Assignment A

Text 3 – Elementary
✔ This part of the assignment focuses on stage 5 of an elementary reading lesson.
✔ The students have already completed the vocabulary pre-teaching stage and the reading tasks.
✔ You should plan a 15-minute follow-on stage consisting of two short communicative speaking tasks, which will require the use of
some of the vocabulary in the text for the final stage of the lesson. Please ensure that the fifteen minutes are divided between the two tasks
and that you have considered the time needed to give instructions.

✔ Include any necessary references in the bibliography template. See 'Referencing' document for advice on what is required.
✔ Read 'Advice on Approaching Assignment A' before you begin work on this template.
✔ Class: Elementary (A1) 12 adults (6M, 6F), age range 25-56. Most of the students want to learn English because they feel it will improve
their job prospects. Three are learning for recreational reasons.

21st Century Dad

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Bobbie and Moira Fernandez got married 6 years ago when they were 24 years old. Their daughter, Addison, was born 3 years later. Their baby son,
Remy, is 15 months old.
Bobbie worked in a library, and Moira is an engineer. Moira loves her work, so Bobbie left his job. He stays at home with the children. We asked Bobbie
about his day.
“Well, we get up when Remy wakes us up, which is usually at about half past six in the morning. Moira takes a shower and has breakfast while I look
after the children. Moira leaves the house at 7.30. Addison's kindergarten is close to our house. Usually Addison walks, and I carry the baby. When we
are late, I put them in the buggy, or take them on my bike.
After that, I often take Remy to the park by the river. He loves to see the boats and ducks on the river. We sometimes take some food for the ducks. He
likes the swings in the children's playground. I usually meet other parents and babies there, so I can have a chat with them.
On Wednesdays I collect Addison from kindergarten at 12.30. Then we go to the market to buy food. Moira always goes to the supermarket on Saturday
morning. We don't have a car, so we can't do all the shopping on one day.
In the afternoons the children have a nap, and I clean and tidy the house. I cook the evening meal every day except Friday. On Fridays, my wife normally
cooks, but occasionally we go out for a meal or get a takeaway.

I enjoy being a stay-at-home dad. It's hard work, and sometimes it's boring. But it's great fun to watch your children grow up. We are very happy.”
Lesson Outline:
Your lesson follows this procedure, and you have allocated these timings:
1. Lead into topic (warmer) - 10 mins
2. Vocabulary pre-teaching - 15 mins
3. First reading - 5 mins
4. Second reading - 15 mins
5. Follow-on activities (two communicative speaking tasks) - 15 mins

You need to show what you would do for stage 5 of the lesson.

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Lesson Aims:
✔ Enable students to skim for gist, scan for detail and read a text intensively to achieve a thorough understanding.
✔ To reinforce the use of present simple for routines and frequency adverbs through seeing them in context.
✔ Extend and practice productive spoken use of vocabulary related to family and daily routines.

1. Follow-on Activities – Materials

✔ In this space, insert any materials you would use e.g., visual aids, worksheets, what you would write on the board, etc.
✔ If you use images, do not use more than 6. These do not need to be the actual size you would use in the classroom.
✔ If you prefer, you can submit the images in a separate document, but please label them clearly IMAGES FOR FOLLOW-ON.

I will write on the board all the words that the students find or pick out from the text.

Flashcards of six adverbs: often; always; usually; normally; occasionally; sometimes.

Often Always Usually Normally Occasionally Sometimes

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 2. Describe and Justify
✔ Complete all the white parts of the lesson plan template to show the procedure for your TWO follow-on activities.
✔ In the space below the plan, explain why you have selected these TWO activities and why they are appropriate for this lesson with this
class.
Inter-
Follow- on Aim Timing
action
Teacher Activity Student Activity

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Stage To extend and practise 1min T-C Speak to entire class – after the second Students say out loud the adverbs
productive spoken use reading, can you all tell me which that they can identify.
of vocabulary related to words in the text tell us how often
family and daily (emphasis the word often) these
routines. routines happen?

5min T-entire class Write on the board all the adverbs and Listen to the instructions.
the correct pronunciation (saying out
loud). Add if any adverbs are missing.

9min Entire class Instructions given (speak to entire Each one gets a chance to pick a
class): We are going to play a game. I word one student at a time and use
have a container that has all the words the word in a sentence. They
that tell us how often something continue playing this game for two
happens. Each one of you will get a rounds using present simple with the
chance to pick a word from the adverbs.
container and tell us something that
you do with your family or on your own
using the word that you picked from
the container. Give an example: (pick a
word from container) I picked the word
“occasionally” I see my cousins
occasionally.

Put the word back into the container

and go around the entire class and
start the game. Help students where
necessary. Encourage the dialogue and
correct students after they speak out
loud.

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 Reasons for selecting these TWO activities and why they are appropriate for this lesson with this class.
(100-150 words)

First activity of allowing students to pick out adverbs will allow me to understand if students can identify adverbs easily and how many adverbs
they are familiar with.

Second activity helps students use targeted vocabulary and helps them understand the word by forming sentences that they can use regularly. By
having entire class participate will help students with understanding by relating to each other, pronunciation and fluency, reading skills as well as
getting over the fear of speaking out loud the English language as I am there to help constructive sentences by making it easy for them to make
sentences.

✔ Don't forget to include any references in the bibliography template. See Referencing for requirements.
✔ Convert this template to a PDF when it is completed. Please check the appearance of the PDF is correct before submitting.

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