COURSE : French Express 1: module 1 SESSION No: 4 DATE AND TIME: Wednesday 21/11/2007 (18:00-21:00)
TOPICS and VOCABULARY:
 Shopping
 Food and drinks (e.g. water, wine, potatoes, bananas, lemons, tomatoes, ………..)
 Weights and measurements related to food and drinks (e.g. a kilo of, a litre of, a pint of, a packet of, a bottle of, a tin/can of……)
GRAMMAR:
 Question words: how?, what?
 Verb: to have (first and second person of the singular)
 Can I....?
 Anything else, nothing else
SKILLS: speaking, listening, writing and reading.
LEARNING OBJECTIVES: By the end of the session you should be able to:
 List 10/15 items you can buy in a shop (foods and drinks)
 List 5/7 weights and measurements
 Ask for items in a shop
 Ask for the total price of your shopping
Tutor’s comments:
 This is the 6th session of this beginner French express course. Students have done 9 guided learning hours.
 Assessment methods: T is constantly assessing through Q + A, listening to oral performance from students, monitoring and guiding
PTLLS Session Plan 1

students to self-correction/assessment and peer correction/assessment.
 Differentiation: differentiated activities will be highlighted in green. Please note that as the students are very beginners there are many mastery tasks to aid students scaffold their knowledge and skills in the language. Students work in pairs or in groups most of the time and peer support and peer teaching develops quite naturally as students get to know each other. Other strategies for differentiation that take place all along the session are: use of drilling and direct targeted questioning; 1-1 help by teacher or peers; mixing visual, auditory and kinaesthetic activities to cater for different learning styles.
List of resources needed for this session: WB, dice, textbook NEI 1, cassette player, tape NEI 1, flashcards, worksheets, cartoon character, realia –food and drinks-, traffic light cards.
 Abreviations used in this lesson plan: T = teacher, St = student, WB = whiteboard, IWB = interactive whiteboard, pag = page, activ = activity, vocab = vocabulary
Clock Methods time
18:00

T/Sts present/s learning outcomes for the session by giving envelopes to different students who will read them. T will stick the learning
19:35 outcomes on the wall.

T elicits jobs and places of work
(aiming @ eliciting shop and shop keeper). WB: drawings of shop, supermarket.
 Brainstorm vocab. “food and drinks”

Sts were asked (for homework) to check up at dictionary words for food and
Resources Time
Length
Envelopes, paper. 5 mins
WB 5 mins
Group organisation/
Sts interaction
T

Sts
Sts in groups of 3
Put D E F in groups with stronger students
Assessment Methods
N/A
T monitors, observes and listens
Oral performance
St-St assessment
T guides Sts to selfcorrection
PTLLS Session Plan 2

19:40 drinks + feedback.

Pre-teach vocab via realia (lots of drills –choral and individual-)
Realia 10 mins
T
T


Sts
Sts
19:50
20:00
20:05

Students match vocabulary cards with pictures on wall

Vocab and some more drills
 “weights and measurements”  students complete worksheet

Sts compare answers
 Whole class feedback
Flashcards with pics and vocabulary cards
Worksheet
10 mins Sts-Sts-Sts
5 mins Sts individually
St-St
T  Sts

T introduces cartoon character
(that will be used for dialogue building) and elicits info from students (name-nationalityprofession: shop keeper -place of work: a shop)
 T acts dialogue twice (first time slowly, second time @ normal speed)
T

shop keeper
Cartoon -

customer
Cartoon character 5 mins T

Sts
T  Sts listen
T

Sts
Q+A
T listen and guides Sts to self-correction
(pronunciation)
T monitors
St guides students to selfcorrection (pronunciation)
T monitors, observes and supports students aiding them to self-correction if necessary
St-St assessment
Q+A
T guides Sts to self correction
PTLLS Session Plan 3

20:10
20:20
20:30
20:50

Drills (dialogue building with flash-cards prompts in WB)-

T shop keeper, Sts  clients.

Drills for dialogue:
half of the class

shop keeper
half of the class
 customers
and invert roles

Open pairs (Mark and Jennie)

T gives handout of dialogue just done

Sts fill in the gaps (semicontrolled practice)
Flashcards
Handout
Worksheets
 Free practice/ role play (St-St)  differentiation by outcome: more confident learners will expand vocab and length of dialogue.

Feedback: pairs perform roleplay for the whole class.

T has gathered some repeated errors

T writes some sentences with errors on WB

Students in pairs self-correct

Feedback on errors (T targets students to give correct model)

T sets homework
WB
PTLLS Session Plan
10 mins T

Sts
Half class/ Half class
(teacher managing both halves)

Sts-Sts
Q+A
T guides Sts to selfcorrection
10 mins St
20 mins St-St
St-St/ St-St/ St-St
10 mins T

Sts
St-St
T

Sts
T

Sts
T monitors, Q+A if needed
T listens and observes
T guides Sts to selfcorrection
Written output
T monitors, Q+A if needed
T listens and observes
T guides Sts to selfcorrection
Oral output
Q+A (targeted during feedback)
T monitors, listens and guides sts to self/peer correction if necessary.
4


Sts self-assess achievement of learning objectives
Traffic light cards.

Write a dialogue in a shop

differentiated homework: more confident sts will expand vocab and structures
less confident sts will consolidate and revise
Evaluation and Notes for next time: Reflections on Successes, Issues; notes on individual progress and needs
PTLLS Session Plan 5