Background Information Sheet – Complete all sections accurately.

Name & Class		Date & Place	Lesson Type			Plan		Topic			Length	Level
Kyung, Dave 146th WD class		2017. 1. 26 Gang Nam	Listening			PPP		Gender gestures in nonverbal behavior			40min	Intermediate
Class profile Number of students: 8 Age : Adult Nationality : Korea
Main aim Students will practice their listening comprehension skills using a bottom-up and top-down model. To understand the difference between genders in nonverbal behavior Subsidiary aims Students will practice their oral fluency during the productive stage. Students will predict nonverbal behaviors Students will practice speaking by discussing with group members Students will learn vocabulary for describing difference between genders in nonverbal behavior
Description of any language skills specifically used/practiced: Listening : the speakers' speeches about a variety of differences in nonverbal gestures in video. Speaking : prediction, comparing answers within groups Writing : details(dictation),							Description of any language systems specifically used/practiced: Lexis : words used in describing the difference between genders in the nonverbal behavior Function :understanding the difference between genders through the nonverbal behavior. Structure : conjunctive adverb (usage of on the other hand)
Anticipated difficulties with lesson activities and classroom management: - Students may not be able to pick up details from the listening - If students finish their tasks earlier than anticipated
How I can deal with these difficulties: > chunk the listening (pause-play-pause-play) > Ask as many students as possible about their idea of differences between genders in the nonverbal behavior
Assumptions: Students already know: - how the class is set up and run (there will be 2 student groups at each table) - the teacher's of teaching and the pace of the course
Material(s) needed: - Listening audio file/ flash card - Listening worksheet for dictation&answering (8 copies each) - White board, board markers
Checklist. Mark down those included in this lesson plan (or N/A)
	model sentences for target language				concept questions for target language					analysis sheet for target language
	stages clearly titled and separated				purpose of each stage indicated					anticipated timing included
	interaction pattern marked				a board plan (if relevant)					examples of all tasks used
	answer sheet to all exercises				Tape or text script					all materials labelled and numbered
Personal aim :What I most hope to demonstrate in this lesson is the ability to pick up the details from the details and understand the differences between genders in nonverbal behavior.

Stage 1:_Lead-in The purpose of this stage is to ease into the topic, relaxing both teacher and students by focusing their attention on an interesting subject and encouraging the class to share their opinions freely, thus increasing STT and participation. This stage may be used to create a basis from which to elicit ideas and lexis relating to the text.	Inter action	Time	Instructor’s comments
"Hello everyone, Have you ever wonder the meaning of certain gestures ? Nonverbal messages have meanings as many as verbal messages. Without careful understanding, we would have many complexities in our communication. " Instruction ....Look at this flash card ....I'll give you I minute to think of the meaning of the gesture in this card. ....Let's check the meaning by pairs Ss time ICQ > How long should you talk each other?	T-S T-S	30 sec 2min

Stage 2: Presentation The purpose of this stage is to make the listening less challenging to the students by making use of guiding questions which help predict expected content; answers to these questions may be guessed during this stage and checked later in the lesson; pre-teaching keywords and phrases from the text. Knowledge of the purpose of the text, form and style could be highlighted to further aid comprehension. Thus, schema is activated.	Inter action	Time	Instructor’s comments
Preteaching Word(ex.CONFRONTATION) -Instruction Eliciting: Do you have any discomfortable relationship with others? When you do, you often say," I want to avoid --------- with others." Is it confict? Is it struggle? Yes. it is a confrontation CCQ: What can you hear at the news about the discomfortable relationship of the employers and unions? DRILL: Let Ss listen and repeat BOARD: spell the word along with syllable mark * happens 2 times ...Let Ss talk about their ideas by pairs - Guiding Questions >Have you ever wonder the appropriate distance for the opposite sexes? >What nonverbal messages do you think seem more comfortable to women than men?"	T-S T-S	4min 2min

