OxfordTEFLTrinity DipTESOL
Lesson Plan Pro Forma
Teacher’s Name: Joe Greenwood
Date: 6th August 2015
Level of class: B1
Estimated number of students: 10
Communicative objectives (speaking): To talk about our dreams and ambitions, asking and answering questions about them to elicit more information on the
subject.
Language/Skills objectives and outcomes (grammar, vocabulary, pronunciation):
Vocabulary:
•
To learn and use collocations to do with our future ambitions. For example: Go round the world, become famous, own my own business, make a
million, learn to speak English, have children, start a family etc.
•
To recap the previously studied question words: who, what, when, how, which, why, what.
•
To use them in questions to elicit more information from a speaker.
Pronunciation:
•
To use the correct word stress and understand the placement of the tonic syllable. E.g. ‘I’d love too…’, ‘I’ve always wanted too…’.
•
To recap the rising inflection we use when using the above question words.
Skills:
 Listening for specific information. Noticing new language in a listening exercise and then placing it in the correct context. I will be utilizing Scott
Thornbury’s model of Input (noticing)-Intake-Production. The learners will first be exposed to the language, then process it and use it in a controlled
practice activity, and finally turn it into communicative output.
Language/Skills analysis and anticipated language problems:
•
I anticipate Spanish is a syllable-timed language, basically meaning that each syllable takes up about the same amount of time, and with the
same stress. This means that the English idea of tonic syllables being difficult for Spanish learners. This can make it difficult for Spanish speakers to pick
out and point out the important words in a sentence. This is why I am focusing on tonic syllables, as I anticipate them being difficult for the learners.
•
I anticipate their being a number of issues with prepositions in the collocations we are learning today. This is because Spanish learners only use
one collocation, ‘en’, to cover in, at and on, in English. So for example, a collocation like ‘appear on television’, may be produced as ‘appear in television’.
They may also make errors with other prepositions. Such as ‘go to university ’being said as ‘go in university.
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Timetable/programme fit:
1. How this lesson relates to previous lessons.
 In a previous lesson we did some work on the rising inflection we use with question words. This lesson we will recap that, and use it in another
communicative context, that of eliciting more information from a person about their dreams and desires.
Group profile:
See attached sheet
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Procedure:
Stage 1
Length
Activity
Aim of activity (why you/they do it?)
Interaction/Learners/Differentiation/Flexibility
(what students/you do) Rationale (for topic/task/materials/aids/technology)
Ss: Watch a video, and Globally: To create interest and to get the learners Interaction: Teacher-learner interaction. The learners will first
suggest to the teacher
on task.
watch a video clip, and then interact with the teacher to provide
what they think the lesson
suggestions as to what the lesson might be about.
could be about.
Topic: Our dreams and ambitions.
T: To show the learners a Task: Also to try to elicit language from the
video, of somebody
learners which we will use in the rest of the lesson.
talking about their dreams E.g. dreams, ambitions, desires, hopes, plans, in
5 minutes and ambitions. Then to
the future etc. I will also try to push learners to
elicit from the learners
express their answers more fully, and to peer
what they think the lesson correct and expand on each other’s answers. For
will be about. I will then
example:
board any useful
Me: What was the video about?
language that arises to
Jesus: Dreams?
use in the rest of the
Me: Good, can anybody expand on that? Whose
lesson.
dream? What else can we call dreams?
Ariana: His dreams. His dreams for the future?
Learners: I don’t anticipate their being any learners who have
difficulty with this task.
Differentiation: I will try to elicit language from a variety of
different learners. I expect strong learners such as Yulei and Ivan
to offer suggestions, but I will also ask more reticent learners
such as Jesus to offer suggestions.
Flexibility: One of the reasons I have chosen this task as a lead
in is that it will allow time for latecomers to arrive without
disrupting the lesson. Latecomers can understand and become
involved in the lesson without me having to re-explain.
Me: Good, and we can also call dreams…..?
Yulei: Ambitions?
Me: Excellent.
