Listening

Topic:  The use of commonly used English expressions.

Lesson Plan Template – Presentation Practice Production Based

Instructor: Jeeyun Park	Level: Intermediate	Students: # in class	Length: 50 Minutes

Materials:

Two copies of ticking off/filling-in worksheet for each student

List of expressions for teacher to read during pre-activity (see attached)

English/Not English sign cards (see attached)

Role-play script for teachers (see attached)

Paper for students to write their dialogues for role-play

Aims:

Main Aims:

Students will be able to improve their listening skills by trying to catch which expressions come up in the teachers' role-play.

Students will be able to improve their inference skills by completing the filling-in worksheet.

Students will be able to exercise their interpersonal skills by cooperating with each other while brainstorming and trying to find the definition of words and implement their usage.

Secondary Aims:

Students will practice distinguishing between English expressions and made up/non-English expressions while playing the English/Not English Expressions Game.

Students will be able to learn more about the language that they are studying by answering the comprehension questions.

Personal Aims:

I want to improve my instructions by showing clear demonstrations of what to do. I also want to improve my communication and interaction with the students by providing positive, yet constructive feedback.

Language Skills:

Listening: Students should practice bottom up listening skills when they complete the ticking-off part of the worksheet.  Students will practice top down listening skills when they try to define what the expressions mean. Students will also be able to practice interactive listening skills by working with each other to find out what the definitions might be, and by making role-play dialogue.

Speaking: Students should work in groups to brainstorm and find out the meaning of the expressions used in the teacher role-play.  They will also make their own short role-play dialogue.

Reading: Students should read the ticking-off/fill-in worksheets and their dialogue for role-play.

Writing: Students should write their own dialogue for role-play.

Language Systems:

Phonology: Using correct intonation when using the expressions.

Lexis: The expressions used in the worksheet, (i.e. fed up, a piece of cake, etc.).

Grammar: The simple past, simple present, and present perfect used in the dialogue.

Function: Using the expressions given in new situations and context.

Discourse: Discussing expressions in groups, creating dialogues for role-play and writing them down and presenting them.

Assumptions:

The students know some common English expressions and recognize their appearance in the dialogue.

The students can understand the context in which the expressions were used, or will be able to understand their meaning through group work.

The students will be able to use the expressions in similar situations through role-play.

Anticipated Errors and Solutions:

The students might not fully understand the meaning/usage of the expressions in the worksheet.

Tell the students that they will create sentences/short paragraphs with the words they learned and share them next class.

The students might have a hard time implementing the learned expressions and making new dialogue with them.

Encourage them to be creative and confident when writing and performing role-play.

References:

Barton, "Matthew. Useful North American Idioms List (Intermediate to Advanced)". English Current - ESL Lesson Plans, Tests, & Ideas. n.p., July 2011. Web.  17 July 2014. (http://www.englishcurrent.com/idioms/esl-idioms-intermediate-advanced/)

List of expressions and their definitions/examples of usage.

Lead‐In
Materials: No materials needed.
Time	Set Up	Procedure
5 min	Whole class	Lead in by asking questions about what the students like to do with their free time and weekend, and with their family and friends. Ask them about what they usually talk about in their conversations. Guiding Questions What do you like to talk about when you talk with your friends and family? What kind of expressions do you frequently use? Why do you think you use them? Do you know any expressions that are frequently used by people you know? Motivate I like how we seem to be using various different and somewhat similar expressions in our conversations. I think it's also good that we have so many things we can talk about with each other. Elicit Do you know Transition: Okay, now let's play an activity. I'm going to hand out some cards that have English and Not English signs written on them. I'm also going to read out some expressions, and I want you to work together with your group to find out if they are used in English or not.

Pre‐Activity
Materials: English or Not English Signs Script of English and Not English Expressions
Time	Set Up	Procedure
7 min	Whole Class/ Partners	(Word Game) Warm‐up: Play a quick word quiz game. English or not English. Instructions: When I say an expression, you need to hold up a sign, either ‘English’ or ‘Not English.' I will say the expression two times, and you will work in your table groups, and have ten seconds to share your opinions before you hold up your sign. Demonstration: Okay, let's do a practice round. I'll read out an expression, are you all ready? Okay, "give it a shot". "Give it a shot." (Give students 10 seconds to discuss and hold up the signs.) ICQs: How are you going to decide what your answer choice is? How long should you take to talk about the answer choice? When should you hold up your signs? Run the Activity: Engage the students and get them interested in the expressions. For the English expressions, use ones that are used in the role-play.

