LESSON PLAN: Song ('When you're gone' by Avril Lavigne)

OBJECTIVES: “By the end of the lesson students will have recycled their knowledge about adverbs of frequency.”

 

 

Stages (Procedure aims)	Activity  +  Aim of the activity  (achievement aims) (T’s words)	Interaction Pattern	Skills	A.V. aids	Linguistic Content
PRE-LISTENING     Get SS interested in the                          topic.	SS speak ACTIVITY 1: ‘Do you know Avril Lavigne?’                                 ‘What kind of music does she play?’                    ‘What songs do you know?’     AIM: SS’ll be able to activate background knowledge about the topic and create expectations.	Group-work	Speaking	--------	SS will need their background knowledge about singers and different kinds of music. SS’s expected answers: -‘She plays pop music.’ -‘Girlfriend, Best Damn Thing, Complicated.’

 

HAND-OUT Nº 2:

·         CHOOSE THE CORRECT OPTION.

1. Which of these adjectives describes Avril’s feelings?

a)       Happy          c) Angry  

b)       Sad               d) Tired

 

 

2.  This song is about:

a)       Avril’s mother             c) Avril’s brother  

b)        Avril’s boyfriend        d) Avril’s pet

 

 

3. What’s the purpose of this song?

a) To break up with someone

b) To make this person come back with her  

c) To tell her best friend how she’s feeling

 

 

4. She felt like this many times before.

       a) Yes        b) No      c) Don’t know

 

 

VANESA AND DANIELA

 

 

FORMAL ASSESSMENT:

 

1) pie chart

 

2) Choose from the syllabus a sample of areas to assess formally and design a progress test.

 

The areas chosen are:

*Reading

*Lexis.

*Grammar.

 

-Reading will be assessed through the analysis of a text and reading comprehension activities: (see Hand-out Nº1)

1.      Complete the chart with information from the text.

2.      Match the title with the correct sentence.

3.      Complete the sentences with the correct adverb of frequency.

4.      Write True or False.

5.      Order the events according to the time sequence in the text.

6.      Answer the questions.

 

- Lexis and Grammar will be assessed through a crossword puzzle. (See Hand-out Nº2)

Ø  The aims of all the activities of the Progress Test are to collect information and make judgments about the SS’ performance and progress during the lessons, especially in the following areas: Reading and Use of English.

4) Decide on a marking scheme for your progress test.

MARKING SCHEME FOR THE READING COMPREHENSION:

1.       0.5 point for each correct answer.

2.       1 point for each correct answer.

3.       1 point for each correct answer.

4.       1 point for each correct answer.

5.       1 point for each correct answer.

6.       Two points for each correct answer. If there’s a spelling mistake (not related to the grammar point) give 1 point. If there’s a mistake in word order, give 0.50 points. If there’s a comprehension mistake or any mistake concerning the grammar point that’s been assessed, no points are given.

MARKING SCHEME FOR LEXIS AND GRAMMAR:

One point for each correct word.

5) Which areas from the syllabus wouldn’t you include in the progress test? How would you assess them?

We wouldn’t include Speaking in the Progress Test since we believe that:

·         Speaking itself is stressful because it’s difficult for SS to express themselves in a foreign language.

·         Speaking directly to the T makes it even more stressful and difficult because SS are aware that the T is paying attention to every single word they say and therefore they are being assessed.

·         Speaking during an oral exam does not reflect SS’ actual speaking skill since they are under an intimidating and tense situation.

We would assess Speaking in the same way that we assessed it during our practices: through games and activities that are carried out in a motivating and free-anxiety atmosphere.

 

VANESA AND DANIELA.