Lesson plan cover sheet (weeks 24)

Trainee
Ioana Lazarescu

Level of students
Intermediate

Lesson number
8

Week
4

Number of students
5

Day
Thu

Date
23.09.2010

Main lesson focus

Reading

Speaking

*
Lesson aims How will the students English be better by the end of the lesson?
By the end of the lesson, sts will be more fluent when telling an anecdote about their
friends.

Professional aims Which aspects of your teaching skills would you like to work on in
this lesson?
I would like to improve my time management with this group and my ability to react to
the sts language.

*
Materials Please list them here, and make sure your tutor has copies.
-

handout: gapped anecdote

handout: complete anecdote
handout: topic list (check-list)
blank OHT
OHP
*

Possible problems
What problems might arise in the lesson?
Think about: activities, instructions,
timing, materials, equipment, individuals,
grouping.
- there are more possible ways of filling in
the gaps in the model anecdote
- sts may not come up with very many
synonyms/alternatives for the
expressions, which means that their
C / admin.

and solutions
How will you deal with these problems if
they come up?
- T will monitor carefully and point out
which answers are correct, even if they
are different from the original
- T will drop the second anecdote telling
stage

IH CTL, International House Bucharest, September 2010

Alex Tilbury

thinking time will be roughly the same,

but the teach time will be longer than
planned

*
Target language analysis
Please provide an analysis of the target language you intend to focus on in the lesson,
e.g. lexis, grammar, functional exponents.
DESCRIPTION
Meaning
Whats the exact meaning of the target
language?
What problems might students have with the
meaning?
-

phrases that show sequence of events:

There was this one time

One time
And then
I once
(Soon) after that
(So,) anyway
Eventually
Finally
In the end
At that point
By then
And then
And so
So thats how/why
At first
(Then) suddenly
One hour later
Before that
Until
Just then
As soon as
While
-

TEACHING
How you will get the meaning across to
students? How will you check that theyve
understood?
How will you help them with potential
problems?
-

meaning will be obvious from context;

it is most likely that the sts will have no
significant problems with meaning

phrases that show the narrators point

of view

Luckily
(Un)fortunately
Sadly
I couldnt believe my eyes/ears!

any language that sts might produce

throughout the lesson, especially
during the language focus, preparation

C / admin.

IH CTL, International House Bucharest, September 2010

Alex Tilbury

and speaking stages (possibly lexis to

do with relations and friendship)
Form
Whats the form of the target language and
what do students need to know about it?
What problems might they have with the
form?
There was this one time + when + clause
One time + clause
And then + clause
I once + past simple
(Soon) after that + clause
(So,) anyway + clause
Eventually + clause
Finally + clause
In the end + clause
At that point + clause
By then + clause
And then + clause
And so + clause
So thats how/why + clause
At first + clause
(Then) suddenly + clause
One hour later + clause
Before that + clause
Until + clause
Just then + clause
As soon as + clause
While + gerund
Luckily + clause
(Un)fortunately + clause
Sadly + clause
I couldnt believe my eyes/ears!

- T will point out that all these expressions are

followed by a clause, and that while requires a
past continuous most of the times in this
context.

any language that sts might produce

throughout the lesson, especially
during the language focus, preparation
and speaking stages

Pronunciation
What are the key pronunciation features of the
target language?
What problems might learners have with
these?
-

How you will clarify form for students?

How will you check students control of form?
How will you help them with potential
problems?

sts might not produce these utterances

in a proper connected speech

C / admin.

How will you make students aware of the key

pronunciation features?
How will you help them improve their
pronunciation?
- T will drill pronunciation based on the
problems noticed during the elicitation stage

IH CTL, International House Bucharest, September 2010

Alex Tilbury

Assumptions about students knowledge of the target language

What, if anything, can you reasonably assume students already know about the meaning, form
and pronunciation of this or similar language?
- sts will be quicker the second time around when telling the anecdote
-

*
Other language
If youre planning to focus on any other language items in your lesson in less depth
(e.g. pre-teaching lexis before a listening or reading), please list them here. For each
item, briefly describe how youll convey and / or check meaning and address any
relevant issues of form or pronunciation.
ITEM

C / admin.

TEACHING

IH CTL, International House Bucharest, September 2010

Alex Tilbury