Activity/Procedure/Stage
Interaction Time
11:3311:40
11:4011:42
11:5012:00
T-S
11:4211:50
S-S
S-T
12:0012:05
(Listening
Dictation
& Writing
Qs on
board)
12:0512:10
12:1012:16
T-S
12:1612:20
T-S, S-T
T-S
12:2012:27
S-S
12:2712:33
T-S, S-T
12:3312:40
12:4012:43
S-S
*Ideally, students should share with at
least 2 different partners.
Tangible Outcome & T. feedback/peer
feedback:
Students will have analyzed a model
and be given prep time before speaking
with partners.
Wrap-up
12:4312:51
12:511pm
T assigns homework
(Listen to the model story-telling #2
and complete the task. Emily will send
the audio file in an email today.)
*T passes out course schedule &
explains current events thread that
will start on Tuesday.
Materials: NY Times article on MTAs Courtesy Count Campaign, Classic Subway
Moments Photos, listening models of story-telling, audio clips, take away reflection form,
course schedule
Post-Lesson Reflections:
An additional step to be added to a future use of this lesson plan would be to incorporate
the element of how the storytelling is organized. An additional stage before students are
set to plan and practice story-telling would be added to include an analysis of how the
speaker began the story, what information was included and how the speaker ended the
story. Overall, this lesson went on very well and the topic was of great interest to the
students. An additional follow-up activity at the end of the lesson, to recap what was
learned, needs to be included.
Materials are attached below.
Swing Dancers
a Swing Band
a Tonka truck
a child throwing
Interaction Time
Activity 1:
1.1 Pre-Stage: Memory Testthere
Listening strategies
were two little words that we discussed T-S
share & extending the
last week about how we naturally start
conversation strategy
S-S
stories. Share with your partner what
you remember. (So, Well)
1.2 For homework, I asked you all to
observe what people do to show they are T-S
listening to each other.
Share with a partner (or groups of 3) what
you observed.
WC feedback: T asks for volunteers and
anchors strategies on the board.
(Write on board while SS are sharing)
Eye contact
Facial Expressions
Gestures/Movements: Nods, maybe a hand
gesture
Sounds: mmhmm, hmm, oooh
Expressions: Right? Yeah. Wow.
1.2. During Stage: Today were going to work
11:3011:50
11:5011:55
11:5512:00
S-S
12:0012:07
12:0712:10
12:1012:12
T-S, S-S
12:1212:22
12:2212:30
2.1 Pre-Stage:
Brainstorm 2 questions you have for your
classmates and write them on the board.
T-S
12:3012:40
T pairs partners into 1-2-1-2(if uneven number, have one strong group of
3)
Ask students to go to different parts of the
room to have the conversation and record
their conversation.
2.2. During Stage:
SS speak in groups for 10 minutes.
If theres time, switch groups.
2.3 Post-Stage:
T gives feedback and asks students to listen to
the conversations for homework and complete
the form.
Wrap-up
12:4012:50
12:501pm
Post-Lesson Reflections:
Students enjoyed the use of the model and many questions came up about other ways
(non-verbal) to show that you are listening. In order to maximize class time, in a previous
class for homework, students may be asked to reflect on the ways they naturally show
speakers they are listening and to observe how others, in their first languages, show they
are listening.
Materials are attached below.
Conversational English
February 23, 2016
Extending the Conversation
Catching up with a friend
Task 1: Identifying Features to Extend the Conversation
Directions: Listen again and underline all the words Alex and I use to keep the conversation
going.
Emily: Hey Alex, how are you?
Alex: Good. How are you Emily?
Emily: Pretty good. Its been a while since we caught up.
Alex: I know. Whatd you do this weekend?
Emily: This weekend I went to lunch with one of my old students and I brought Janie.
Alex: Oh cool.
Emily: We went to, yeah, we went to brunch and we walked around the park all day because the
weather was beautiful. What about..
Alex: What did you have for brunch? Where did you go?
Emily: Oh, I went to a place in my neighborhood called Freds Restaurant. Actually, all of us had
the same thing. We all had Eggs Benedict.
Alex: Oh.
Emily: It was fantastic.
Alex: Good.
Emily: Yeah. What did you do this weekend?
Alex: Um, I actually went to White Plains. So, my parents are looking to get a house in White
Plains and you have to drive there. So, my sisters boyfriend has a car and we drove to White
Plains and we saw one house after the other and we saw about 6 houses.
Emily: Hmmm.
Alex: And while we were there we were looking at the neighborhoods and imagining what it
would be like to live there, um, for my parents to live there and for us to visit. And, um, for lunch
we went toso theres one house theyre considering and right near the house theres a diner, an
Italian restaurant place, called Alexs Grill, which is funny because my name is Alex. So we went
to Alexs grill and we had lunch there and it was really nice and uh, yeah, it was fun.
