For this post, I will summarise my lesson, my third TP. I wasn’t going to do it, but since it was, arguably, my best TP up till this point, I thought it may be of interest to some of you. Freya, it was a shame that both you & Hatty missed this – I would have valued your feedback. The observers (Al, Ingmar, Josh, Phil & David) loved it as so did the students.
This was another 40-minute TP, but with full lesson plan. The aim of the lesson was to have the students practise reading skills where the grammar focus is on the past simple/continuous. It was a good thing that I had the whole weekend to prepare this (although I had to finish off assignment 1, too). The text I was supposed to use was The Perfect Crime from New Headway Pre-Intermediate. It was far far too long, especially for this level and for a 40-minute lesson.
I crunched it by at least half and put line numbers on the left of every 5 sentences. It fitted onto one A4 sheet on Tahoma 11, so that was pretty concise. I won’t load it up here because of copyright issues, but if you wish to have a look at it, email me.
If you remember, I mentioned in a previous post that, again, I would be the last to teach as though I were always the top of the bill, ha ha. That’s the positive way of looking at it, right?
Everyone loved the lead-in. I started with the dramatic soundtrack of Psycho and after a while, in case they still couldn’t identify the music, the famous screenshot of Anthony Perkins with the knife in his hand faded in onto the WB…
My aim was to elicit MURDER.
There were three images in the coursebook. I changed their order, and had them printed (I’d managed to get them off the Internet) onto the handout. On the reverse side of this was my adapted text. The reason for the change was to facilitate the task I set them, which was to predict the story of the text (pair work).
On the other side of the images was the reading text, titled The Perfect Crime. To make sure they understood “crime”, my CCQs were
- Does crime mean murder? No!
- Is murder a crime? Yes!
- Is burglary (alluding to my previous TP with them) a crime? Yes!
- Meaning: crime is an illegal activity or action. (The Spanish have two words: delito (less serious) and crimen)
I gave them a first-reading set of questions:
- Did Alice love her husband?
- Did Henry, Alice’s husband, love her?
- How many children did they have?
They conferred their responses with their partners first before I told them to turn the page over where the answers were. They checked and compared them with their partners.
Next, I handed them the lexis questions:
- What is the word you use to describe a date when you celebrate something that happened in a previous year (lines 1-5).
- Find a word between lines 1 and 5 which means “a ceremony in which two people get married”.
- Find a word between lines 5 and 10 which means “visit”.
- Find an expression between lines 10 and 15 which is used for “emphasizing that you are extremely surprised or angry about something you have seen or heard”.
- Find a word between lines 20 and 25 which means an object that can be used to hurt people.
I did the first question with them. They did the rest on their own before checking their answers (on the other side of the handout) with the person next to them. On the answer sheet, I also printed the dictionary definitions, with some examples of further usage.
Pronunciation issues were dealt with at this point.
Next task was a T/F comprehension exercise and they had to justify their false answers. I did the first one with them.
- They were married 11 years ago.
- They were having a party that evening.
- There was a big marble statue in the middle of the living room.
- Alice was putting the baby to bed when Henry came home.
- The weather was very hot that evening.
Again, they answered the questions, checked them (the correct answers were on the back of the handout) and conferred with their partners.
I ended the lesson with the question:
- Why was it the perfect crime? Because the murder weapon was destroyed!
If I had been doubtful of the existence of some form of bias before, this was the lesson that confirmed it. Can I be sued for libel for saying this? The lesson was not perfect by any means, but it was a damn good lesson, especially for a third TP. I hate to sound arrogant, but I’m very self-critical as you can see in some of my posts in The Dogme Diaries. NOT A SINGLE S+! The minimum I’d expected was a superior grading on the material I spent the whole weekend preparing: well-adapted text, self-penned questions, astounding lead-in, copyright information clearly laid out on handouts and on the slides…
It was highly demotivating. I was glad I was changing tutors because it would give me the opportunity to confirm or squash my theory. Unfortunately, the change would only last a week.
What modifications would I make?
- I would scrap the first-reading questions. I’d remove the title from the handout. I’d introduce a gist-reading activity, which could be any one of these:
- Write their predictions on the board; after the gist-reading, they decide if their predictions are accurate.
- Have them think up a title.
- Give them a choice of, say, 3 titles and they choose the best one.
- On my answer sheet of the T/F comprehension exercise, I should have put the line numbers so the students could quickly see where they were in the text. I also had the answers on a slide – the line numbers should appear on this, too.
- Removing the first-reading activity would allow me to add more detailed-reading questions, e.g.:
- The police suspected that Alice had murdered her husband. (F)
- The police wanted to find the murder weapon. (T)
- Alice was an intelligent murderer. (T)
- Open question: What was the murder weapon? (The ice statue)
- Ideally, I would finish with a production activity where the students retell the story to each other. I had this on the plan as a back-up, knowing full-well that it would be a miracle if I had time for it.
As I said, not a perfect lesson by any means, but extremely well-controlled – one I would have been proud of in a real environment.