Name & Class	Date & Place		Lesson Type		Plan		Topic			Length	Level
Anna 정안나 & Kyung 원경희	2.15 Wed. 2017		Speaking		TBL		See the whole, not in part			45 min	Advanced
Class profile Number of students: 7 Age: Adult Nationality: Korean Motivations: Ss like to learn how to teach speaking lesson. Individual or class hobbies and interests: Ss are interested in human relationship management. Special considerations: Ss have different English speaking level.
Main Lesson aim Students practice speaking working communicatively in pair and groups to create self introduction presentation. Subsidiary aims Students learn to realize oneself and others seeing the whole, not in part. Students practice speaking discussing their experiences and ideas about friendship and the characteristics they found in Tesol classmates.
Description of language skills specifically used/practiced: Speaking: Role play, pair and group discussion Reading: Role card Listening: Teacher's instruction, the other Ss's presentation and discussion. Writing: Record interview and Ss' opinion about the other classmates						Description of language systems specifically used/practiced: Discourse: presenting experience Function: representing opinion Phonology: correct pronunciation of Lexis: prejudice
Anticipated difficulties with lesson activities and classroom management: Some Ss will be reluctant to share their displeasing experiences. Some Ss might not able to imagine the situation the blind mice faces in the role card.
How I can deal with these difficulties: We 'll make the task pair discussion, so student feel secure to share their experience.
Assumptions: Ss might have experienced prejudice in life. SS have the best friend who knows them in whole, not in part.
Material(s) needed: Role card. Seven Blind Mice / Written and Illustrated By Ed Young
Checklist. Tick 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 script					all materials labelled and numbered
Personal aim : What I most hope to demonstrate in this lesson is the ability to appreciate people around them

Stage 1:_Pre-task The purpose of this stage is to focus students’ attention on the lesson, introduce a topic, and involve them in an interesting task (e.g. brainstorming to the board; help complete a chart, problem-solving etc.) that encourages the class to work together sharing their ideas freely, thus increasing STT and participation. This should create the opportunity for the class to gain useful language they may need before going to the next stage.	Inter action	Time	Instructor’s comments
Instruction Hello. Everyone~ Have you ever heard of ‘Seven Blind Mice.'? (Yes or No) Ok, Let's share the story. To do this, it is a good idea to do Role-Play. I'll give you a role card. Now Imagine you are a blind mouse. One day, seven blind mice were surprised to find a strange something by their pond. So they decided to go individually and find out what it is on a daily basis. In day order, describe your feeling as your card says in one minute, but you don't have to stand out. ICQ Is it possible to act your role in random order? Run the task(roll play card T: On Monday, Red mouse went first to find out S:(Role as Red mouse says...) T: On Tuesday, Green Mouse set out. S:(Role as Green mouse says...) T: Yellow Mouse on Wednesday S:(Role as Yellow mouse says...) T: The fourth was Purple Mouse. He went on Thursday. S:(Role as Purple mouse says...) T: Orange mouse went on Friday, the fifth to go. S:(Role as Orange mouse says...) T: The sixth to go was Blue Mouse. S:(Role as Blue mouse says...) T: Until on Sunday, White Mouse, the seventh mouse, went to the pond. When she came upon the Something, she ran up one side, and she ran down the other. She ran across the top and from end to end. S:(Role for White mouse says...“Ah ! Now, I see....) Feedback Was it interesting to be a blind mouse? What do you think by this role playing? Yes. Knowing in part may make a fine tale, But wisdom comes from seeing the whole. The six mice tried to guess only by touching. We at times jump to conclusions based on partial evidence. How do you call the preconceived opinion that is not based on reason or actual experience? (Prejudice) Now. Let's go into the Our Real life.	T T-Ss T	1min 8 min 1min

Stage 2: Task Preparation The purpose of this stage is for students to work communicatively in pairs or groups to prepare a communicative task (e.g. roleplay, discussion, debate etc.) which they will deliver to the class/teacher. Student’s may research the task, use dictionaries and ask the teacher for guidance. Instructions, groupings handouts/worksheets and resources, should be given at the start of this stage. Students should know exactly what is expected of them, and have enough time to prepare and practice well. Any or all of the skills may be integrated.	Inter action	Time	Instructor’s comments
Instruction Do you have someone who sees you the whole, not in part? If you do, you are lucky. Who are they? (Parents, friend...) If you interview your partner’s best friend, you will know your partner much better. This is worksheet to create a list of interview questions. Make four additional questions using the words in the box. Let’s use 2 minutes. ICQ; How many additional interview questions do you make? (four) You partner will kindly play a role as her/his best friend for you. (a teacher demonstrates writing a name tag ‘000’s BFF’ and let the patner hold it, then ask a question. ) You can interview each other. You will have 6 minutes. As you have interview jot it down briefly so that you can use it as you introduce your partner to the class. ICQ: Do you interview your partner or her/his friend? ( My partner’s friend.) Now you must know your partner much better. It’s wise to take time to know someone. You will report about your partner base on the interview. Please practice.	T Ss S	2min 6min 2min

Stage 3: Task Realisation The purpose of this stage is for the students to perform/deliver the task they prepared in the previous stage, focusing on their speaking skills such as fluency and pronunciation. Briefly set the students up so they may begin. The teacher should monitor from a distance, i.e. not interrupting this student-centred stage.	Inter action	Time	Instructor’s comments
Instruction 1. It’s time to report about your partner base on the interview you had. 2. You can report turn by turn. 3. Each person can take about 2 minutes to introduce his/her best friend. 4. You will work for 8 minutes. ICQ; Do you have 1 group? (No, two groups) How many minute will you work? (8 min) Run the task Teacher’s role is observer; listen to the students without interruption. check any error and take note of it. Excellent job!	T Ss	1min 11 min

Stage 4 : Post Task The purpose of this stage is to provide meaningful feedback, error correction and suggestions for further study or homework. Another brief communicative task could be done which is designed to summarise the lesson e.g. write a report; groups vote for a winner; correct their scripts for grammar and practice saying it.	Inter action	Time	Instructor’s comments
Instruction Now, How about sharing good points of ours? Let's make a small group. First, you should point at one person in this room. And then you tell the first impression and the things which are impressive of the pointed person. In turn, the person who are given a positive feedback should point at another person and do the same way as before. Run the task Feedback I think You guys come to know that the first impression is not always right. Sometimes, It is better to hear the opinions of our friends rather than judging by ourselves. Now it's time to finish our talking. Have a nice day all of you~	T S T	1min 10 min 30 sec

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
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