TEACHING PRACTICE LESSON PLAN
NAME: Andy Smart
TP No: 03
LEVEL: E
Date:
LENGTH OF LESSON: 40
Start Time:
MAIN AIM: By the end of the lesson, the students will have developed their lexis and vocabulary skills having practiced asking questions in the third person
present simple. To complete a fact sheet about four people.
SUB AIMS: By the end of the lesson, the students will have developed oral fluency when talking about people and their jobs
PERSONAL AIMS: to ensure that students get good STT; to ensure questions are elicited before a task.
MATERIALS: Text from New Headway, handouts prepared by the teacher, world map and photos.
Context of lesson:
Assumptions:
Finding out about people; jobs, their country, age,
what they like doing in their free time and if they are
married.
That they already know some of the vocabulary
and grammar.
References consulted:
Language Analysis - Grammar/ Vocabulary/ Functions (circle as appropriate) - (This is to be done for all Language lessons)
Analysis of Meaning
Anticipated Problems
Possible solutions
e.g. (CCQs (inc. answers), timelines, clines, visuals etc.)
famous: someone that everybody knows
Ss may need more examples to understand
Have a ‘back-up’ photo of another famous person
Japan: a country
France: a country
Greece: a country
Argentina: a country
Ss may not be able to find some places on the
map
Allow other Ss to show them if not the teacher
(Simple statements of meaning)
play chess: a game
play rugby: a sport
Ss may not be familiar with these sports
T use gestures
cinema: a place to watch a film
office: a companies staff work here
aeroplane: people fly in a plane
hospital: where sick people go
‘cinema’: Ss may not understand what a film or
movie is therefore have difficulty with the word
T use gestures
nurse: someone who works after sick people
pilot: someone who flies a plane
accountant: someone who looks after your money
‘accountant’: Ss may find it difficult relating this
word to the office
T use gestures and WB
Analysis of Pronunciation
Anticipated Problems
Possible solutions
famous:
Ss may not pronounce the last letter
Drilling and T briefly checking 1-1
Japan:
France:
Greece:
Argentina:
Ss may miss saying the last letter
Ss may pronounce the last ‘ce’ sound wrongly
Ss may pronounce the last ‘ce’ sound wrongly
Ss may find the structure too difficult
play chess:
play rugby:
Ss may find the first tone difficult
Ss may find the first tone difficult
cinema:
office:
aeroplane:
hospital:
Ss may find the first tone difficult
Ss may find the last tone difficult
Ss may miss saying the last letter
Ss may miss saying the last letter
nurse:
pilot:
Ss may find the last ‘s’ sound difficult
Ss may miss saying the last letter
( include phonetics for difficult words/ sounds, word stress,
connected speech, sentence stress, intonation)
Underlined stresses
accountant:
Ss may miss-pronounce ‘count’
Analysis of Form
Anticipated Problems
Possible solutions
Ss may confuse place names with adjective
Gestures and drilling
Ss may use the continuous version
Drilling
Ss may confuse with ‘a cinema’ or ‘an office’
WB demo ‘a’ is before a consonant and ‘an’
before a vowel
(e.g.name and break down of tense, part of speech, dependent
prepositions, collocations , verb patterns (+inf/ing)
famous: (adjective)
Japan: (noun)
France: (noun)
Greece: (noun)
Argentina: (noun)
play chess: verb + subject (simple present)
play rugby: verb + subject (simple present)
cinema: (noun)
office: (noun)
aeroplane: (noun)
hospital: (noun)
nurse: (noun)
pilot: (noun)
accountant: (noun)
money: (noun)
Problems with Tasks and Materials – (This is to be done for all lessons)
Anticipated problems with tasks and materials
Possible solutions
Think about: odd numbers of Ss, late arrivals, text length
Though it is a simply structured lesson, there is still a lot to do for a 40 minute
lesson.
Tasks may not be completed within the time limit.
Really keep an eye on the time. Material cannot be removed or shortened in
this lesson plan
The amount of new vocabulary may effect the STT
Again, keep an eye on the time. New vocabulary has been kept to a
minimum.
STAGE NAME &
STAGE AIMS
Lead in
To create interest
and introduce the
Ss to the topic
TIME&
INTERACTION
T - Ss
S-S
5
PROCEDURAL DETAIL
T will slowly show a photo of Yao Ming (YM).
