Week 4 Lesson Plan: Review or Preview

Week 4 Lesson Plan
Teacher/s: Soo Hyoung Joo, Melinda (Chenya) Zhang

Level: TOEFL Prep Date/Time: March 6th, 2015, 3-6pm
Goal: Introduction on integrated Listening/ Reading/ Speaking/ Writing

Objectives (SWBAT):
Students Will Be Able To
1. discuss the integrated speaking strategy
2. review six reading question formats and discuss about your application of the reading strategies
3. practice these six reading question formats and explain how you solve a specific problem to the
whole class
4. read a paragraph of differing perspectives and summarize it
5. discuss the strategies for pragmatic understanding questions of the TOEFL listening section
6. listen to a TED talk and distinguish the speakers attitude
7. record an integrated speaking task
8. provide peer feedback on the speaking section performance with the TOEFL rubric
9. learn more about integrated writing strategies and practice your writing skills in class
10. provide helpful peer feedback according to the writing rubric
Theme: Pragmatic understanding Qs and Integrated Speaking/Writing Tasks
Extensions: Peer feedback on oral and written performance
Aim/Skill/Microskill
Activity/Procedure/Stage
Interaction Time
Review or Preview:
How was your week? Last week we

learned about Independant speaking
tasks. This week, well start talking
about integrating different skills. Did you
get to see the video lecture about the
integrated speaking tasks?
Ss-T
Activity 1: Homework
review Jigsaw Speed
Speaking
1.1 Pre-Stage: Homework Review

Ss discuss the Qs about the integrated
speaking homework. T assigns 2 Qs
each to pairs.
How many seconds are you given to
prepare and speak?
What did you learn about how to
summarize reading/listening materials?
What are the tips for paraphrasing?
Ss-Ss
What grammar forms (past tense?

present tense?, subject...I, she?) should
we use?
1.2. During Stage: Jigsaw Reading
Ss are separated to 2 groups of 3. Each
group is assigned to different reading
materials. Ss read a short paragraph of
different viewpoints of the same
problem. Ss take notes on the
worksheet.
Ss-Ss
1.3 Post-Stage: Paraphrasing

Ss retells opinion to their partner for 30
seconds and come up with a solution to Ss-Ss
the problem. Ss Share the solutions they
came up with.
Transition to #2: Now

that we have reviewed
the homework from last
class, lets get into each
section.
Tangible Outcome & T. feedback/peer

feedback:
Jigsaw reading worksheet, Solution
2.1 Pre-Stage:
Activity 2:
[TOEFL Reading Challenges Brainstorm]
Do you still remember the reading
T-Ss
strategies we share during the class?
TOEFL Reading
Have you ever tried any in your
Question Formats and homework? What are some of the
Strategies
challenges you encountered?
2.2. During Stage:
Review TOEFL Reading Question
Formats 1-6
6 Question Formats
T Q&A (lecture key points and answer
questions)
Ss Practice (finish within a limited
time)
Ss & T Discussion (explanation &
further extension)
Ss-Ss
30
2.3 Post-Stage:
{TOEFL Reading Strategies Brainstorm}
1) Ss discuss about the general reading
strategies they know in small groups
2) Ss share their strategies on the
whiteboard and explain to the whole
class
3) T share reading strategies with Ss
and make comparisons
Transition to #3: Now,
lets have Soo to talk
more about your
Listening.

feedback:
T give Ss handout to take notes and
answer more questions
Activity 3: Listening
for Pragmatic
Understanding Qs
3.1 Pre-Stage: Reviewing Q types

T presents Ss different Qs types. Ss
categorizes the Qs to the two main
categories, and mark a or b in the blank.
Ss-Ss
T-Ss
3.2. During Stage: Listening for

Pragmatic Understanding
Ss-Ss
T presents the following pragmatic
understanding Qs
What is the speakers attitude toward
teaching calculus?
Why does the speaker say I mean, don't
get me wrong.
What does the speaker imply when he
says this?
And I'm here to say that I think
that that is the wrong summit of
the pyramid
10
Ss take notes as they listen to the talk.

Ss share the answers in pairs.
Transition to #4: Now,

we could better tackle
pragmatic
understanding Qs. We
3.3 Post-Stage: Strategies for Pragmatic T-Ss

Understanding Qs
Ss brainstorm the useful strategies for
pragmatic understanding Qs.
feedback:
will now integrate this

with other skills.
List of pragmatic understanding Q

strategies
Activity 4: Integrated
Reading-ListeningSpeaking Task
4.1 Pre-Stage: Reading

Ss read a paragraph related to the
lecture the students listen to during
activity 4. Ss measures how long it took
to read the paragraph.
Ss
4.2. During Stage: Integrated Speaking

Task
Ss take notes on their opinion on the
following topic for 20 seconds.
Both the listening and reading material
talks about the importance of math in
education. Does the reading material
strengthen or weaken the speakers
position? Explain your position.
Ss
4.3 Post-Stage: Sharing

