TEACHING PRACTICE LESSON PLAN

Teacher: Megan Level: A2 Day and Week: Week 1: May 2nd, 2018

Topic: Travel Experiences Lesson length: 60 minutes Materials/Resources: (Inc. course book name, level, page
numbers if relevant)

Overall lesson aim(s): (Skills, grammar, lexis) Personal aims: (Improvements needed from previous Tutor
Main Aim: Evaluations) Live Listening
By the end of the lesson, students will…  To give clear instructions. PowerPoint (PPt)
 To ensure all students participate. Complete the Sentence Worksheet
Subsidiary Aim:  To motivate students with a relevant Find the Error Worksheet
Learners will… topic.
*All materials teacher-generated.

Language Analysis – This is not optional.

Language point (grammatical or functional point + exponents)
I was looking forward to the exciting journey.
MEANING:
You want something to happen because you think you will enjoy it
FORM:
Part of past simple continuous structure (be + present participle) +
Adverb + Preposition + Verb–ing/Noun
Lexis and Pronunciation sounds (IPA), word & sentence stress, weak or contracted forms, intonation?
looking forward to (v. – reg.) → /ˌlƱkɪnˈfɔrwɜrd tə/
get away (v. – irreg. got – got ) → /ˌgetəˈweɪ/
dropped me off (v. – reg.) → /ˌdrɒpmiˈjɒf/
check in (v. – reg.) → /ˌtʃeˈkɪn/
pick me up (v. – reg.) → /ˌpɪkmiˈjʌp/
set off (v. – irreg. set – set) → /ˌsetˈɒf /
took off (v. – irreg. took – taken) → /ˌtƱkˈɒf/
stop over (v. – reg. – CVC) → /ˌstɒˈpoƱvɜr/
touched down (v. – reg.) → /ˌtʌtʃˈdaƱn/
looked around (v. – reg.) → /ˌlƱktəˈraƱnd/

Procedural aims CAP Time Int. Procedure Anticipated problems/

Solutions/ICQs & CCQs/IPA
To engage students and activate C 5 S-S Show photos on IWB and elicit what Ss see in photos AP: Students may lack
schemata. and where they think I am. vocabulary.
Board questions: What do you see? Where am I? Solution: Monitor and
O/C Elicit contributions. provide Ss with vocabulary as
needed. Board new
vocabulary.

To introduce target lexis in context.
To provide focus on meaning and form.
To work on pronunciation.
To provide controlled practice.
ICQ: Are you going to write
or talk to your partner?
C 10 T-S Introduce topic through live listening. AP: Ss may not be able to
1. T tells story, pausing before each multi-word verb guess the paraphrased word.
S-T and paraphrasing it. T elicits from Ss a word with a Solution: Provide students
similar meaning. with the word.
2. T reveals the word on PPt.
AP: Ss may have difficulty re-
3. T tells first paragraph of story, repeating procedure
telling the story.
in 1) and 2).
S-S 4. T prompts Ss in pairs to retell story using the multi- Solution: T can repeat a
word verbs that have been revealed on PPt. T monitors chunk of the story or invite
O/C for breakdown in understanding and elicits retelling in stronger Ss to help.
open class.
5. T repeats procedure in 1)-4) until whole story has
been told and re-told by students.
A 10 T-S T models sentence completion with an example. ICQ: Are you going to write
T chests worksheet and asks ICQs. sentences about me or
S Ss complete sentences. sentences that are true for
S-S Ss share answers in pairs. you?
Ss share some of their answers in open class.
O/C AP: Ss may have difficulty
Feedback on any problem areas.
forming grammatically
correct sentences.
Solution: Monitor and help
Ss who are struggling.
Encourage peer-correction.
Note down errors for delayed
error correction.
A 5 O/C T boards stress bubbles. CCQ: Where is the emphasis?
T encourages Ss to draw remaining stress bubbles. Do we say set off or set off?
T drills pronunciation, focusing on stress of multi-word
S-S verbs.
Ss practice pronunciation with partner.
P 10 S-S Divide Ss into A’s and B’s. ICQ: Are you going to open
A’s receive text containing 5 multi-word verb form- the paper or keep it folded?
related errors along with correct version of B’s text. AP: There may be an odd
B’s receive different text along with correct version of number of students.
A’s text.
Solution: Pair up two

To provide planning time.
To utilize target lexis in a meaningful
context.
To provide feedback on use of target lexis.
A’s work together to correct errors and B’s work students to work as a team:
together to do the same. e.g. AA B or A BB
Ss work together (AB AB AB) to check answers and
O/C discuss any difficulties.
Feedback on any problem areas.
P 5 S Ss think of a travel experience they have had and take AP: Ss may need additional
notes, using the target lexis. grammar/lexis.
Solution: Monitor and
provide Ss with sentence
starters/lexis.
P 10 S-S Ss retell an anecdote of a travel experience using AP: Ss may make mistakes
target lexis. using target lexis.
Feedback on meaning/form/pronunciation issues. Solution: Address mistakes in
Ss switch partners and retell story. “sandwich” feedback.
E 5 O/C Feedback on meaning/form/pronunciation issues. CCQ: Are these sentences
T prompts Ss to reflect on target lexis: How can we correct? What’s the
remember it? Is it useful? Where can we use it? problem?