Dip TESOL 2014/2015
Lesson Plan Cover Sheet
Teacher:
Date:
Time:
Location:
Classroom:
Krisztian Varga
02/03/2015
20.00-21.00
Chichester College
C209
Group Description
Level:
No. of students:
Upper-Intermediate/FCE
11 students on register
This is an upper-intermediate General English class without a dedicated a course book; rather
my teaching is based on and tailored around the students’ needs and wants. Most of the learners
started this course with the expressed intention of taking the Cambridge First Certificate (FCE)
exam.
Apart from the FCE, a number of students aim to improve their job prospects, preparing for
situations where they need to use appropriate language, the right register, be more accurate or
more fluent and required to be more polite. Improving accuracy and fluency, learning new phrases
and practicing all skills can come useful in certain situations such as in a meeting or job interview
or when writing a complaint or a cover letter.
I am trying to cover both of the above (general English and exam preparation) during this tenweek course. In my view these self-financing ESOL students are all here with a clear aim and my
goal is to deliver lessons week after week, after which they feel that it was worth their time, effort
and money. I appreciate and admire their motivation to spend their Monday evening with me after
a whole day work and I feel it is my duty to give them something with which they can walk out of
the classroom feeling satisfied.
We are in the middle of a ten-week spring term. I have taught this class from the beginning. All
students were required to do a placement test on their first day at college, after which they could
enrol for the relevant course. It is a half an hour long listening and grammar test, followed by a
short writing task and a five-minute speaking test. I received the students’ placement tests and I
assessed them on their first lesson. The class also did a mock FCE test shortly after we had
started the course. The students’ placement and mock tests and copy of all their written work
together with the materials covered in class are kept in their course folder so they are accessible
by every teacher. Maximum number of students in the class is 16.
We are two sessions away from the next FCE exam here at Chichester College. So far during the
course we have practiced listening and looked at different grammar points, identified form the
students` written work and Reading and Use of English practice. As the weakest point of the class
was part four of the Use of English test, the last few lessons were rather grammar heavy. We also
focused on their writing, using a process approach where students submit multiple drafts by
emailing their work to me before the produce the final version. I encouraged students to email me
questions once they got into difficulty with their practice tests, writing or while reading or listening
to my writing feedback. I noticed significant improvement in their writing, especially the way they
organise and link their ideas.
It is time to introduce and practice the speaking parts of the exam. In the first half of the lesson
we will check homework and set the scene with a couple of warm-up speaking tasks.
Dip TESOL
Class Profile
Name, Sex,
Age,
Nationality,
Length of stay
David Galo
Choez, Spanish
10 weeks
Reason for Learning
Strengths (S) and
Weaknesses (W)
Other comments
for a job; wants to take
the FCE exam later
works well in the class, a bit
quiet
Bogdan
Machedow,
Romanian, 10
weeks
Mateusz
Grzybek, Polish,
10 weeks
Jurate
Aleksoniene,
female, Polish,
10 weeks
wants to take one of the
Cambridge exams later
Henryk Markiel,
male, Polish, 10
weeks
for himself, selfimprovement, wants to
do the FCE soon
S – good range of
vocabulary, writing
W – accuracy,
grammar
S – writing and
vocabulary range
W – speaking
accuracy
S- speaking fluently
W – grammar range,
vocabulary
S – great range of
vocabulary, solid
grammar
W – accuracy,
pronunciation
S – speaking fluency
W – grammar and
writing
Ana Isabel
Torreion,
female,
Spanish, 10
weeks
Flaviana,
female,
Brazilian, 10
weeks
for better job prospects
S –vocabulary range,
fluency
W – accuracy,
pronunciation
for herself, wants to do
the exam soon
S- writing, grammar,
vocabulary
W – accuracy,
pronunciation
Santiago Perez,
male, Spanish,
10 weeks
for himself at the
moment, wants to take
the exam in June
S – attitude,
W – grammar,
vocabulary
Sara Falagan,
female,
Spanish, 10
weeks
Krisztina
Gyarmath,
female,
Hungarian, 10
weeks
Alba Martinez,
female,
Spanish, 10
weeks
For the exam in June
S – good vocabulary
and grammar range
W – accuracy, fluency
for better job prospects,
be able to communicate
better with customers,
colleagues, in job
interviews
Taking the exam in
March
S – writing, speaking,
fluency
W – accuracy
learns for himself
Wants to do the FCE in
June
S – writing, speaking,
fluency
W – accuracy
Tends to be a bit quiet, works
well with Mateusz, his
production isn’t accurate
well-motivated and
hardworking,
works well in the class, asks
lots of questions, very
motivated and driven, hardworking; tends to dominate
very chatty and jokes a lot,
which is sometimes distractive
for other students, his fluency
is fine, his accuracy needs
improving
tends to be a bit quiet and
stays in the background;
Needs nominating; friends and
works well with Alba
Very mature attitude to her
studies, tends to be a bit quiet
and stays in the background;
Needs nominating, likes pair
work
Motivated and hard-working,
tends to be a bit quiet, missed
a few sessions due to work
commitments and illness
works well in the class, wants
to participate, keen on asking
questions, very motivated
student
She is very keen, her
confidence is growing but
tends to hesitate before giving
answers, missed a few
sessions due to illness
She is keen to improve and
has a good attitude. Due to her
work (carer) she sometimes
misses the sessions
Dip TESOL
Teaching Aims
The main aims of the session are:

