of bedrooms Anticipated Problems & Suggested Solutions: Problem 1: Running out of time Solution: Monitor my time by using a stopwatch on my phone. Problem 2: Ss might not understand the procedure for the activities. Model the activities and write down examples on the board. Contingency Plans (what you will do if you finish early, etc.): If I finish early, I will give more time for Activity 3.