Wrong E-mail Address!

Instructor	Level	Students	Length
Kim (Kim Jungeun)	Intermediate	9	20 minutes

Materials

- Whiteboard, board markers

- Pictures : 4 copies(for teacher's use)

- Worksheet #1(Story) : 10 copies(9 copies for each student + 1 extra copy)

- Worksheet #2(T/F Question) : 10 copies(9 copies for each student + 1 extra copy)

- Worksheet #3(Comprehension Check Question) : 10 copies(9 copies for each student + 1    extra copy)

- Worksheet #4(Interview Activity) : 10 copies(9 copies for each student + 1 extra copy)

- Worksheet #5(Homework) : 10 copies(9 copies for each student + 1 extra copy)

Aims

- To acquire new vocabulary in the context understanding the meaning of the story

- To develop reading skills through skimming and scanning activities

- To practice speaking by interview activity

- To understand the difference between "during" and " for" doing homework

Language Skills

- Reading : Worksheet #1(Story)

- Listening : teacher's presentation, instruction, and demonstration, other         students' talk

- Speaking : sharing ideas and checking answers in pairs and groups, interview activity

- Writing : writing answers on the worksheet#3(Comprehension Check Question),        homework

Language Systems

- Lexis : new word

- Phonology : new word

- Function : telling in other people's place

- Structure : homework to distinguish prepositions "during" and "for"

- Discourse : interview activity

Assumptions

Students already know

- how the class is set up and run(there will be 3 student groups at each table)

- the teacher's style of teaching and the pace of the course

- about e-mail and all of them are adults

Anticipated Errors and Solutions

- Students may have difficulty understanding vocabulary on the worksheets.

→ Let students ask unknown words each other or the teacher.

- If students finish their tasks earlier than anticipated

→ Make students share answers in pairs or groups. Give them further activity.

- If students need more time to finish their tasks

→ Give 30 seconds more.

- When making pairs there may be one extra student.

→ Make the last pair of a group of three students.

- If time is short

→ Cut the post-activity and ask 2~3 students some questions.

References

- Jim Scrivener, Learning Teaching, Macmillian Publishers, 2005

- Listening lesson plan in the textbook

- http://www.funny-haha.co.uk

Lead-In
Materials	Whiteboard, Board markers
Time	Set Up	Procedure
1 min	Whole class	<Greeting> <Eliciting and Introducing the topic> Nowadays we hardly exchange letters. Instead of it, how can we write letters through the Internet? Write the topic on the board. Yes, the answer was e-mail. Today we will read a funny story about e-mail.

Pre-activity(Presentation)
Materials	Whiteboard, Board markers, Pictures(for teacher's use)
Time	Set Up	Procedure
3 min	Whole class	<Eliciting and Presenting new vocabulary> Show pictures for new vocabulary to students. Looking at these pictures, how can you feel? What color do you think they are wearing? what kind of situation are they in? Write the word on the board. They are widows whose husband have died and who have not married again. Make students repeat after the teacher once. <C.C.Q.> Using the picture of a widow, ask students questions. Is she happy? What color of clothes should she wear? Is it possible for her to meet her husband again? <Guiding Questions> Have you ever sent e-mails with wrong addresses? If you get a wrong e-mail, how will you react?

Main Activity(Practice)
Materials	Whiteboard, Board markers, Worksheet #1(Story), Worksheet #2(T/F Question), Worksheet #3(Comprehension Check Question)
Time	Set Up	Procedure
5 min 5 min	Whole Class Individually Groups Whole Class Groups Whole Class	1. Task A(Skimming Activity) <Instruction> Give instruction to students with demonstration. You will read a story quickly. And mark True or False based on the reading. Work individually. I'll give 2 minutes. <I.C.Q.> What will you do? Who do you work with? How much time do you have? <Distributing Worksheet #1 and Worksheet #2> <Running> Monitor discreetly. Answer students if they ask questions. Give time warning : 30 seconds left. Finished? Yes->Have them share answers in groups. No->Give them 30 seconds more. <Checking Answers> Check the answers with each group. Group 1 for #1, group 2 for #2, group 3 for #3. 1. Task B(Scanning Activity) <Instruction> Give instruction to students with demonstration. Now read the story again. And answer each question. Work in groups. I'll give 3 minutes.

	Groups Individually Whole class Groups	<I.C.Q.> What will you do? Who do you work with? How much time do you have? <Distributing Worksheet #3> <Running> Monitor discreetly. Answer students if they ask questions. Give time warning : 30 seconds left. Finished? Yes->Have students make the title of the story. No->Give them 30 seconds more. <Checking Answers> Check the answers with each group. Group 1 for #1, group 2 for #2, group 3 for #3. (except # 4 that are presented with teacher's demonstration)

Post-Activity(Production)
Materials	Worksheet #4(Interview Activity), Worksheet #5(Homework)
Time	Set Up	Procedure
4 min 2 min	Whole class Pairs Groups Whole class Whole class	1. Task 3(Free Production) <Instruction> Work in pairs. Suppose that one of you are the reporter of a TV program. And the other will be the widow's son. The reporter will ask about the incident happened to his mother. And the widow's son will answer about that. (When making pairs, if there's one extra student, make the last pair of a group of 3 students.) <I.C.Q.> What will you do? Who do you work with? How much time do you have? <Distributing Worksheet #4> <Running> Monitor discreetly. Answer students if they ask questions. Give time warning : 30 seconds left. Finished? Yes->Make students share ideas in groups. No->Give them 30 seconds more. (If time's running out, cut the activity and ask 2~3 students.) 2. Conclude Lesson <Review of Today's Word> Elicit and review today's word.

		<Give homework> Give students homework with worksheet #5. Distribute the papers. <Greeting>