Names of Teachers: Jonny Cornish and JTE
Class/Grade/Language Level: first year students at academic school
Textbook and specific lesson: not from a textbook
Objectives (goals): Students will know the details of the conversation project. Students will be able to ask what/when/who/why/how/where questions in conversation and respond appropriately on simple topics about the future, present and past.
Resources: Worksheet (double sided) File:Lesson1askingquestionsconversation.docx File:Lesson1askingquestionsconversationBACKSIDE.docx, anpanman whistle, anpanman and baikinman toys, project information sheet, namecards, stickers, pairwork starter sheets.
Class time: 50 mins
|Timing||What will the students do?||Main Teacher||Assistant Teacher||Differentiation|
|5-10 mins||Do the topic “What do you do in your free time” in the pairwork sheet. (They write the date, the topic, then they write an answer to the question in 1min, then ask their friend the question and have a conversation for 1min, then write down what their friend said, then I will ask for 2 pairs to volunteer to perform, then they evaluate their conversation giving themselves 1, 2 or 3 stars.)||Announce the topic, ask for the date in English.||Hand out the sheets, give stickers to students that volunteered to answer.||Simple question for the low achievers, will chat in pairs.
Open-ended question so high achievers can answer to the highest level they can.
|5 mins||Listen to the explanation, read the information sheet. Have a brief talk to their pair about the project.||Speak about the information sheet.||Give out the information sheets.||Higher achievers can explain to/assist lower achievers in Japanese.|
|15 mins||Listen to the explanation, do the worksheet in groups.||Explain the work sheet.||Give out the worksheet.||Higher achievers can assist lower achievers in groups. Open ended task for high achievers. They can write multiple questions if finished.|
|5mins||Share their answers with the class, listen to the explanation and add to their worksheets.||Write the answers given on the board, explain the answers and give examples of shortening in conversation (E.g, “Why?” instead of “Why will you go there?”)||Give stickers to the students who volunteer.||Lower achievers can be supported by the questions being written on the board, high achievers can share answers.|
|>5mins||Listen to the demonstration.||Demonstrate the conversation task.||Demonstrate the conversation task.||Higher achievers can explain to/assist lower achievers in Japanese.|
|10-15mins||Have conversations with each other using the sheet, taking notes.||Monitor, define the words cape and evil.||Monitor.||Open ended task for higher achievers, lower achievers are supported by the questions on the board and by their partner.|