Emily: Had you been to White Plains before?
Alex: No, I had never been to White Plains.
Emily: Whatd you think of it?
Alex: It was nice. It was quiet, very suburban. Umm, quaint. But the good thing is theres the
Metro North, is there. And you can get to New York City in about 30 to 40 minutes.
Emily: Oh, cool.
Alex: Yeah.
Emily: Huh, so when are your parents thinking to actually
Alex: Theyre thinking, theyre hoping to move there in May or June.
Emily: Wow.
Alex: Yeah, so its pretty soon. And Ill probably be moving, Im looking to move to Brooklyn in
May or June as well. So Ill have my own place and theyll be there and I can go visit if I ever get
tired of the city.
Emily: Yeah, oh cool.
Task 2: Noticing Connected Speech
Directions: Read the script and underline all uses of connected (contracted speech), For example:
Whatd you do this weekend?
Activity/Procedure/Stage
Coming to an Agreement
About small talk topics
T anchors Q on board:
Ask students to help you define small
talk and anchor definition on the
board
Interactio
n
T-S
Time
11:3011:45
11:4511:52
T-S, S-S
11:5212:00
12:0012:05
T-S, S-T/SS
12:0512:10
T-S, SS-T
12:1012:15
S-S
12:1512:18
12:1812:25
2.1 Pre-Stage:
So sometimes when we make small talk
with strangers, we can just make a
T-S
comment (comment on weather, things
12:2512:30
12:3012:34
(drill
pron)
T-SS, SS-T
12:3412:40
Wrap-up
12:4012:45
(anything
we want
to add?)
Take away:
Write one thing (word, expression or
idea) that you learned today.
Post-Lesson Reflections:
This lesson is still a work-in-progress. As it was a follow-up to an introduction to small
talk, more real situations need to be considered. However, the parameters of specific
situations seemed to be very effective in eliciting what language students are naturally
using.
Activity/Procedure/Stage
Interaction Time
T-S
S-S
1.1 Pre-Stage:
So lets take a few minutes and refresh
T-SS, SS-T
11:3011:35
T-S
SS-T/S
11:3511:45
T-S
11:4211:44
T-S, S-S
11:4511:50
1.3 Post-Stage:
WC Share and T gives FB
*T projects FB and goes over with
class.
T-SS, SS-T
11:5012:00
Activity 2:
2.1 Pre-Stage:
Turn to the person next to you and
share some expressions or techniques
for agreeing and disagreeing with
someone.
T separates board into Agree /
Disagree to anchor SS responses on
board. T will call on specific students
and also ask for volunteers.
**Leave Space on top of board for
Speaking Question Later**
T-SS, S-S
12:0012:04
T-S, S-T/SS
12:0412:10
T-S
12:1012:13
12:1312:16
S-S
*Drilling for Pronunciation
Turn to your partner and say: I see
what youre saying but
So why do we say this whats the
purpose? (T tries to elicit function)
*Function: Acknowledging the value
of what smn said before disagreeing
T-S, SS-T
12:1612:18
T-S
12:1812:20
T-S
12:2012:26
12:2612:28
12:2812:35
12:3512:40
2.3 Post-Stage:
Who wants to share an interesting
point their partner made?
-T anchors comments on paper for Doc
Cam
So here are some things that I heard
*T focuses on bravo moments first
*T then focuses on 1-3 common errors
she heard or areas students struggled
with
12:4012:45
Extended Task:
Now lets listen to two people agree
and disagree about a similar topic.
First Listening:
First, lets listen and decide the
relationship between these 2 people.
(Friends, Coworkers,
Employer/Employee, Parent/Child)
12:4512:48
Second Listening:
Now, lets listen and follow (T passes
out tapescript) along.
Underline words or expressions they
use to agree or disagree.
12:5012:53
12:5312:57
Wrap-up
Materials: Reading Summary Material (Ts own, adapted from news article), Feedback
handouts (for the T, 3 copies for speaking tasks), Speaking Model Audio File, Speaking
Model tapescript, Takeaway, Self-Reflection HW Guide
Post-Lesson Reflections:
The structure of this lesson was strong but my teacher talk was heavy. Furthermore,
focusing students to really explain what opinion language they are using in their daily
lives is a way to elicit really what they are already using and ensuring that the language
suggested by the teacher is helpful to them.
Furthermore, the model wasnt exactly the best fit for strictly agreeing or disagreeing.
While the analysis was an interesting experiment to see what students notice as
agreeing/disagreeing, the spoken model was very fast and the register of the speakers was
maybe too formal for this group of learners.