Facilitate speaking practice for FCE speaking part 2

Extend students’ vocabulary by practicing collocations
The sub-aim of the sessions is:

Facilitate small group work

Encourage critical thinking

Draw students` attention to the importance of timing

Provide useful feedback on students` performance
Learner outcomes
By the end of the session, students should be able to:
 Be clearer and more confident when doing FCE speaking part 2
 Improve fluency in speaking
Personal Aims


clear demonstration of activities
keep TTT to a minimum
Assumed Knowledge
Students are likely to be familiar with the overall format of the exam. The general rules
need to be recapped and students will need practice with timing. They will be able to
produce the target language for giving opinion, contrasting. They have a good general
knowledge and vocabulary about the topics we will discuss.
Anticipated problems & solutions:




timing for the first exercise
uncertainty about the requirements of FCE part 2 speaking (description, comparing,
contrasting)
pronunciation issues – modelling, choral and individual drilling;
weaker students might find it difficult to perform under `pressure`
Resources







Cambridge First (Certificate) handbook for teachers
Worksheets
White board
IWB board
Computer
Projector
Internet
Dip TESOL
Time
Approx
8-10 min
Stage
Teacher’s Purpose
Students Activity
Materials
Interaction
Lead in
Introduce topic, spark interest
IWB
Slips of paper
T-S (eliciting)
S-T (answers)
4-6 min
Matching
Ss establishing lexical connections
Picture on IWB
Ipod game - live dictation of seemingly
random words
students in pairs write words onto
separate slips of paper, fastest team
stops the game
Ss match the words on their paper
according to lexical collocations
Reinforcement on IWB
Class feedback
IWB
T-S (instructions)
S-S,S (group work)
S-T (feedback)
8-10 min
Brainstorming
Ss familiarise themselves with the topics
Based on the phrases from before ss
brainstorm more phrases for the pics
one minute each (help with timing)
ideas onto IWB
IWB
5-7 min
Elicit target language
Guided discovery of the features of speaking
part 2
IWB
T-S (instructions,
eliciting)
S-T (feedback,
answers)
13-15 min
Speaking practice
Guided to freer speaking practice
Worksheet
IWB
WB
T-S (instructions)
S-S,S (peer check)
S-T (feedback)
4-6 min
Speaking practice 2
Further speaking practice for fluency
Elicit connections between pictures
(1 minute)
Elicit linking words for comparing and
contrasting (1 minute)
Whereas, on the other hand, while…
Ss practice speaking part 1-2 in pairs
(ss volunteer to be `interlocutors`)
Monitoring
Individual and class feedback
(grammatical correction, vocabulary
reinforcement)
Pronunciation practice based on students`
production of language
Ss practice speaking part 2 in pairs
(giving opportunity to the volunteer
`interlocutors`)
Monitoring
Individual and class feedback
IWB
T-S (instructions)
S-S,S (group work)
S-T (feedback)
Dip TESOL