IH International House Riviera Maya

Teacher: Antonio Campos Date: July 25th 2019 Lesson No. 6 No of SS: 6

Trainer: Dasha Koronkevich Lesson Lesson length: 45 min

level: Elementary

TEACHING PRACTICE
LESSON PLAN

LEARNING OUTCOMES (These should be your aims in terms of what you want the students to
achieve)

1)MAIN AIM: Is the main aim a SYSTEM or a SKILL?

By the end of the grammar lesson the SS will have developed their knowledge and use of the
regular and irregular verbs in the simple past to talk about movies and life experiences.

2)SUBSIDIARY AIM(S): Is the sub aim a SYSTEM or a SKILL?

They will have also developed their speaking skill to talk about their life experiences, their
reading skill to identify grammar from the text and their writing skill for sharing life events.

3) CONTEXT: What is the topic/context of the lesson?

In the context of movies and life events.

CHECK LIST – Have you…

 Ensured your main aim is related to the target language (Language Focus) or skills
focus?
 Phrased your aims from the learners' point of view?
 Listed your aims according to importance

LESSON FRAMEWORK- TYPE OF LESSON

1) Is this a SKILLS or SYSTEMS 2) What lesson framework will you follow? Tick the
correct option.
lesson? Write the skill or system
a) Situational presentation (PPP) ________
b) Text-based ____X____
a) SKILLS: _____________________ c) Test –Teach- Test (TTT) ________
d) Guided Discovery (GD) ________
b) SYSTEMS: ________x__________ e) Task-based learning (TBL) ________
f) Receptive skills (Pre, While, Post) ________
g) Writing skills (Model) ________
h) Speaking skills (Prep- task- FB) ________

Section 2:
PERSONAL OBJECTIVES (limit this to two or three points that you want to focus on in this lesson

TIP: look at your Summary of Feedback Form from your previous TPs and focus on what the tutor advised you
to improve.
Objectives: Strategies (How are you planning to achieve these
objectives?)

To improve my Main and Subsidiary aims’ selection Analyze the Aims more carefully.

To improve my attention to all students Be aware of my classroom position and both sides
of the room.

To prepare my materials (both answers and the ones Work on my TP plan with more days in advance.
for my tutor) with more anticipation.

ASSUMPTIONS (What you assume the students to know, be familiar with, have experienced or have been
taught) Write AT LEAT 4 Assumptions, feel free to write more! (e.g. sub-skills, language systems,
learner training, themes and topics, etc).

1. Students will know the regular verbs in past.

2. Students will write good Timelines.

3. Students will know some of the irregular verbs in past.

4. Students will be engaged in the lesson.

ANTICIPATED PROBLEMS AND SOLUTIONS (Classroom Management & Tasks) – you should
write at least 3 problems & solutions, but feel free to write more!

Problem 1: There are not enough handouts for the students.

Solution 1: Have the students work in pairs for the activities and switch pairs for the peer check.

Problem 2: There are not enough chairs for the students in the classroom.

Solution 2: Get some chairs from other classrooms if needed.

Problem 3: Students can’t read the timeline the teacher will stick on the board.

Solution 3: Teacher writes the timeline in the whiteboard with a bigger letter.

Section 3:

Resources and Materials

Write title, author, year, publisher and page number here and on all your copies/handouts THIS IS ALSO ASSESSED.

Face-to-Face 2nd Edition By Chris Redston and Gillie Cunningham, 2012, Cambridge University Press, 42-43
Board Plan: At each stage of the lesson the board will look like this (feel free to use another
page if you are planning to have different WB layouts during your class).

Section 4:

TARGET LANGUAGE ANALYSIS SHEET

Checking Meaning, Pronunciation and Form

Here write your marker sentence(s)and show exactly how you will check the form, meaning and
pronunciation features of the target language

Complete this sheet for all grammar/functions lessons that you teach.
Language area and use: What is the grammatical structure you intend to teach and how
is it/are they used? For example; modals of deduction, present continuous for future use

Simple past (regular and irregular verbs) for life past experiences. good

Target language: provide an example sentence (that you will use in the class)
Marker Sentences (the possible sentences you will have on the WB to CLARIFY your target
language)
(Regular verbs)
His family moved to USA in 1971.
He studied physics and English.
He wanted to become a film director.
He worked as a bus driver.
The next day James started writing the script of Terminator.
James loved diving.
He visited the Titanic twelve times.
He married actress Suzy Amis.
(Irregular verb)
He left the university after 2 years.
James went to California State University.
He left the university after only two years.
He wrote film scripts at night.
He had a bad dream about a robot.
Cameron became famous all around.
He then made Aliens in 1986.
“Titanic” won eleven Oscars.
They got divorced in 1999
good
Focus on meaning: How will you CONVEY and ELICIT the target language? What context will you
use ( a picture? A story?) Include the context and the question you’ll ask to try and elicit the language from
students

Look at the bold and italic words in the text:

What type of words are these? Verbs
Are these words actions or people? Actions

Focus on Meaning: How will you CHECK the meaning of the target language and its uses? (Please
include all timelines, concept checking questions etc that you intend to use)
Are these actions in the past or in the present? Past

< ---------------------x-------------------------------------------|----------------------------------- >

His family moved to USA in 1986. Now

good
Focus of form: What is the breakdown of the form—as it will appear on WB/Handout

Regular Verbs

Are they similar or different?

