CEP Reflection 2 Teacher: Aya Tsuchie Level: Beginner 3

Date/Time: 11/14/2013 10:00 am to 12:00 pm

Comment [TS1]: The goal was changed due to the fact that nowadays people use online to look for a rental place rather than reading classified ads on the newspaper.

Goal: Interpret ads for rental apartments (The original goal stated in the textbook is Interpret classified ads) Objectives (SWBAT): Students Will Be Able To 1. Become familiar with vocabulary related to online ads for rental apartments and their abbreviations 2. Read ads for rental apartments 3. Ask questions about different apartments Theme: Housing (Unit 4 from Stand Out 2) Extensions: Lesson 2: Finding a home 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 assigns a pair and distributes cards with rental apartment ad related vocabulary (condominium, utilities, near, etc.) 2) With a partner, Ss read through the vocabulary to see if they understand all the words. If they dont, they ask each other for meaning. 3) T walks around and assists Ss. 1.2. During Stage: 1) T distributes the abbreviations of each of the vocabulary words. 2) With a partner, Ss match the words with abbreviations. 3) T walks around and assists Ss. Interaction T-Ss Time 5 min

Activity 1: Vocabulary (Abbreviation)

T-Ss

(10:05) 5 min
Comment [TS2]: I should have done more contextualization. After having Ss read through the vocabulary, I should have asked which situation they would see or use these vocabulary words.

Skill: Vocabulary and Pronunciation

Ss-Ss

T-Ss Ss-Ss (10:10) 5 min

T-Ss Ss-Ss T-Ss Ss-Ss

4) T pastes the vocabulary words on the wall and randomly gives enlarged cards with abbreviations to each pair. Ss-Ss 5) Ss paste the corresponding T-Ss abbreviations on the wall. 6) T and Ss check for the answers 1.2 Post-Stage: 1) T goes over the pronunciation of each of the vocabulary. 2) In a pair, Ss show an abbreviation to other Ss to pronounce the corresponding vocabulary. 3) T walks around to give Transition to #2: You immediate feedback on the learned new vocabulary and pronunciation their pronunciation! Lets read ads for rental Tangible Outcome & T. feedback/peer apartments in NYC! feedback: Matched vocabulary cards Activity 2: New vocabulary 2.1 Pre-Stage: 1) T divides the class into three on rental apartment ads groups (groups of four) and gives one rental apartment ad Skill: Vocabulary from NYC. Each group has a different ad. (The ad is an authentic material from online) 2) T asks Ss to individually read the rental apartment ad and circle any unfamiliar vocabulary. 3) In a group, each student asks each other for meaning. 4) T walks around to assist Ss. 2.2. During Stage: 1) Ss draw a picture of the unfamiliar vocabulary. 2) Ss paste the pictures with the vocabulary words on the wall. T-Ss Ss-Ss

(10:15) 5 min

(10:20) 5 min

Comment [TS3]: Because of the pronunciation issues from the previous lesson (Reflection 1), pronunciation practice for each of the words is added to the lesson. Comment [TS4]: Maybe it was better to start with showing the vocabulary words (instead of showing the abbreviations) to focus on the pronunciation and then move on to the abbreviations. Showing abbreviations to Ss and asking them to pronounce are testing their knowledge of the abbreviations and their pronunciation. To avoid cognitive overload, I should have ask Ss to work on one aspect at a time. (Focus on the recognition of the abbreviation Pronunciation)

T-Ss Ss-Ss

T-Ss

(10:25) 10 min

Ss-Ss T-Ss

(10:35) 5 min

Comment [TS5]: The classified ads on the textbook were not realistic for NYC (lower rent, more bedrooms and bathrooms, etc.) Therefore, I decided to use authentic rental apartment ads from online. Though I tried my best looking for the ads that are appropriate for the level of my Ss, the reading might have been little bit more difficult than I hoped to be. I should have either change the format of the classified ads on the textbook to include more realistic information for NYC or simplify the rental ads. (I did not do so originally because I wanted to keep it as authentic as possible.)

Ss-Ss Ss-Ss

(10:45) 15 min

2.3 Post-Stage: Ss-Ss 1) Each group goes over the T-Ss vocabulary by using the pictures on the wall to teach other

(11:00) 15 min

groups the meaning. Transition to #3: Now we learned more vocabulary words, lets ask questions about the other apartments. Activity 3: Ask questions about the rental apartments! Tangible Outcome & T. feedback/peer feedback: Pictures with vocabulary words on the wall 3.1 Pre-Stage: 1) T distributes a worksheet with T-Ss three tables and Ss fill out one table using the information on the apartment ad. (The tables ask for # of bedrooms, bathrooms, monthly rent, and other) T-Ss 2) T distributes a handout that has questions they can use to ask for information on the table. T-Ss 3) T creates new groups that consist of one or two members each from the original group. 3.2. During Stage: 1) T models the activity. 2) Each student in the new group T-Ss asks for information of the two Ss-Ss other apartments and complete the other two tables. 3) T walks around and gives immediate feedback. 3.3 Post-Stage: 1) T pastes enlarged tables of the T-Ss three apartments on the wall Ss-Ss and assigns Ss to complete the tables on the wall. 2) T and Ss read through the tables to check for the answers. 3) Ss ask questions if necessary. Transition to Wrap-up: Okay, you are done with Lesson 2! Homework for Monday is Wrap-up Tangible Outcome & T. feedback/peer feedback: Completed tables on the worksheet. Completed tables on the wall T shows homework for Monday and briefly explains. Lesson Evaluation Procedures: T

Comment [TS6]: The idea here is that instead of giving a pre-selected vocabulary list, I wanted my Ss to find the unfamiliar vocabulary words and find out the meaning either by asking others or using a dictionary. Instead of having each group go over the vocabulary words to the whole class, I should have created a new groups which consist of one of two Ss from each of the original groups. This way, it gives a chance for every student to explain the meaning of the vocabulary and it also reduces affective filter they might have from speaking to the whole class. (The affective filter might be lowered in the small group than the whole class).

(11:15) 5 min

Skill: Speaking and Listening

(11:20) 5 min

Comment [TS7]: I should have elicited the questions before handing out the list of questions. After giving the handout, I should have asked Ss to include the questions they created as well.

(11:25) 20 min

(11:45) 10 min

T-Ss

(11:55) 5 min

distributes Exit Ticket (Ss write two things they learned today and one thing they are still concerned about.) Materials: Textbook (Stand Out 2), vocabulary cards with their abbreviations, a worksheet with a table, markers (red and blue), butcher paper, tape, a table with # of bedroom, bathroom, monthly rent, and other 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.