FIRST PAGE FOR TUTOR COMMENTS ONLY

Date: Level: Tutor:

Start: Length: 45" Ss: TP no.: Teacher:

Lesson focus
 Reading
 Listening
 Writing
 Speaking
 Lexis
 Grammar
 Functions

Comments on lesson plan



Strengths
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Progress on recommendations from previous TP



Areas to work on next time



This lesson clearly exceeded / met / did not meet the standard for this stage of the coursebecause
 LESSON PLANTO BE FILLED IN BY TEACHER
Name: TP no.: Date: Length: 45" Class size (range): Level:

Main aim:

Secondary aim(s): (for some lessons there may not be any)

Learners’ interests, backgrounds and prior knowledge

What do they find interesting that you will use? What do they find easy or difficult that you have prepared for? What language will they need that they already know? What have they done
recently that you will build on in this lesson?

Professional development goals Professional development strategies

Refer to previous TP feedback and your self-evaluation. How do you plan to address each of the PD goals on the left? Say where you have written
1. these things in your language analysis or lesson procedure.
1.
2.
2.
…
…
Language Analysis – VEZI MESAJ SLACK!!!
Target language(add extra rows as required)
Please list and analyse in detail the target language you intend to focus on in the lesson, e.g. lexis, grammar, functional exponents. Explain how you’ll teach it.
Context of target language:

Language item and example
Say what the target language item is
and give an example sentence you will
use in the lesson.
New to Meaning, form and pronunciation: description and teaching Potential errors and solutions
the Ss or M:Describe the meaning of the item and explain how you will clarify and check it. Include any Describe errors Ss might make with meaning,
revision? further examples, CCQs, definitions etc.you might use. form and pron. For solutions, refer to your
F:Describe the form of the item. Say which aspects of form you'll focus on in class, and explain planned lesson activities, CCQs etc. or other
how you'll clarify and check them. actions you might take if necessary.
P: Describe key pron. features of the item, e.g. word stress, contractions, sentence stress, weak
forms, tricky sounds or sound clusters. Explainhow you'll clarify them.

For grammar M:
-the words that are in the Qs or
expected F:

P:

M:

F:

P:

Other language(add extra rows as required)

If you’re planning to focus on any other language items in your lesson in less depth (e.g. pre-teaching lexis/vocabulary before a listening or reading), please list them here. For each item,
briefly describe how you’ll convey and / or check meaning and address any relevant issues of form or pronunciation.
DESCRIPTION TEACHING
Procedure(add extra rows as required)
Stage aim Timing and Teacher and student activity Potential problems Solutions
What is this stage for? interaction Include instructions, monitoring, feedback. You may also describe language What could go wrong in this If that happens, what will you
e.g. 5m/pairs clarification here, but thismust be in your language analysis. stage? do?
Materials
What materials do you plan to use? Please include ALL of them here. This may be several pages.
You can copy–paste from the Word document you have made the handouts in, include pictures, Powerpoint slides, Google Doc links, and scanned copies of the pages of the book as relevant to
your lesson.
Please remember to SOURCE all materials (both here and on your slides / handouts).