I will then board the language dreams and
ambitions. This eliciting of more detail from the
learners is to try and expand the lexis we have
available to use in the lesson, without me having to
explicitly teach it.
Technology: Computer and OHP. This will be
used to play a clip from YouTube.
Assessment & Feedback: Feedback in this stage will consist of trying to elicit more detailed responses from the learners. I will try to elicit as
much useful and related lexis as possible. This is because learners at this level often crave new lexis. However if it all provided by the teacher,
it can be difficult to present it all. By having the class provide the lexis, I can ensure the learners will provide each other with new lexis to use in
the ensuing activities.
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Stage 2
Activity
Aim of activity (why you/they do it?)
Interaction/Learners/Differentiation/Flexibility
(what students/you do) Rationale (for topic/task/materials/aids/technology)
Globally: To introduce new collocations related to Interaction: Pair work. Learners will be put into pairs and tasked
Ss: Listening exercise.
The learners will be
dreams and ambitions.
with completing the listening exercises together.
paired up, and have to
listen to a provided sound Task: To engage learners listening skills, and
Learners: I am still getting to know this group, so I am unsure as
clip, and match the halves introduce some new lexis at the same time.
to whose listening skills are stronger. However based on their
of the collocations they
Presenting the language via a structured listening pronunciation skills and my experience in the first two lessons I
hear in the clip. For
exercise, has a few advantages:
taught them, the learner pairings night look something like this.
example they might hear
 Learners will have to listen carefully to
 Yulei and Roberto
match
the
collocations.
 Xiechen and Jesus
‘become a singer’. They

Learners
will
then
have
to
listen
again
to
 Aldier and Roberto
will then match the two
put
the
collocations
in
the
correct
place.
 Ariana and Augustine
halves together, e.g.:
This
gives
them
a
chance
to
hear
the
TL
 Ivan and Natalia
Become
a business
used in context.
These pairings place stronger and weaker learners together.
10 minutes
 After the exercise is completed, the
learners have an example of the language Differentiation: These pairings serve both stronger and weaker
used in context as a reference point for the learners. Weaker leaners will have support provided by the
start
a singer
rest of the lesson and beyond.
stronger learners, and stronger learners will get a greater
The learners will then
understanding of context by providing peer support to the weaker
place the completed
Material:
Handout,
with
collocation
halves
to
be
learners.
collocations in the correct
matched
and
gap
fill
exercise
to
add
the
gaps in the matching text
Flexibility: I may have to play the recording a number of times
provided on their handout. collocations into the conversation.
for the learners to complete the exercise. However if the learners
Technology: Recorded conversation, and
are struggling to complete the task after a few plays, I will move
T: I will provide the
their attention to the board and provide the necessary support.
learners with a handout speakers to play the recording.
Also, at the end of the exercise, I will field any questions about
containing the collocation
the use of the collocations the learners may have. These may
halves matching exercise.
take the form of:
I will explain the task, and
 Using the collocations in another context.
then pay the sound clip. I
 Providing clarification on pronunciation.
will move amongst the
 Providing clarification on individual word meanings.
learners offering support.
I will play the sound clip
as many times as the
learners need to complete
the exercise.
Length
Assessment & Feedback: Feedback in this stage will come at the point of need. I will leave the learners to attempt to complete the task in
their pairs. I will move amongst the learners offering support and micro teaching to ensure all learners can complete the task to a good level.
(identifying pron)
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Stage 3
Activity
Aim of activity (why you/they do it?)
