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
Create a leaflet to advise the tourists.
Skills or sub aim/s:
(Reading, writing, listening, or speaking)
Personal aims: (Can be taken from the tutor’s comments Materials: (Include book references and web links)
from 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.

Read for specific information more correctly.

Use imperative sentences in writing

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

Never + imperative (Never wander off from your hiking group) Never

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
S-S Directed questioning What do you think this collage is
 The teacher shows a collage made with S-T about?
images of different camping-related The aim is to elicit the Monitoring Have you been on such a journey?
 materials/ instances and asks the students learners’ previous
what they think about the picture. knowledge and relate it to
set the context. The second
 Teacher then shows another picture with activity in the engage
various camping destinations. Tries to section personalised the
personalises the context set to the context making it easier for Why did you choose this location?
learners asking them to recall related
What will you be most cautious of
T-S incidents which will help while traveling to that place?
1. Where would you like to travel to? S-S them to understand the
Why? S-T concepts better and be
 The teacher asks the students to sit in actively involved in the
pairs to discuss the same. Provides the given tasks
students with a worksheet and asks the
students to complete the task.

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 record students’ responses.
another worksheet. And re-introduces the
reading text used in the gist reading and T-S
introduces a specific reading activity S-S Monitoring the
(intensive). And asks the students to S-T discussion
select three pieces of advice/warnings
from the test and to write down reasons
for selecting them as the most important T-S To check if the students Monitoring the
ones. can relate the knowledge discussion.
S-S to the reading task.
 S-T

To evaluate if the learners

can infer specific
information from the text.
 Teacher then provides the students with T-S Monitoring and follow- What type of sentences are
another worksheet with imperative S-S To check the lexis up discussion sentences?
sentences and asks them to identify the 22- S-T awareness of the students.
type of sentences and also the verb forms. 45 To introduce the target Are these questions?
Also, list down the negative and positive Language.
sentences. statements?

Follow-up discussion on the TL. Follows drilling of Exclamations?

 Teacher introduces the pronunciation of
the word never and introduces the
students to IPA.
 Teacher then provides the students with a
list of sentences and asks them to change
them into imperative sentences.
 The teacher then asks the students to
exchange the worksheet they have
completed during the engage section with
each other and asks them to prepare five
suggestions/warnings while going
camping at their selected destinations
using imperatives.
Activate
 Teacher divides the students into two
T-S pronunciation of the word.
What kind of word is
S-S To introduce the correct
pronunciation. ‘never’? Is it a noun?
Students may not be familiar
with the concepts of
Controlled practice to
T-S evaluate if students are adverbs.
S-S familiarised with the
S-T concepts introduced, and
can apply them in a task
provided.
Semi-controlled activity to
consolidate the concepts
also aims to set a context
for activate stage.
45- T-S Group activity
60 S-S This activity will help the
 groups. The students are asked to prepare S-T students to use the TL to
a leaflet to be distributed among the present their views.
foreign tourists who have come to visit
Kerala.

 Recap

Post-lesson reflection:
What did the students learn/improve on? How?
By the end of the lesson, students learnt how to prepare a leaflet to give instructions/warnings/suggestions using the imperatives. As expected, students were not familiar with
the concepts of imperative sentences (sentence types). Only Blessi has a basic understanding. But learners were able to relate themselves to the context as most of them loved
traveling. The activities included in the lesson ensured a continuous interaction with the T.L., not a conscious one but rather an unconscious one. This passive interaction
ensured a guided practice in the later stage of the lesson which in turn paved a path for student autonomy. Here I must also acknowledge that a more direct, explicit
presentation of imperatives would have produced better results.

Did you meet your aims for the lesson?

I met the personal and learning objectives set. Because in the activate stage I found the students actively participating and using the T.L. for the completion of the task. Student
autonomy was given priority and the teacher talking time was minimal. But providing worksheets with instructions printed on them would have been an added advantage. During
the controlled practice sessions, I found learners referring to the materials provided again and again.

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

The engage stage was a successful one as the students were able to relate to the pictures easily it became easy to personalise the context through the next activity. But even at
the beginning of the session, the vocabulary elicited from the students was not of B2 level. Otherwise using the two activities I was able to ensure a glide toward T.L. and
ensured learners’ attention in the same.

Target language was introduced through the gist reading activity in the study stage. The following intensive activity (course book-based) provided more controlled practices for
the learners. This helped in conceptualizing the T.L. and learners were able to use it freely according to the demand of the task provided.

The activate stage was structured on peer interaction. The designed activity ensured a re-reading and re-evaluation of the text they have created in the engage-stage. Student
interaction was good and they were able to use the Target Language explicitly. The difficulty level of this activity was average as the text introduced in the gist reading (text-
book) presented a similar format, and learners found it easy to complete the task.
Things that need improvement: A more clear and more explicit presentation of T.L.
One of the learners, Rinu, despite the support provided, showed less interest in the activities. Need strategies to improve the involvement of all
students.