A C.A.L.L.-Based Integrated Skills Lesson Plan for EFL Students
David Oliver
David.Oliver at Gmail dot com
I. Topic: Happiness
A. Introductory Prompt: Is happiness a choice?
B. Can people choose to be happy, content? or do people choose to be unhappy, depressed?
II.. Content- Understanding the nature of choice and how it affects our lives, our states of minds and the people we affect.
Lexis:
Single words: mood, choose, choice, enjoy, enjoyment, enjoyable, cheer, cheerfulness, content, contentment, delight, delightful, glad, gladness, good mood, happy, happiness joy, miserable optimistic, pleasure, sad, sadness.
Prefixes: un-, dis,
Suffixes: -ness, -ment, -ic, -ful, -able
A. To help students recognize their own errors in writing and
pronunciation
III.. To teach students basic word processing skills:
IV. Objectives- To use a module capable of integrating a variety of tasks into a 12 -16 hour lesson. The tasks can include open discussions, peer discussions, brainstorming, comprehension quizzes, content-based readings selected for vocabulary, organization and development of ideas and modeling, writing drafts based on an outline listening for intonation, emphasis and pronunciation.
V. Materials and Aids- a content-based reading, a computer which has a word processing program, text-to-speech software which have natural voice plug-ins and a screen interface similar to Microsoft Word (Next-Up’s Text-Aloud) headsets with microphones, CDRW.
VI.. Procedures/Methods-
A. Introduction-
1. Begin with a teacher guided discussion. For the following
example, "happiness" is the topic. The discussion can begin with a
general discussion of what happiness is. The discussion can be
followed by a reading or two on the subject. Students generate a
mind map which the teacher draws on the white board.
B. Development-
1. Have the students write a paragraph on the topic.
C. Practice-
During the first draft, the teacher helps the students to add
details or find words and phrases. This is the first part of a
dictation exercise. The students write and spell what they hear.
D. Independent Practice-
The students type their handwritten essays and save them on a floppy
disk or, if available, a learning management system like Blackboard or Moodle..
E. Accommodations (Differentiated Instruction)-
The teacher revises the paragraph making minor adjustments such as
adding a phrase or more accurate word but is careful not to change
the students' ideas or concepts. The teacher copies and pastes both
versions into the text-to-speech software and records both versions,
saving them as mp3s.
F. Checking for understanding-
The student hears both versions of the assignment. The corrected
version is retyped as a dictation exercise--again.
G. Closure-
The teacher helps the students to record the version they've
retyped. This is saved to a disk.
VII. Evaluation- Quiz marks, student effort and cooperation, fluency in production of spoken impromptu and rehearsed