Interaction/Learners/Differentiation/Flexibility
(what students/you do) Rationale (for topic/task/materials/aids/technology)
Ss: Learners will pull out Globally: To begin to build and structure
of the completed script
sentences using the provided language of desires
ways the speaker uses to and the colocations.
express their desires. For
example:
Task: This task is an important controlled practice
‘I’ve always wanted to’
stage. The learners have had a lot language
‘It’s my dream to’
elicited from them or provided. They need a stage
‘I’d love to’.
to become familiar with structuring it and tying it
‘An ambition of mine is to’. together. For example:
They will also suggest any ‘It’s always been my dream to appear on TV’.
more they can think of
This structure will be what we are using in the
when I prompt them.
communicative activity. This exercise is scaffolding
10 minutes They will then write these
the learners output, to build up to the
in spaces below on the
communicative activity at the end.
handout, and write a
collocation after, e.g. ‘I’d
Material: Space on the same handout provided in
love to.. start a business’.
the previous stage, for the learners to connect the
The learners will then
language together. E.g.
read some of these
completed lines to each
other.
______________
________________
Length
T: I will set the task, and
And the learners will fill in the line like this:
elicit initial suggestions
I’ve always wanted … to open my own business
from the learners. I will
ask for any more
suggestions to express
desires to go along with
the ones we already have
from the completed script.
I will also provide more
examples if the learners
cannot provide them.
Then I will set the
learners off on completing
the statement/collocations
lines, and reading them to
each other.
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Interaction: Group- teacher interaction, and pair work. Initially I
will elicit responses from the learners, as to how we can express
our desires. These can either be from the listening exercise, or
any others the learners can think of.
Learner’s differentiation: I imagine some of the stronger
learners, such as Ariana and Yulei, may be able to make
suggestions for new ways to express our desires. However
weaker learners, such as Roberto and Jesus, may not have any
new language to offer. As a result I will ask them to provide one
from the handout. This is so I can listen to all the learner’s
pronunciation, to target issues and weak areas.
Flexibility: I will keep the time limit on this task fairly flexible.
This is because this stage is my opportunity to listen to the
learners using the language in context, and diagnose problems. I
will be moving amongst the learners during their pair work,
offering support and feedback.
I will also be noting down any common errors with pronunciation,
intonation or word stress, in order to reactively fix these in the
next stage of the lesson, which focuses on pronunciation.
Assessment & Feedback: This stage will feature reactive feedback from me. When the learners are engaged in their controlled practice pair
work, I will move amongst them listening for errors. If they are errors made by a single learner, I will reactively correct them. Any common errors
I hear I will note down and group fix at the end of the activity. I am expecting to hear errors related to:
 Contractions, e.g. ‘It has’ always been a dream of mine’. I will point out using ‘It’s’, and drill it a few times with the learners.
Stage 4

Mistakes with articles, e.g. ‘Start the business’ instead of ‘start a business’. I will correct these errors as I hear them.

Pronunciation, mistakes on word stress and tonic syllable. E.g. I’ve always wanted to… I will group teach these in the next lesson
stage, which will focus on pronunciation.
Activity
Aim of activity (why you/they do it?)
Interaction/Learners/Differentiation/Flexibility
(what students/you do) Rationale (for topic/task/materials/aids/technology)
Interaction: Teacher- learner interaction. Followed by learnerSs: Learner’s will listen to Globally: To learn to recognize where the tonic
syllable should be, and correctly stress it.
class interaction during the peer drilling.
the teacher input on word
stress and tonic syllable,
Topic: Tonic syllables and word stress.
Learners: Stronger learners with pronunciation, such as Ariana
and then participate in
and Yulei, may offer a number of suggestions as to where the
drilling.
Task: Spanish speakers often have problems with tonic syllable should be. Weaker learners, such as August and
word stress. As Spanish is a syllable timed
Jesus, might not make any suggestions. I will attempt to elicit
T: I will board some of the
language, many learners will add equal amounts of answers from as many of the group as possible.
lexis we use to express
stress to each syllable. They may also add stress
10 minutes our desires. E.g. ‘I’d love to the preposition ‘to’. E.g. ‘It’s a dream of mine to’ Differentiation: As described above, I will ask as many learners
as possible for an attempt at the tonic syllable.
to’. I will then elicit from This is because this is the final word before the
Something I will do to try to test stronger learners is to ask them
next clause of the sentence, so learners may
the learners what word
to lead a peer drill. If a stronger learner correctly identifies a tonic
they think is stressed. We stress it to buy themselves time.
syllable, I will ask them to come to the front and lead the class in
By teaching them the correct syllable to place the
will then underline the
a peer drill. This serves several purposes:
correct word, and drill the stress it will make the learners sound more fluent
 Improves confidence of the drill leader.
correct pronunciation in a and natural.