Stage 3: Practice - Listening for gist comprehension The purpose of this stage is to allow the students to practice gist skills to identify the main idea of the text. Specific and authentic exercises designed to encourage this skill should be used in a natural way. Students draw on their world-knowledge (top-down) to make an initial impression and general sense of the text and perhaps comparing the accuracy of their guesses to the guiding questions used for the text.	Inter action	Time	Instructor’s comments
-Listening for the Main Idea "Ok, now, we'll listen to a narration about gender gestures in nonverbal behavior." -Instruction ...Play the audio file ...Close your eyes. ...Listen to the narrator. ...Think about the differences in details in nonverbal gestures ...Let them share their ideas by group talking ICQ > What do you have to do after audio file?	T T-S	30 sec 3min

Stage 4: Practice - Literal comprehension The purpose of this stage is for students to focus on literal understandinge.g. of facts, ideas etc. A variety of exercises may be used and should be constructed for short responses e.g. objective questions. The information highlighted should, ideally, be of significance to the next stage.	Inter action	Time	Instructor’s comments
"OK, I'll play the file again. This time, you had better listen to the file in detail." -Instruction ...Hand out blank sheets and Work sheets for individual ...Play the audio file again ...Let Ss fill in the blank sheet. ...Check the answer ICQ ...How many times can you listen to the file? CCQ >What cues do women use more when they're interrupted during conversation? >.When men's personal barrier are broken, what is caused to the men feeling discomfortable ? >What seating arrangement women are comfortable? >Which gender does tend to take up less space?	T-S	8min

Stage 5: Practice - Interpretive comprehension The purpose of this stage is to allow student to listen intensively for inference. Discriminating between fact and opinion and understanding the writer’s true thinking are possible considerations during this stage. Contrasting ideas may be highlighted, and use of certain language which affects meaning can be analysed in context.	Inter action	Time	Instructor’s comments
"OK, now it's time to answer the question in worksheet again. This time, you have to draw inference from what you heard. -Instruction ...Let Ss answer the question on the work sheet. ...Let Ss share their opinions by 2 groups ...Give Ss feedback - Interpretative Questions .>What if an woman happened to sit closer with an unfamiliar man? .>How do men feel when women touch them?	T-S	8min

Stage 6:_Production - Applied Comprehension The purpose of this stage is to complete the final step in reading comprehension by getting students to apply to themselves the information from the text and which was focused on during the practice stages. The task should take into account your students’ background information in order to be suitable as an applied task. Speaking or writing skills may be practiced here. This stage is an important part of language acquisition.	Inter action	Time	Instructor’s comments
"OK, now it's time to answer the question in worksheet again. This time, you have to extend the ideas beyond what you heard. --Instruction ..Let Ss write down their answers in the worksheet. ..Let Ss share their opinions by 2 groups -Applied Questions > Who do you want to recommend to of this in you're an acquaintance? Why? > you broke his/ her personal barrier when you see one of your friends do something alone?	T-S	10 min

Stage 7:_Wrap-up The purpose of this stage is to end the lesson with some positive feedback about the lesson and the students’ participation. Review the ideas from the production stage if possible, and perhaps offer error correction. Classroom management should be considered, such are collecting worksheets, giving homework, stimulate interest in the next class or arranging the desks etc.	Inter action	Time	Instructor’s comments
- Wrap - up T : You did everything. Thank you all!! Next time, I will buy you ice-cream! S1 : You are a best teacher! S2 : Teacher~ I love you~ you look handsome! T : Calm down guys.. I know that.. Anyway, Did you enjoy this class ? Ss : Yes!! S1 : I didn't know that there are such differences between genders in nonverbal behavior. S2 : Yes, right! Now, I can understand why I had some trouble with my friends even though I did the same thing with them. T : Yes, right. However you did the same thing, the understanding can be different depending on gender of your friends. Anyway, thank you guys and you have to keep in mind that we are going to have a test that checks the words we learn today. See you. Ss : Thank you. Bye! (clapping)	T-S	2min

Instructor’s Final Comments

Overall strengths of this lesson (planning and teaching)	Areas to work on
Overall comment For this stage of the course, your lesson today was Above standard To standard Below Standard
Instructor: …………………………… Date: …………/……………/…………