Assignment A

Text 1 – Elementary
This part of the assignment focuses on stage 5 of an elementary reading lesson.
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.
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

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.”

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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.

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 practise 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.
1. Role cards for Activity 1: Simplified cards designed to scaffold some target language for the activity. Students keep their cards during
the role play and look at them as needed. You can find the cards in the document IMAGES FOR FOLLOW-ON.

2. Picture prompts for Activity 2: You can find them in the document IMAGES FOR FOLLOW-ON.

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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-
Aim Timing
action
Teacher Activity Student Activity
To extend and practise 1.5 T-C Instructions: Role-play in pairs to do They pair up, read their respective
productive spoken use the task written on the board: One of role cards to get ideas about what to
of vocabulary related to you is Bobbie who is talking to talk about as a stay-home parent.
family and daily another stay-home parent in the They see the example played out.
routines. children’s playground. You talk about
your day and the things you do at
home.

After giving the instruction, hand out

the role cards: one ‘Bobbie’ and one
‘the other parent’. Show a quick
Follow on example by picking up one of the
Stage stronger students from class.
4 Groups Monitor and note errors. Intervene Students play out the roles in pairs.
only if some pairs or students get
stuck and cannot continue the role-
play.
1 .5 T-C Divide the students into groups of 3 Students form groups of 3, listen to
and ask them to talk about the instruction and receive picture
household tasks from their real home prompts.
and who takes care of those tasks.
Distribute picture prompts. They can
talk using the prompts or add more
information about their household.
Take a picture prompt to show an
example.

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 6 Groups Monitor and note errors. Students discuss real-life daily
routine/household tasks of their
homes.
2 T-C Correct some of the errors from both Students respond to eliciting and
activities (if unable to cover all the notes correct MFP wherever
corrections, save some for next necessary.
lesson and incorporate them into its
warmer or presentation stage). Elicit
first before correcting. Focus on MFP.
Reasons for selecting these TWO activities and why they are appropriate for this lesson with this class.
(100-150 words)
The first activity (the context is already known to students) will encourage them to use the language learned in the lesson and get them
to think about the traditional role of a stay-home parent, without requiring a difficult speaking task. The idea for the second activity is a
personalized speaking task that reinforces and extends the use of the present simple and frequency adverbs for household tasks. For this,
each student is given 3 prompts, giving each group 9 tasks to talk about in addition to what they might produce themselves.

The role cards and picture prompts I designed; give them short, specific, graded language to talk about. Although this is not a grammar
lesson, the prompts additionally help me assess whether students are able to correctly form/change first/second/third person
singular/plural forms in the present tense. I can use these notes in future lessons.

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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