 Shows a good model to weaker learners.
number of different ways.
 Allows me time to monitor the class and identify learners
Choral drilling, individual Aids:
who are having particular trouble.
drilling and peer drilling. I
 Handout for the learners to use as a
Length
will drill each tonic
syllable. However I will
not teach the expression
‘tonic syllable’.

reference, to input the language from.
Flexibility: The amount of teacher input needed may vary. If the
Whiteboard for me to present the language
learners are struggling to identify the tonic syllable, I may have to
and sentence stress.
lead the majority of the drills. However if they are correctly
identifying the tonic syllable, I will initiate a lot of peer drilling.
Assessment & Feedback: Assessment will be ongoing in this task, and will influence how much feedback is given. If the learners are correctly
identifying the tonic syllable, and subsequently correctly pronouncing the phrase, feedback will be minimal. However, as highlighted under the
above ‘task’ heading, I am anticipating a number of different issues to arise. I will deal with these reactively, as a class.
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Stage 5
Length
Activity
Aim of activity (why you/they do it?)
Interaction/Learners/Differentiation/Flexibility
(what students/you do) Rationale (for topic/task/materials/aids/technology)
Globally: To decide on three ambitions/dreams
Ss: SS will note down
three of their ambitions, to and form them into a collocation to use in the
use in the forthcoming
following communicative activity.
communicative activity.
These might look like this: Task: I am expecting some learners to have
problems with expressing their dreams/ambitions.
 Appear on TV
I am expecting problems like:
 Start a family
 Run my own
 Prepositions- ‘Appear in the TV’
business
 Articles- ‘Start the family’
Learners will prepare
these in advance of the
 Tenses- ‘Ran my own business’
following activity and ask
any questions regarding This stage is designed to have them completely
pronunciation etc.
prepared so that in the next activity the focus can
5 minutes T: I will inform the
learners of what is
required of them, and
then move around offering
support to form their list of
three ambitions.
be in communication.
Interaction: Teacher-learner interaction. Learners will work
alone to formulate their three dreams/ambitions, asking the
teacher if they need support.
However, I will also ask learners to check their partners work. As
they are paired strong learner/weak learner from a previous task,
this should result in the strong learners being able to help their
weaker neighbors.
Learners: I expect weaker learners such as Jesus and Roberto
to need more support than others. As a result I will move to them
first before helping the stronger learners.
Differentiation: I will challenge the stronger learners to come up
with more challenging ambitions. For example, Ariana might
write, ‘To run my own business.’ I will ask her to clarify what sort
of business. E.g. ‘To run my own clothing business.’
Although finding out more about the learners dreams is the aim
of the next exercise, I don’t think this will negatively impact on it,
as there is still plenty more to find out about each dream!
Flexibility: I may have to spend more time encouraging some
learners to correctly form their dreams/ambitions. However I can
use stronger learners as a resource to speed up this process.
Assessment & Feedback: I offering feedback to try and extend and improve the ambitions the learners create. I will also micro teach with
individual learners to correct pronunciation issues they have with. I am expecting pronunciation issues with word stress mainly. Such as:
 TV, with the stress on the T instead of the V. This can be corrected by simply modelling and drilling.
There may also be issues with intonation, such as:

Start a family. Mis-using a rising inflection. Again this can be simply fixed by modelling and drilling.
Stage 6
Activity
Aim of activity (why you/they do it?)
Interaction/Learners/Differentiation/Flexibility
(what students/you do) Rationale (for topic/task/materials/aids/technology)
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Globally: To practice asking and answering
Ss: Pair up and
Interaction: Pair work > learner-teacher interaction >pair work.
communicate about their questions about a person’s dreams/ambitions in an The learners will attempt the communicative activity in pairs. II
dreams/ambitions.
will be moving amongst the pairs offering advice and micro
authentic communicative context.