Conversational English
March 29, 2016
Task 1: Recalling the Reading
From relationships to revolutions: Seven ways Facebook has changed the world
By Jessica Elgot
1. Facebook has changed the definition of friend
-Language change: to friend and to unfriend as a verb
-Additional new words from social media: _______________, _______________,
_______________, _______________
2. We care less about privacy
-Young people are willing to share personal details about their lives (photos, life events, interests)
-Sharing personal interests allows brands to identify customers
3. Facebook has created millions of jobsbut not in its own offices
-It has created an entire sector of social media jobs that includes media, marketing, sales and
technology
4. Political parties who focus on Facebook win
-Social media has become important for political campaigns
-Politicians are able to reach out to the public and identify specific groups of possible supportive
voters
5. Facebook has been the tool to organize revolutions
-Sharing posts on social media allowed people to organize and meet
-Reliable information about what happens during political and social revolutions
6. Facebook makes news, breaks news and decides what is news
-Many young people get their main news source from the Internet and share it on social media
-News media shares news on social media websites and Facebook has its own news that it shares
7. Users are changing Facebook
-Used to be only college students, but not people from all ages have Facebook
-39% of Facebook users are connected to people they have never met in real life
Task 2: Speaking Task
From your point of view, how has social media changed our lives?
Directions: Use the space below to plan your thoughts before you share with a friend.
Conversational English
March 29, 2016
A Model Listening
Directions: Listen and follow the conversation. Underline words or expressions used to
agree and to disagree.
Rocky: Hey Jean.
Jean: Mmhmm.
Rocky: So you know that German guy that we met the other day in the bar
Jean: Uh.Mike.
Rocky: Yeah, yeah. So I went online to try to look him up on Facebook because I was like, Im
gonna friend him.
Jean: Oh my god, you stalker.
Rocky: I know, I know. But its a really good thing because then we could keep in touch and he
would be in Germany and I would be here and hes really cute. But hes not on Facebook!
Jean: You didnt find him?
Rocky: No, what is that? Everyones always on Facebook.
Jean: Some people arent. Some people dont like Facebook.
Rocky: Oh please, everyones on Facebook. Its how you communicate. Its one of the best, like,
ways of keeping in touch with people.
Jean: I actually deleted my Facebook not too long ago.
Rocky: Nooo. Why?
Jean: Umm, I mean, you can keep in contact with people but most of the time if you look at the
posts that people have online, on Facebook, its just, like, videos they share. Its, like, stupid
things.
Rocky: Really? Theres a lot of politics. I mean especially now with the elections and everything.
Theres a lot of articles about the politics going on.
Jean: But, like, when youre trying to keep in touch with someone it becomes more of a platform
for politics or any other opinions that you have rather than keeping in touch with someone. You
dont really care about the person youre connected with.
Rocky: What if that is your only way of, like,because I think of, like, getting the news and I
dont watch it anymore. What if that is the way that you get information?
Jean: Yeah but the information youre getting is, like, other peoples opinions. So maybe a better
way would be to just google things.
Rocky: Do you really sit down and just google things?
Jean: No.
Rocky: <Laughs>
Jean: Well, for example, if Im interested in the election and I don't know anything about Bernie,
Ill google him. Ill google, like, recent events that came up with him.
Rocky: Mmm. Yeah, I dont know. I just really think it is, nowadays, the social media,
Instagram, all of it, is ways that, it really does, it really helps society. It helps them develop new
thoughts, new ideas, like share things, like, from India that are unique there and you would never
know about here. It kind of broadens your knowledge.
Jean: Okay. Well, like, how about celebrities that use Twitter, though? Like whats the point of
that?
Rocky: Are you kidding? You dont want to know what, like, Ryan Gossling is doing right now?
Jean: Not really.
Rocky: Uhh. Okay, I guess I can kind of see [your point about] that one. Yeah, who cares about
Kim Kardashians butt all the time. I guess I do understand that.
Jean: Ah, however, though, that reminds me, I can kind of see your viewpoint though about how
social media can be pretty powerful because, like, Turkey used Twitter a lot when they were
going through these political difficulties, right? That was their only outlet for communication, so I
guess you can beyoure right on that point.
Rocky: Yeah.
Words or Expressions Used to Agree
Reflecting on My Speaking
Homework due Friday (April 1st)
Task 1: Listen to your recording twice and complete the following charts.
Words or Expressions I used to agree
Task 2: Remember how you felt while speaking and listening and complete the following
statements.
1. When I was speaking, it was easy to
2. When I was speaking, I had some trouble
3. When I was listening to my partner, I was impressed by
4. If I could repeat this speaking task, I would have liked to
Task 3: Listen to yourself again and write the words or expressions you used to connect
your ideas.
For example: Personally, I think social media allows us to connect more with people
because we can send messages or videos at any time and from any place.