What do they have in common? -ed
What do we do with verbs that end in -e? add just “d”
What do we do with the verbs that end in -y? change “y” for “I” and add -es.
Good, but the questions could be simplified a bit
Irregular verbs need to be learned and memorized.

Became, Got, Went, Had, Left, Made, Met, Won, Wrote.

good
Negative form:
Did these actions happen or not? No

Subject + Didn’t + Base form

His didn’t move to USA in 1971.
He didn’t leave the university after 2 years.
Questions:
Are you asking about the present or the past? Past

Did + Subject + Base form … ?

Did he move to USA in 1971?
Did he leave the university after 2 years?
good
Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc.
with phonemic transcript of key words.

Regular verbs
/d/
Moved – loved

/t/
Worked finished

/ɪd/
Studied – wanted – started – visited – married

Silent

He studied physics and English.

He worked as a bus driver.

James loved diving

good

Irregular Verbs

Became
bɪˈkeɪm

Got
gɒt

Went
wɛnt

Had
hæd

Left
lɛft

Made
meɪd

Met
mɛt

Won
wʌn

Wrote
rəʊt

He left the university.

He wrote film scripts at night.

He had a bad dream about a robot.

good

Introducing Language: Which way of introducing language will you use?

A text.

Source or Grammar Reference used to prepare for this lesson:

Write title, author, year, publisher and page number here of the grammar reference you used to analyse your Target
language. THIS IS ALSO ASSESSED.

Grammar for English Language Teachers. Parrot, M. 2010, Cambridge University Press.
good
Potential Problems of Meaning: (write the potential problems learners might have with
Meaning- write at least 2 potential problems AND their solutions)

Problem: Learners may not understand the concept of Past simple.

Solution: Refer the students to the Timeline.good

Potential Problems of Form: ( write the potential problems learners might have with Form-
write at least 2 potential problems AND their solutions)

Problem: Students may want to use “to” before the verb even with a past form.

Solution: Refer them to the written record.good

Problem: Students may use irregular verbs with -ed.

Solution: correct the students and encourage them to memorize the irregular verbs.
good

Potential Problems of Pronunciation: (write the potential problems learners might have with
Form- write at least 2 potential problems AND their solutions)

Problem: students mispronounce the / ɪd / for /ed/

Solution: Refer to the written record, Model and Drill good

Problem: Students interchange the termination /d/ and /t/

Solution: refer to the written record, Model and Drill.good

Well done!
 STAGE AND TIME INT´R PROCEDURE TUTOR’S COMMENTS
OBJECTIVE TEACHER AND STUDENT
Note the objective of ACTIVITY
each stage
Lead in 5 min T-CL Teacher talks about the last  Good to set the context
movie he saw and was  Good to include a pairwork
*To present the expecting. activity in the lesson
context and engage  Feedback
learners to the How was the day?
lesson. What’s the connection between
good the movie and the ‘how was
your day?
Target language 3 min T-CL Teacher asks the students to  good to cover Chris’s lesson
elicitation. S read the text and find the bold and work with the text
CL-T and italic words from the text. (comprehension exercise)
*To identify the Teacher writes some examples 
grammar from the from the students in the
text. whiteboard.
Good
Studied – worked – Loved
Became – made – won – wrote

Teacher asks for some

examples from the students.
Good
Presentation 15 T-CL Teacher presents the words in
min the whiteboard separated in two
*To clarify the columns, elicit the similarities
meaning phonology of some verbs (-ed) ask them
and form of the why they are similar (regular)
lesson’s target Mark the differences in form (-
language. e / -ies) good
good S-S Categorize the verbs task not
clear that they will be doing it
individually ( handout):
Students analyze the sounds of
the verbs and put them in the
whiteboard in the correct
phoneme.
Model and drill individual
verbs. (-d) (-t) (-id) good
Model and drill some
S sentences.
S-S
Find the verbs (Task 1)which
verbs?
 good to give ss cards and
give them a chance to
work in pairs
 there’s a rule when you
pronounce /id/
 after t and d- good to
help the ss
good clarification of phonology
task set-up: irregular
ok you are fixing it with the
monitoring, but you haven’t set
the task properly
good monitoring
ss on task

Teacher elicits information good to give a fast finishers task

about the other verbs (different) to paola
Ask them why they different? careful: What do we call them,
(irregular) not How
Model and drill some verbs
 CL-T Model and drill some sentences good to remember to check the
fast-finishers task
Pair check
Feedback the lesson pace is a bit slow right
now
Controlled practice 10 T-CL Students are given some verbs Agrrrrrr TASK set up, remember
min S-S in the base form as flashcards, about the demos, the weaker ss
*To give students CL-T in pairs (or groups of three) really need them
controlled practice they have to separate them in
in the use of regular and irregular.
regular and They drill the past form as Ss on task
irregular verbs in partners.
simple past Example? Which verbs? Good to monitor
focusing on Feedback.
accuracy. feedback
good

Freer practice 12 T-CL Teacher presents a Timeline in Task set – well done
min S the whiteboard and describes
*To provide S-S some events from his life as a Ss on task
students freer CL-T model for students.
written and oral Individually, students are given Good to monitor and help
practice for a separated piece of paper, and
fluency. are asked to write a timeline feedback
good with at least 6 events from his
life.
Pair check: Share some events
with the partner.
For the feedback, students are
asked about one thing their
partner mentioned. Good
DEC?