Its about large classes, the following is my lesson plan for this one. But i need to know what they mean by the comment.
Not asking for answers just a few pointers where i should adjust my plan.
Lesson Length: 45 min
Objective: Teaching vocabulary of character traits.
Series of adjectives
Students should have a sound knowledge of the linking of verbs and nouns.
Should be able to write the words that includes vocabulary to link the verbs and nouns.
Failure to understand the concept of the work.
They may get confused with the meanings.
Drilling of the work.
Demonstrating the work.
Concept questions to help explain the work.
Preparations and aids:
Board and makers
Review previous work with a naughts and crosses game.
t-s 5 min
Presentation - set context
Introduce the new set of words to the students by writing it on the board. Each word in a different color. e.g. "Tom seems angry." Angry written in green.
Elicit and drill the words until they understand it.
Drill the words (He's an stubborn old fool.),(I'm typing, so forgive any clumsiness.),(Brad Pitt is tall, dark and handsome.)
By demonstrating/mimicking/acting it out to them each word so that they will understand them.
Give the written form of each of the words. The words spelled with different colors and in large cap words.
t-s 10 min
Elicit the vocabulary - "honest, Stubborn, Level headed, clumsy etc."
They can associate the words with the different colors it's written in.
t-s 5 min
Elicit vocabulary - "The captain is very level headed" Level headed written in red.
Individually ask each student if they know anyone that they can relate to the words on the board.
Drill the words by changing the sentence on the board but the words still written in different colors, just jumbling the words around.
Divide them in to pairs, those who are strong with those that aren't just yet confident with the words.
Give them a worksheet with the sentences on that is on the board, they then must highlight or underline the new word they learned.
t-s 10 min
Controlled speaking practice:
Do a role play - you can use this with pairs of students so that you can bring out the trait and its opposite. e.g. you are a cab-driver. A rich person leaves a wallet in cab. what will you do?
student 1: keeps wallet."Dishonest"
student 2 : returns wallet to owner."honest"
Each pair gets a different scenario do. The words on the board has also been wiped off.
s-s 10 min.
Go around class getting them to talk about what they learned by asking individuals, and also get the students to self correct.
s-s 5 min
Controlled written Practice:
Hand out another worksheet, but with just the words and they must make sentences with the words they were given.
Comment: Good ideas, but again i am not clear what you are doing to address this issues with large classes.
Perhaps you have not considered the logistics of monitoring pairwork role plays in a large class? Imagine the noise and distractions of so many different conversations going on at once. Maybe you should involve more students in each role play? I'm not sure if this is the answer, but I wonder if you could get the all the class to report back on their roleplays in only 5 minutes?
For one thing, I believe you have to list 'specific' words under "Target Words:", if you check all the examples (and what I had drilled into me) was that "Target Words" is very specific... it is the actual words that you want your students to learn, for ex, on one assignment I listed 8 words and some revision words, and BANG! I was told get rid of the revision list, no place there, and you must increase your list to at least 12... so I was like.. "OK" ':o Of course in this case you may need two list with some overlapping words, or one list and some additional words for Advanced.
One strategy I considered (which to be honest I had to get away from during a feedback and correction) was to treat it like 3 separate Lesson Plans, combined into one (it's not as bad as you think!) it won't necessarily be 3 x as much work, because most of it is overlapping, but it forces you to focus on which parts have to be different according to the student levels chart (which you can find in Classroom Management Module - Pg 33)
You really need to have this in front of you while you are trying to think "How can I adjust this for this level?..." you should have already done some of this in the previous questions if I'm not mistaken, you can use that too... hth ;-] ...