Main Activity
Materials: Teacher script (see attached) Ticking-off/filling-in worksheets (see attached) White board and markers
Time	Set Up	Procedure
4 min 7 min 10 min	Individual/ Group Work Individ	1. Introduction to Main Listening Lesson Section Instructions: Now that we've finished looking at some English and non-English expressions, let's get into looking at more expressions that are commonly used in English. Today I've asked our lovely staff to help us with our lesson. We are going to do a role-play that includes some English expressions in the conversation. We are going to act it out twice, but the first time I want you to just enjoy our performance. Then when we act it out the second time, I want you to listen for the expressions in the worksheet and check off any that you hear. Do the checking off by yourself, but help each other out after. Demonstration: I'll read a sentence out to you as an example, and I want you to check off the expression that you hear. "I think we need to keep an eye out for any mosquitoes. We don't want to get bitten like last time." (Repeat sentence and check to see if they've got it.) ICQ: What do you have to do when you hear an expression on the worksheet? Do you have to write the definition of the expression now? 2. Active Listening (Students listen and check off points) Okay! Now that we've acted out the role-play once, we'll do it one more time. This time I want you to check off the expressions on the worksheet. (Act out role-play) We're finished! I want you to work in your table groups and see what expressions you've checked off. Then, I want you to talk to each other and write what you think the expressions mean on one worksheet, and you can present one or two examples from each group. ICQ: What do you have to do this time as you listen? What should you ask each other after you've heard the conversation? Do you need to write on both worksheets? CCQ: What do you think the conversation between the friends is about? Why is Jenna fed up with her job? What is Jeeyun's advice to Yuki's problem? Contextualizing and Instructions: Now that you've talked about the expressions that were used in the role-play with your groups, let's talk together about what they might mean. As we talk about the expressions, I also think it's a good idea to write what we are talking about. Can each group present one or two expressions, please, and what they might mean? (Listen to the students present and allow other students to supplement their responses. Also, elicit answers from the students.) Demonstration: Show the students the second worksheet and write some words that help define what the expression used in the first example, (i.e. "keep an eye on") means. Ask Comprehension Check Questions: Literal: Are the speakers happy to see each other? What is one of the expressions that Yuki used? Does Jenna like her job? Interpretive (Implied): Are the speakers close friends? What do you think they will talk about next? Applied: (Save this for the post activity)

Post Activity
Materials: Sheets of paper for dialogue.
Time	Set Up	Procedure
20 min	Group Work Whole Class	1. Make Role-Play Dialogue Build Motivation: Now, it isn't fair for me to be the only one having fun performing. At this time I would like for you to get together in groups of threes or fours to write and read out your own conversation! I can't wait to hear all of your creative ideas! Instructions: The conversation does not have to be long, but it has to have at least two expressions in it, and two people talking, at the least. It can be a small part from a conversation, but the subject of the conversation has to be clear. Also, briefly explain why the expression fits the conversation. We'll use seven minutes to make conversations, and the rest of the time to read it out. Demonstration: Here is a passage from our (teacher) role-play. "Jenna, you look so stressed. Do you need to get something off your chest?" "Get something off your chest" was used in the conversation because Jenna looks like she is stressed and needs to talk about it. ICQs: How many expressions should the role-play use? Should you write down the conversation? Run the Activity: Allow the students to brainstorm and share ideas on content of the conversation. After they are finished writing their role-play dialogue, ask which group wants to present. If no group volunteers, then make them do rock-scissors-paper. Let them come up and read their conversations and ask students sitting down what expressions they heard and why they think the group used the expressions. Allow the students presenting to elaborate and supplement the answers. Error Correction: Go over any errors that you heard throughout the lesson. Write them on the board and try to elicit corrections. Close: Congradulate students for doing good work and for cooperating with each other. If some groups didn't get a chance to present, let them do so next class. SOS: Have the students make up some new expressions.

ENGLISH/NOT ENGLISH EXPRESSION GAME SCRIPT (For Teachers)

Be a big success (Not an English expression - Korean expression [“대박”] for "big hit")

Piece of cake (English expression)

Under the table (English expression)

Listen out! (Not an English expression - supposed to be "watch out")

English O

Not English X

(print and cut out)

LISTENING SCRIPT

Scene: Coffee shop

JEEYUN, YUKI, JENNA: Hey guys, long time no see!! How have you guys been doing? Let’s take a seat first.

JEEYUN: Jenna, you look so stressed. Do you need to get something off your chest?

JENNA: Wow, how did you know? Hmm... Keep in mind that what you guys are hearing from me is under the table, okay?

YUKI: Don’t worry, Jenna! We will keep it to ourselves.

JENNA: I have been working with my boss, John for almost 5 years. Can you believe how time flies? He just takes it for granted that I would never quit my job. I have been staying up almost every night to meet the deadlines, listening to his complaints about his everyday life, investments, and his marriage for the past 5 years. He just doesn’t know how to appreciate things. I’m so fed up with him! I have no clue where things went wrong for him. One day, out of the blue, I received an email from him saying what I would do if he moved to another company? I was like 'What the heck is wrong with this guy?' He drives me completely insane. To cut the long story short, I want to quit my job and travel for the next couple of months. I'm exhausted!

YUKI: Jenna, I totally hear you. Why don’t you give it a shot? You could go back to Hong Kong or go somewhere completely new. I think travelling will be an eye‐opener for you.

JEEYUN: Yeah, I think it’d be really good for you, too! Maybe you should take Yuki with you though, she also looks a bit tired. How have you been, Yuki? Anything new?

YUKI: As you guys already know, I have been dating my boyfriend for 4 years. I can’t believe how time flies by so fast. He is my first love and I don’t think I can live without him. One day, I asked my father whether I could marry him. But you know what his reaction was? “No way!” He didn’t like the first impression of my boyfriend and didn’t even want to meet him for the second time. I’m so fed up with my father's disapproval. He thinks that I’m still a baby and needs his approval to marry someone I love. I told my boyfriend "I think we shouldn't see each other for the time being." I am so confused and have mixed feelings about him,but it’s not because I don’t love him. Do you guys have any clue on how I could persuade my father? Or should I just break up with my boyfriend?

JEEYUN: Ahh, man, you must be really frustrated. I think it’s important to understand why your father is so against your marriage, but I also think you shouldn’t break up with your boyfriend. Your father might just want someone who he thinks is suitable for you because he cares for you, but he’s not the one that’s going to live with your future husband. This might sound bad, but the bottom line is, your life is yours to live, and you should be the one making your own decisions. I know it won’t be a piece of cake, but I think your father will come around if you and your boyfriend work hard and show your father how much you love each other. It’s only a matter of time.