Learners will state an
teaching (see feedback).
ambition, and their partner
After 5 minutes, I will stop the activity, and bring attention to the
Task: This task is intended to utilize all the TL and
board to correct common errors and offer advice as to how the
will use the ‘wh-‘
pronunciation work we have done today. The
learners can improve the task.
questions we have
learners should use the handout we have
Then I will ask the learners to swap pairs and attempt the task
previously worked on in completed today to remind them of:
again.
order to question them
 The collocations of dreams/ambitions we
and find out more
have learned today, e.g. go round the
Learners: I am expecting certain learners to have specific
information about their
world.
problems, which I will monitor and offer feedback on during the
dreams and ambitions.
 The new lexis introduced to express our
activity. Below are some examples of expected learner problems:
desires. E.g. it’s a dream of mine to…
 Roberto (Chilean). I expect Roberto to have difficulty
T: I will outline the task
 The tonic syllable in each expression. E.g.
pronouncing some of the new lexis, even after the
details to the learners. I
I’d love to start my own business.
drilling. I will monitor Roberto’s pair work and on the spot
will then remind them of
 The ‘wh-‘ questions as responses. E.g.
20 minutes
error correct and pronunciation errors which are affecting
what, why, where, when etc.
the ‘wh-‘ questions we
intelligibility.
The aim is then to use all of these language
have looked at in a
 Natalia (shy). I will make sure Natalia is with a partner
points and attempt authentic communication. I
previous lesson, and how
such as Aldier, who is more confident and will be happy
have chosen the context of discussing our
we can utilize them to
to initiate the task. Natalia has good language ability, but
dreams and ambitions as this topic contains a
elicit more information
can be a reticent speaker at first. However with a more
lot of interaction which the learners can utilize
from their partners.
confident partner, I anticipate the task will be very
outside of the classroom. For example, the
I will then choose one
valuable for her communication skills.
ability to express something they want, and the
strong learner to come
 Roberto (Argentine). I will move to Roberto’s pair first, to
ability to ask questions to elicit more
and model the exercise
check he has understood the task. Roberto often has
information from a speaker. This makes the
with me, giving examples
difficulty understanding the objective of a task, so I will
learning tangible, the learners can imagine
of how we can use the
try to place him with a partner who will take the lead.
utilizing what they have learnt in today’s lesson
question words to further
Roberto loves communicative activities so will be happy
in real world communication.
the conversation.
to communicate. I just have to be sure he has
I will then set the learners
understood the task.
Material:
off on their task, and
move amongst the pairs Handout as a prompt for the learners.
Differentiation: As I am moving amongst the pairs offering
looking for common
advice, I can deal with differentiation at that point. I will try to
errors, to correct after the
push stronger learners into more complex descriptions of their
exercise. We will then
dreams and ambitions, as well as being more stringent on correct
change partners and try
pronunciation.
the exercise, trying to
expand and improve the
Flexibility: Flexibility in this stage will come from the feedback. If
learners language output.
there are a large number of common errors I am picking up on, I
may halt the activity early to reactively fix these errors with the
whole class.
Depending on how long feedback takes, we may have time to do
the activity twice or three times.
Length
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Assessment & Feedback: During the pair work, I will be moving amongst the pairs offering feedback. I will be checking for accuracy in a
number of things:
 Tonic syllable- I will be error correcting learners who get the tonic syllable wrong. I am striving for accuracy on this because with the
lexis we have looked at in this lesson, correct placement of the tonic syllable is important to meaning. E.g. I’d love to, has a different
meaning to ‘I’d love to’.
Correct use of the collocations. This is the TL of the lesson. So correct usage of it is important to meaning. I will reactively error correct
learners who produce it incorrectly.
I will then also draw the classes attention to the board to give feedback on any common errors heard, and offer suggestions how to develop and
improve the language.

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