LESSON PLAN FORMAT 6

Name: Diana Massengale, Ben Krysiek # of Days class meets per week: 5
Level: Intermediate/Brazil # minutes in the lesson: 15
Source: The Speed Dating Game Lewis and Reinders
Check one: _X___ Close to original ____ Invented ____ Hybrid

Learning Objectives (Student Focused Goals); Students will be able to

Engage and practice conversations with random student in short period of time
Ask questions in uniform matter
Recall information from previous English classes as a warm up to the year
Switch speaking styles depending on student
Personal Teaching Objectives [e.g., these are teaching matters you personally are working on and
trying to improve in your own teaching (e.g., giving directions, volume of voice, providing feedback to
students, fielding questions from the class, tailoring your vocabulary to the proficiency level of the class
etc.]:

Ben: Bring everything together from all the microteaching lessons.

Diana: practicing reviews more, bring everything together, transition smoothly from
section to section

Language Focus [e.g., Vocab, Pronunciation, Grammar point]:

Primarily vocabulary and conversation. Correct grammatical questions (where the subject
and verb falls in sentence) and switching between past and present tenses in conversation.

Anticipated knowledge & problems (i.e. what will students have to know before this
lesson and what have they had trouble with?)

Students may be struggle with remembering vocabulary from the previous year
and speaking in a timed setting.
Students may be uncomfortable with the activity itself. It is a personal and quick
activity. It is also a crash course in getting to know people they may not have met
yet, which can always produce anxiety.
People have different opinions and interests, and they may feel attacked or judged
for their interests.

Solutions:

Teachers demonstrate the activity itself so students know what the lesson entails.
Teachers encourage polite discussion and respect. Also will listen in and step in if
necessary.
Remind students that its lighthearted and about finding a friend and reviewing
English as opposed to a date. This is NOT a romantic activity.
Materials:

Notecards for the students that have questions on them for their profile.
Timer for phone

What did you change/adapt from source material (e.g. Ur, Klippel,)

We shortened the activity and made it about finding friends as opposed to dating. It is
also an icebreaker to start the year and see where the students are with English. We
narrowed down the profile card and made it less serious and personal. We also are not
going to have the students list their new friends or choices on the board since it may be
exclusive and leave people out. It could potentially make students feel bad, especially in
high school.

Procedures Timing Interaction Purpose

Patterns
Greet class and perform 02 min T1>T2 To demonstrate the activity
speed dating/ice to the students without
breaker with one explicitly stating the
another. purpose. To relate to the
students about getting to
know someone in the
classroom (Ben and Diana
just met too)

Pass out cards and have
students fill out cards
with their information.
02 min T>Ss Students have moment to
review questions and fill
out their own profiles. To
reflect on their own
interests and how it relates
to other people. What do
they look for in a friend?
How would they describe
their summer?

Give directions on
activity and have 30 seconds To prepare for activity and
students line up in front T>Ss avoid confusion on their
of classroom. tasks.

Speed dating activity.

Students will ask
questions for 1-minute 09 min
intervals following the
questions and prompts
on their notecards. They
will engage with each
student for a limited
time and will have to
engage in conversation
and adapt to new social
situations.
Gather class back
together. Ask students
to recall information
from someone they met.
Ask what type of verbs
they used to talk about
their experiences in the 2 min
summer. Ask how they
structured those
sentences and if there
were anything they
couldnt remember
from previous lessons.
.
Practice conversational
skills. Practice reading
S>S material, vocabulary, and
engaging in more fluid and
easy conversation. Meeting
new people in short bursts
of time. Feeling more
comfortable with
conversing in the L2 with
new people in less
structured environment.
Reflect on activity as a
class. See if students can
remember information in
L2 about other students.
Have students practice
Ts>Ss speaking to the class as a
whole rather than with a
partner. Have students
think about their past
experiences and how they
discussed it in
conversation. Was there a
specific grammatical
pattern they used in certain
questions?
 PROFILE CARD:

1. What is your name?

2. Where did you travel this summer?

3. List three things you love to do over summer.

4. List three things you hate to do over the summer.

5. Describe your perfect summer friend.

6. Did you study English this summer?