Evening English Exchange Lesson Plan Lesson Prepared for Evening English Exchange Prepared by: Kit, Tanya,

and Sesi Prepared: 2/1/2014 Language Objective: Students will have the opportunity to be in a social environment to practice the language. Students will have sufficient practice formulating and articulating questions that require yes or no answers Students will have practice using prepositions in a variety of situations. Students will practice speech improvisation. Class/Student(s): EIL Students Proficiency Level: Intermediate to Advances Implemented: 2/6/2014

Materials: Premade name tags Colored wooden blocks Prezi Presentation (http://prezi.com/5ebura5p clyx/?utm_campaign=share& utm_medium=copy&rc=ex0s hare ) Online Timer

Overview: Introduction Who am I (Tanya) Speaking Relay (Kit) One Word Story (Sesi) Wrap-up (Evaluation)

Time: 5-10 minutes Introduction: 10-12 minutes Welcome English Exchange Students Prayer Speech Lab Announcement Mike Kang

First Activity Who Am I? Short discussion and demonstration of yes or no questions. Instructions: Each student will be given a name tag out of the

three categories: profession, food, and animal. Their tags will be taped on their backs and will be unknown to them. Their main goal is to find out who they are by asking yes or no questions to other students who can see their tags. They have to walk around asking each person a maximum of two (2) questions. This activity will last for 10 minutes or until everyone has found out their identity. Demonstration of the activity Tanya, Kit and Sesi Activity Begins Short review and discussion if time permits.

Second Activity 1015 minutes Speaking Relay A short lesson about prepositions (Prezi slide) Instructions: The class separates into groups of four. Each member would either be a builder 1, a builder 2, a runner, or a watcher. Builder 1 and builder 2 will be given a bag of wooden blocks with identical number and colors. Builder 1 and builder 2 are not allowed to see each other and will be seated far from each other. Builder 1 will construct a house using the blocks in a step by step fashion. The watcher is the only person allowed to see builder 1s blocks. The watchers job is to describe to the runner exactly what builder 1 is creating. The runners job is to run to builder 2 and deliver the watchers message. Builder 2 will then create a house based on the runners instructions. Tis process will continue until all the blocks are used. Each round will end with both builders revealing their houses. The team who has identical houses will be the winner. Demonstration- Sesi, Kit, and Tanya Activity Begins Short review and discussion if time permits

10-15 minutes

Third Activity One Word Story Instructions: The students will sit in a circle. A theme will be given as a controlling factor in the story. The teacher begins the story with a sentence. The next student will then follow using only one word. The next student will continue the sentence using the same process, contributing one word at a time. The teacher can either

 Total: 50-60 minutes

finish the sentence by saying period or full stop, or continue the story by contributing a conjunction or a clause marker. Demonstration of the activity Sesi, Kit, and Tanya Activity begins Short Review and discussion if time permits

Transcript and Evaluation: Preparation: Tanya and I were in Room 179 around 7:30 to prepare for the Exchange. Tanya arranged the chairs into a semi-circle to encourage interaction and equality among students. I set up the Prezi presentation in the computer. A Welcome to English Exchange title page was projected on the screen. Tanya and I reviewed the contents of the presentation to make sure that everything is fine. The props for all the activities are were ready as well. We did some minor modifications with the presentation before the first batch of students came. The first student came around 7:50. Sister Johnson came in around 8 PM. Everything was ready when the students came. Strengths: I believe that we were sufficiently prepared to conduct our chosen activities as planned. We had all our materials prepared and we also had the technology component of our lessons set-up and running. I learned the importance of being armed and ready before teaching. Being ready involves preparing the lesson plan, the necessary materials, and coming early for set-up. I learned that being ready contributes to your confidence as a teacher. Five minutes before our designated time, Tanya and I were greeting students as they come. This activity had a positive effect on the students. I assume that they felt that we were prepared and excited to meet them. We shook their hands one by one as they came in and led them to their seats. We also had some small chat with them while waiting for the others. One principle that I learned from our speaking class is to appreciate noise. This type of noise is the purposeful and meaningful buzz of learning signifying that students are enjoying each others company and are comfortable with the environment. This type of noise is very apparent in our English Exchange Classroom. The activities went well. I would attribute this success to the time we took explaining and repeating the instructions to students before they commence any speaking activity. Our instruction giving method was to have the text of the rules visible on the screen while we orally explained the instructions. We then demonstrated the activity to clarify the instructions. We then asked the students if they needed us to iterate a part of the instruction they did not understand. We can say that this method of giving instructions is effective. Our activities ran smoothly with less delays. I learned that in giving instructions,

teachers should take their time. Using manipulables in a speaking activity is a great way to keep enthusiasm. Manipulables allow students the tactile experience to go with the activity. I saw that our use of blocks in our second activity enhanced the speaking experience for our students. They were more into the activity with the manipulables. I learned that the speaking teacher should always consider using manipulables in a variety of ways relevant to the goal of the lesson. Challenges: Sesi, one of our members had some personal concerns she needed to settle that night. She had to leave at the middle of the activities. Since she was in-charge of the last activity for that night, we were forced to take over her responsibilities. This was a challenge because we were not prepared to handle her activity. We tried to our best to introduce and handle Sesis activity but felt that we could have done better if we had contingency plans ready. This challenge is a learning opportunity in itself. I learned that in teaching, breakdowns are natural occurrences