LESSON PLAN

Name Date Week N/A Lesson # N/A

Lesson type Listening Level Intermediate Lesson length 60 minutes # of Ss (for tutor)
LESSON AIMS for Tutor
Main aim Appropriate lesson
aims?
By the end of the lesson, students will have practised listening for gist and detail in the context of heart-break.
Sub aim YES NO

By the end of the lesson, students will have developed their spoken fluency and ability to give advice in the context of heart-
break.
MATERIALS Sources
acknowledged?
List all handouts and other materials you will use in the lesson and on all photocopies that you give to Ss
 Teacher-made PPT. YES NO N/A
 Song: Impossible by James Arthur - www.youtube.com/watch?v=KLXF3phx2kk
 Google images
ASSUMPTIONS
What do you expect the students will already know about the language/content of your lesson?
 I assume that the students will know the song but they will probably not have analysed it in depth.
 I assume that they will be interested in the song (or at least relate to it).
 I assume that they will be able to cope with the level of the vocab I’ll be pre-teaching.
 I assume that they’ll be familiar with the concept of broken hearts and will be able to find many words which collocate with ‘heart’.
ANTICIPATED PROBLEMS AND SOLUTIONS
Problems (timing, grouping, instructions, topics, etc – NOT language) Solutions
Include at least 3, specific to the stages and activities in this lesson Include one solution for each problem
 The computer might not work.  I will print out the images as flashcards and I will save the song
 The students might not be able to come up with on my phone to play.
collocations.  I will give some examples to get them started. If they still can’t,
 They may not be able to solve the vocab matching I will offer a few for discussion
activity.  I will check the concept of each item and give them the answer
key.
PERSONAL AIMS
Aims Approaches
What action points from previous lesson(s) are you working on? What is your strategy to improve in each of these areas?

 I will aim to keep my TTT (Teacher Talking Time) down. I I will PPT
will try to give clear, simple instructions. I will try not to  try to catch myself echoing and also pre-script my instructions
echo (repeat what the students say). and ICQs to keep them concise.
 I will stick to my timing for each stage of the lesson.  I will keep an eye on the clock and not dwell unnecessarily.

Board Plan: At each stage of the lesson the board will look like this:

Incidental
PPT
vocab
 TIME INTERACTION STAGE & AIM PROCEDURE TRAINER’S COMMENTS

Warmer  Teacher projects image of broken heart.

To introduce the  Teacher elicits the expression “broken heart”
T-Ss context of the and other collocations.
5 mins S-S-S lesson and engage  Teacher puts students in groups of 3 and gets
Ss-T students. them to brainstorm other heart-related
collocations.
 Whole class feedback

Pre-Teach Vocab  Teacher shows students two packs of paper

To deal with any strips and asks them to match them.
blocking vocab to  Students work in 3s to match the vocab with
T-Ss
help students the definitions or pictures.
10 mins S-S-S
better understand  Teacher monitors.
Ss-T
the listening in  Whole class feedback
coming stages.  Teacher provides CCQs as necessary.
 Teacher drills vocab.

Listening for gist  Teacher projects the question “is he happy or

To enable students sad? And Why?”
to gain a general  Teacher plays first few seconds of the song.
T-Ss understanding of  Students discuss in groups of 3.
S the text.  Whole class feedback
10 mins
S-S-S  Teacher projects the question “Who is he
Ss-T singing the song to? A) his mum B) his ex-
girlfriend C) his best friend”
 Teacher plays the rest of the song.
 W/C F/B

Listening for detail  Teacher hands out H/O#2 with multiple

To give the students choice questions relating to the song.
a deeper  Students are asked to see what they can
T-Ss understanding of remember. Ss work alone.
S the text.  T monitors
S-S-S
 Students check in their groups.
10 mins Ss-T
 W/C F/B but T does not confirm answers.
S
S-S  Ss listen again to check their answers.
Ss-T  T uses adjectives to re-group the Ss into pairs.
 Ss peer-check with new partner.
 Pairs are given lyrics to check their answers.
 W/C F/B

Follow-up  T projects an image of James Arthur with a

To give Ss the fake whatsapp conversation between him and
opportunity to the Ss.
T-Ss
personalise the  T encourages the Ss to work in pairs and
S-S
5 mins lesson and to brainstorm ideas for advice to help James
S-S-S
encourage fluency cheer up.
Ss-T
speaking practise.  T expands groups and continues discussion.
 T monitors
 W/C F/B

Delayed Feedback  T writes some examples of good and bad

To focus on language observed while monitoring
accuracy following throughout the follow up activity.
S-S
5 mins the fluency stage.  Students work in pairs to decide which are
Ss-T
good and bad examples and how to correct
the incorrect.
 W/C F/B