Ss record their response for 60 seconds
and upload their recordings on
Ss-Ss
vocaroo.com.
Ss comments the link of the recording on
the class blog.
Transition to #6 or
Wrap-up: Now, we
feedback:
could better tackle
Recording of the integrated speaking
integrated skill speaking task
questions.
Activity 5: TOEFL
Speaking Peer
Feedback
5.1 Pre-Stage:
Checklist-Rubric Matching
S discuss schema building questions in
groups.
-What does it mean to be a fluent
speaker?
-Is speaking fast or slow important in
speaking? Why or why not?
-Is it important to have good grammar
when speaking?
T-Ss
15
T provides a checklist of questions to be

asked when evaluating a speaking
question. Ss categorize the questions
according to the 3 scoring rubric.
5.2. During Stage: Self/peer evaluation
Ss listen to their performance from their
homework and evaluate their
performance by marking the checklist.
Then, Ss listen to their partners
response sent through the messenger
and mark the checklist, and note helpful
comments.
Transition to #7: Now

that we have learned
how to be evaluated for
the performance lets
learn more about
writing.
Activity 6: TOEFL
Integrated Writing
Strategies and
Practice
Ss
5.3 Post-Stage: Strategies for each

T-Ss
rubric
Ss discuss preparation strategies for
each rubric by discussing about the
following questions. T posts these Qs on
the wall, and Ss write down their ideas.
-How can we be a more fluent speaker?
-How can we develop our topic?
-How can we make less
grammar/pronunciation mistakes when
we speak?
10
10

feedback:
Scoring rubric, Strategy list
6.1 Pre-Stage:
[TOEFL Writing Rubric Use]
TOEFL Independent Writing
Peer evaluation of homework
assignment
Class discussion of common problems
Ss
6.2. During Stage:

TOEFL Integrated Writing Strategies &
Practice
T Q&A (lecture key points and answer
questions)
T-Ss
30
Ss Practice (finish within a limited

time)
Ss & T Discussion (explanation &
further extension)
Ss
T-Ss
6.3 Post-Stage:
{TOEFL Writing Strategies Brainstorm}
1) Ss discuss about the general writing
strategies they know in small groups
2) Ss share their strategies on the
whiteboard and explain to the whole
class
3) T share writing strategies with Ss and
make comparisons
feedback:
T give Ss handout to take notes and
answer more questions
Wrap-up Homework
Lesson Evaluation Procedures:

Ss write exit ticket answering the
following Qs.
-2 things you learned from the class
-1 thing you still want to learn more
about
HW for the following week
LISTENING: TXB-Listening
Practice Sets 2&3
SPEAKING: Integrated
read/listen/speak
Vocabulary APP (Hard Words)
Comment on the blog
Lecture: academic
conversation and review.
Comment on the blog.
Materials:
Jigsaw reading material, Worksheet, Whiteboard, Scoring rubric, Strategy list, Links to the class
website, TED talk, PowerPoint presentation with instructions, Exit Ticket
Anticipated Problems & Suggested Solutions:

Ss did not watch the lecture about integrated speaking tasks - Have students refer to the class
blog comments. Have them work in partners who have watched the video.
Ss might have difficulty applying the reading and writing strategies by themselves and might not
be able to write a lot during the class. - T should encourage them and build a positive and
comfortable atmosphere in class.
Website for recording (vocaroo.com) does not work - have Ss send the recorded file through
email.
Contingency Plans (what you will do if you finish early, etc.):
Prepare a vocabulary checklist for the reading material.
Ss can brainstorm about the next weeks topic - listening for academic conversation.
T has Ss do some model tests in class or provide them opportunities to share current test prep
experience
Post-Lesson Reflections:
The peer feedback on oral recordings was successful. It trained students internalize the rubric
for TOEFL speaking, and they took it as a chance to provide constructive feedback. For
speaking, they still seem to have some confusion on reported speech, so I hope to deal with it
next class.

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Week 4 Lesson Plan: Review or Preview

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Week 4 Lesson Plan

Teacher/s: Soo Hyoung Joo, Melinda (Chenya) Zhang

Goal: Introduction on integrated Listening/ Reading/ Speaking/ Writing

How was your week? Last week we

1.1 Pre-Stage: Homework Review

What grammar forms (past tense?

1.3 Post-Stage: Paraphrasing

Transition to #2: Now

Tangible Outcome & T. feedback/peer

Tangible Outcome & T. feedback/peer

3.1 Pre-Stage: Reviewing Q types

3.2. During Stage: Listening for

Ss take notes as they listen to the talk.

Transition to #4: Now,

3.3 Post-Stage: Strategies for Pragmatic T-Ss

will now integrate this

List of pragmatic understanding Q

4.1 Pre-Stage: Reading

4.2. During Stage: Integrated Speaking

4.3 Post-Stage: Sharing

T provides a checklist of questions to be

Transition to #7: Now

5.3 Post-Stage: Strategies for each

Tangible Outcome & T. feedback/peer

6.2. During Stage:

Ss Practice (finish within a limited

Lesson Evaluation Procedures:

Anticipated Problems & Suggested Solutions:

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