TEACHING PRACTICE LESSON PLAN

Teacher: Arundas. V Level: B2 Date:17/02/2023 Lesson number:02 Lesson length:60 min

Overall communicative aim/s: (Topic/context,
grammatical point, functional point, lexis)
By the end of the lesson, the learners will be able to
debate on ‘All wild animals must be exterminated’.
Using the new vocabulary introduced.
Skills or sub aim/s:
(Reading, writing, listening, or speaking)
Personal aims: (Can be taken from tutor’s comments from Materials: (Include book references and web links)
the previous lesson)
Cambridge English Empower B2 (page no:23)
Time management, being clear about instructions,
Vocabulary page no (page no: 24)
and reducing TTT to a minimum. Provide clear
instructions.

Language Analysis
Language point (grammatical or functional point + exponents) Pronunciation:

Procedure/learner activity: Stage Time Int P Stage aim/s: learning Anticipated problems &
(Use infinitives) checks/assessment: solutions: (CCQs, ICQs, IPA, etc.)
Engage E 0-7 T-S The aim is to elicit the
S-S learners’ previous Directed questioning What is the incident?
 The teacher Plays an audio clip and asks S-T knowledge and relate it to
Where do you think the incident
the students to close their eyes and listen the Target Language. Monitoring took place?
to it. They are instructed to visualise the Audio-Visual aid is used to
scene and to imagine what could be set the context. The second What might have happened in the
happening in it. Once finished, the teacher activity in the engage end?
asks the students to discuss in pairs the section personalised the
 scene and incidents that might have context making it easier for
happened. them to recall related
incidents which will help
 Teacher then personalise the context set T-S them to understand the Were the people/you terrified or
to the learners asking S-S concepts better and be not?
S-T actively involved in the
given tasks If terrified then why?
1. Have you ever encountered
anything like this?
2. Do you remember any animal
attacks that happened in your
neighbourhood?

Study T-S
 Introduces a gist reading activity. And asks S S-T The aim is to introduce the What do you think is the main
the students to find out the main idea Target Language. Visual Directed questioning idea of the reading text?
discussed in the reading text. 7- aids are used to convey the
22 concepts effectively. And
handouts are used to
 Teacher then provides the students with a record students’ responses.
list of statements and then asks them to
discuss in pairs and to mark them if they T-S
are true or false. S-S Monitoring the
S-T discussion
 The teacher then provides the students
with the reading text used in the gist
reading and introduces a specific reading T-S To check if the students Monitoring the
activity (intensive). And asks the students can relate the knowledge discussion.
to list down instances from the reading S-S to the reading task.
text to support the statements provided. S-T
 To evaluate if the learners
can infer specific
information from the text.
 Teacher provides a worksheet (match the T-S Monitoring and follow-
correct meaning) which introduces a S-S To check the lexis up discussion
number of new words (students have 22- S-T awareness of the students.
already come across most of the words 45 To introduce the target
introduced here). The teacher then Language.
provides students with dictionaries and
suggests they to refer the meaning.

 Teacher provides another worksheet with T-S Controlled practice to

fill-in-the-blanks activities where the S-S evaluate if students are
learner must use the newly introduced S-T familiarised with the
words to fill in the blanks and complete concepts introduced, and
the sentences. can apply them in a task
provided.
 Teacher shows the picture of Golu the fox
and asks the students to identify What T-S Semi controlled activity to
S-S consolidate the concepts Students may fail to identify
Golu might be feeling now. The teacher
S-T also aims to set a context the feeling.
then asks the students to discuss in pairs
and suggest one reason for Golu’s anger for activate stage.
Is Golu happy?
using at least one of the new words
discussed. What is he feeling now?

Why do you think he is

angry?

Activate 45- T-S

 Teacher divides the students into two 60 S-S This activity will help the Individual activity
groups. The students are asked to prepare S-T students to use the TL to
a debate on the motion “All wild animals present their views.
must be exterminated because they are
dangerous” one group is assigned to
speak against the motion.
Post-lesson reflection:
What did the students learn/improve on? How?

The students learned how to prepare for a debate. They made use of the new vocabulary introduced and actively participated in the debate. The activities I planned were well
received by the learners as they were interactive and the learners were able to relate themselves to the context set. and I was able to achieve the learning objectives I have set.
The shortcomings are on the vocabulary end. I didn’t introduce any drilling practice in terms of pronunciation of related vocabulary. Even the students who were reluctant in the
previous lesson were involved actively. The sessions were more interactive and ensured more time for the students to talk. During the activate stage I noticed Milind using the
phrase “monkeys aren’t planting any trees” which I didn’t correct in time.

Did you meet your aims for the lesson?

Yes, I have met my aims set for this lesson. Apart from time management, I wanted to ensure that the instructions are conveyed to the students. I made use of the audio-visual
platform to achieve the same. Necessary instructions were displayed. Also introduced worksheets which also helped in conveying the same.

Comment on how effective each stage of the lesson was. Why was it successful and how do you know this?

The engage stage was interesting. Learners were curious and actively participated in the tasks provided. Students’ eager responses validate the success of the stage.
During the study stage, I introduced handouts which helped in conveying instructions clearly. The controlled and semi-controlled activities provided guided practice in the TL
introduced. Students could relate to the situations provided and came up with creative suggestions in the semi-controlled practice session.

In the activate stage the learners were able to present their perspectives creatively. All the students participated in the debate actively. ( the primary reason for this I believe is
that from the engage stage the activities provided instilled curiosity which in turn helped the learners remain active and enthusiastic.

Okay, some nice stuff here but I would like to see more discussion of CLT techniques and why they
might be considered good practice. 6.5