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Interview Lesson Plan


Class Profile
The group consists of 15 learners, of mixed age (11-15). There are 5 males and 10 females.
There are 5 Chinese, 4 Italian, a Russian, 2 Arabic and 3 Turkish students . Its a mixed ability
group ranging from low A1 to strong A2.

Lesson Aims

To introduce themselves
To revise telling the time
To reinforce the use of present simple
To introduce vocabulary related to daily activities
To enable students to recognise and perceive the difference in meaning and use
between the time phrases before and after
To provide a guided situation for students to practise different phrase bytes
provided through a role-play activity
To encourage Ss to feel confident about their ability to understand and use
English structures appropriately
To encourage and motivate students to actively participate in a speaking
activity
To practise speaking, reading and listening skills
To enlarge vocabulary
Assumed Knowledge

Ss are already familiar with vocabulary related to numbers


Ss have already been introduced to the time vocabulary
Ss have already been introduced to the present simple - affirmative form
Some students are already familiar with the vocabulary related to daily
activities
Anticipated Problems

Ss reluctance to speak in front of their classmates for fear of public


failure (especially low A1 students)
Students do not remember how to tell the time correctly
This class has the typical profile of mixed ability class levels, ranging
from low A1 to strong A2. Therefore, some of the students may have

- TWIN SUMMER CENTRES problems in understanding vocabulary related to daily activities. That is
why using flashcards to illustrate the daily activities may be extremely
helpful for the low A1 students and engaging for all of them.

Lesson Staging
Time

Stage

Warm up
Name Game

Action

The Teacher arranges students into two teams


and sits each team in a circle. Teacher tells
the teams that they are going to race each
other to say everyones name in their team.
Teacher gives the first student in each team a
ball. The first students begin by saying their
names, e.g. Im Lee. Then the first student
passes the ball to the second student. The
second student repeats the first students
name and then adds his/her own name, e.g.
Hes Lee, Im Ahmed. The second student
passes the ball to the next student. Then the
next student continues. This continues until
all the names have been said. If a student
forgets the name of a teammate, the team
starts over from the first student. The first
team to finish wins.
1a Review - Short Teacher asks students to take turns in telling
revision
of
hour the time on the clocks using the words in the
times, practice of box.
speaking skills
1b Lead-in
Teacher asks students to work in pairs and
take turns to mime an action from the box.
Speaking
Their partner guesses which the action is
practice
Talking about and the student who has mimed it, says at
daily routines what time he actually does it.
2a
Presentation - Teacher asks students to look at the photo
Picture exploitation
and to discuss what they can see and to give
- To
practise reasons why some countries are light and
speaking skills some others are dark. Students are
- To
give encouraged to use the phrase bytes provided.
opinions
Teacher tries to elicit answers like: The
photo shows the map of the world/ the

Interac
tion

T-whole
class

Ss-Ss
(groups)

T- Ss
S-S

T-Ss
S- S

T-whole
class
S- whole
class

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continents/ the countries of the world. Some


countries are light because it is day and
other countries are dark because it is night.
2b
Practice
- Teacher asks students to match the photos to T- whole
Matching
the messages. Teacher elicits which activity class
- To
practise in bold students can see in each photo.
S- whole
class
speaking and
reading skills

2c
Practice
- In pairs students take turns and match the T-whole
Matching
and other activities in bold in the messages to the class
completion
pictures. The first student says get home S-S
Activity
chain
and have a shower. Then, the second
reinforce
new student repeats: get home and have a
vocabulary
shower and adds clean my teeth.

3 Practice - Listening
- To
practise
listening skills
- To
offer
students
opportunity to
assimilate the
daily activities
4a Presentation - Gap
filling and completion
To
practise
and
improve the use of
time phrases before
and after
Concept questions
to give the students
the opportunity to use
the new language
structures and guide
them towards the
phrases before and
after

4b Speaking practice
Evaluation

Students listen and repeat the daily activities S-S


in bold in the messages.

Teacher shows to the students flashcards


with the daily activities. Teacher asks:
Which one is the first: get up or wake up?
Teacher ties to elicit the answer: wake up.
Then teacher asks: Can people get up first
and then wake up? Students will probably
say No and then teacher asks So when do
people get up? Teacher tries to elicit the
answer: People get up after they wake up.
Next teacher asks the students to decide
which action is first and fill in the gaps by
themselves. Teacher sticks the flashcards
with the other daily activities present in the
exercises on the board. Students work
individually to complete the sentences.
Students compare their choice and see if
someone in the group has exactly the same
choice.

T- whole
class

S-S
T-whole
class

- TWIN SUMMER CENTRES Teacher elicits students answers.

5 Video watching
Listening practice

6 Speaking practice

Teacher asks students to watch a video. S-S


Teacher tries to elicit the answer to the
question.
Ss practise and reinforce the time phrases S-S
before and after and the phrase bytes
provided. Teacher asks students to put down
the time and a face for their own daily
activities. Teacher writes an example on the
board: I wake up at 7 and teacher draws a
sad face. In pairs they do this activity.
Teacher encourages them to find three
differences between their routines.

Notes
on
progres
s:

N.B. (Continue on a second page two if needed)