T asks the Ss if they know anything about him.
In pairs. Talk about what questions can you ask
about Yao Ming?
T leads with an example question: “What is his
job?”
“Is he a teacher?” This is a trick question as now he
is a student.
ICQ: Are we listening? Are we writing?
T will put the photo of YM on the white board with
magnets.
Student feedback: Teacher asks the Ss to feedback
with their ideas. Ss also try and answer some of the
questions.
T will write the questions on the board with the photo.
CCQ: Elicit “free-time’
2 minutes:
TUTOR’S
COMMENTS
Pre-teach
Grammar
To provide the tools
enabling Ss to
complete tasks
Pre-teach various
lexis
This will be used in
the following task
T-S
T to use the questions of YM on the board.
Ss close their eyes. T Gesture.
T remove some key words from the sentences.
Ss to come up and add the words to the questions.
T will show Ss a small handout with some questions
in the third person present simple.
S
“Here are some sentences. Like YM’s questions”
Gesture to the WB “read then write the missing
words. Work alone” Gesture for Ss working in 1’s
ICQ: Are we speaking? Are we eating?
S complete the questions
S-S
T-S
10
T-S
S–S
“123 Stop”
Pair Check: T to check each others answers for 1-2
minutes
“123 Stop”
T asks individual students the answers. “Well done!”
Instructions T holds up and shows Ss pictures and
the vocabulary that should go with them. Explain they
should match the vocabulary to the pictures and talk
about it with their partners.
Give Example: “Does a teacher fly a plane?”
Gesture for pairs.
ICQ: Are you reading? Are you listening?
Pictures will be of a cinema, rugby, chess, hospital,
pilot, and an accountant. Matching vocabulary will be
‘play chess’, ‘play rugby’, ‘cinema’, ‘nurse’, ‘pilot’,
‘accountant’, ‘office’,’ aeroplane’, ‘hospital’.
Pairs: Students to match up the words to the
pictures. 5 minutes
While they are doing this T to put the pictures on the
WB with magnets. T also writes the names of the
four countries.
“123 Stop”
T Gesture I want you to come up and put the words
to the pictures. T shows them. “OK GO!”
T–S
10
Speaking and
writing task
To practice asking
T–S
Drill-work using the pictures on the WB for the
pronunciation and form. Underline key sounds
‘play chess’
‘play rugby’
‘cinema’
‘nurse’
‘pilot’
‘accountant’
‘office’
‘aeroplane’
‘hospital’.
T can also drill individual Ss (1 minute)
Map of the world will be already on the wall.
T asks individual Ss to find Japan, France, Greece
and Argentina. Quick Drill (2 minutes)
questions in the third
person present simple
T holds up the worksheets A and B.
Towns: for the sake of time T will very quickly elicit
these ”China – Beijing, England – London” holds up
the worksheet, “France – Paris”
Explain “one student is A” (gesture) “and the other is
B. Ask questions to your partner and write” gesture
on one of the worksheets. “Use your questions on
this worksheet” T holds up small exercise from
earlier.
ICQ: Are you working in pairs? Are you speaking?
Are you listening? Are you writing?
S–S
5
Follow- on task
To further develop
oral fluency in the
Pairs.
“123 Stop”
T asks one or two quick questions to individual
students as an answer check
T-S
T returns the word ‘famous’ already on the WB
“Yao Ming: famous. T explains gestures Think of
one famous person.
T holds up paper headed “My Famous Person”
“Write about them on the paper. Use your questions
to help you (hold up the questions from earlier).
“You must keep it a secret from your partner”
gestures “They can’t see” gestures for secret.
T-S
“123 Stop”
T – Demonstrate the idea of the guessing game
Hold up a picture of Lin Chi Ling backwards so the
Ss can’t see who it is. It will have a question mark on
the back. T says “Who is this? Ask me questions. Is it
a man? No” gesture to continue.
T use the back of Yao Ming’s photo to write on as an
example.
Give them numbers 12345
T tells the Ss they must also find out their partners
famous person, gesture e.g.” who is Tom’s person?
S’s stand up and find their partners.
S–S
S guess their partners famous person, asking
questions in the third person present perfect.
T – “Well Done!”
third person present
simple.
10