Flipped Tasks Week 9 Lesson Planning For Systems TCC

Week 9: Lesson Planning for Systems
Task One: Introduction to Lesson Planning

Activity One: Answer this quiz about lesson planning
1. Why do you lesson plan?

a. To be more prepared
b. To anticipate problems and solutions
c. To use class time effectively
d. To be clear and focused on what I am teaching
e. To meet the requirements of my institution
f. I don't unless I have an observation
2. How long do you spend on planning?
a. Hardly any time at all. I go with the flow

b. Around 30 minutes for a one hour lesson
c. Ages! Almost as long as it takes to teach a lesson
3. What determines your planning decisions?
a. Your learners needs

b. The pages in the coursebook
c. The syllabus
d. A combination of above
4. What areas of planning do you find challenging?
a. Overplanning activities
b. Writing clear aims/outcomes
c. Using a lesson framework and ordering activities
d. Anticipating problems and solutions
e. Analysing language when teaching systems
f. Writing clear and detailed procedures
5. What do you want to learn the most from this session on planning?
a. Writing clear aims/outcomes

b. Analysing language
c. Planning efficiently
d. Planning logically
e. Planning in detail
Activity Two: Components of a Lesson Plan
Antonio Caso 127, Col. San Rafael, C.P.06470 México, Ciudad de México
Match the terms to the definitions/explanations.
Terms
Anticipated Problems and Solutions | Interaction Patterns | Language Analysis | Lesson Aims /
Objectives | Materials | Procedure | Stage Aims | Stages | Timing |
Term Definition
If you’re teaching the past perfect simple, students could think
that past perfect shows how long ago something happened
(distant past rather than recent past), rather than emphasising that
something happened before something else. [To deal with this,
you might] make sure that the context is clear and ask some good
concept questions, or use a timeline to check understanding.
[These] should state what you’re hoping the students will have
achieved by the end of the lesson. Here is an example: By the
end of the lesson learners should be (better) able to use ‘used to’
and ‘would’ to talk about past habits and states that are no longer
the case in the present.
[This means] estimating how long an activity will take while

you’re planning,. People sometimes feel that teachers shouldn’t
control timing too rigidly, because it’s important to go with what
the students need, rather than what the teacher has (previously)
decided.
[This means] identifying why you’re doing each stage of a

lesson. It can be tricky at first to distinguish between what the
students are doing, and why they’re doing it. For example, if the
students are matching a set of vocabulary and definitions, there
could be a number of different reasons why they’re doing this.
This is how the class is divided, for example, often into “lead-
in”, “ gist task” in a receptive skills class, “controlled practice” in
a language class. Dividing the class this way helps teachers plan
appropriate lessons, keeping them varied, and ensuring that aims
are met.
This is where you note whether the students are working

individually, in pairs, in small groups or whether the focus is on
the teacher. This is a useful thing to include in a plan because
you can see at a glance whether there’s a balance of interaction
patterns, or whether the students are mostly listening and
responding directly to the teacher.
This is the description of what is happening at each point in the

class. It is helpful, when writing this section, to think about what
the students will be doing, and what the teacher will be doing.
Some teachers like to script some of their teacher talk, for
example instructions or concept checking questions in this
section.
[You need to really know the language that you are planning to
teach.] For example, if it’s a verb, is it irregular, or does it need a
particular dependent preposition (e.g. apologise for)? Is it a
transitive or an intransitive verb? (Does it need an object?) If it’s
a phrasal verb, can the two parts be separated? Is the spelling
likely to cause problems because of silent letters or because it’s
similar to a word in the students’ first language? If it’s a tense,
what are the individual parts that make up the tense?
Each stage of your lesson is likely to use resources of some kind.

These may be visuals sourced from “Google Images”, a
supplementary resource like “Speaking Extra”, or a page from a
course book. If these resources are used, it is professional to
reference them in your lesson plan.
Definitions taken from: Roberts, Rachael. The CELTA Teaching Compendium: A quick, easy reference to all the key
practical teaching skills taught in CELTA (Kindle Locations 127-132). Kindle Edition
The answers are below
Answer Key
Term Definition
Anticipated Problems and If you’re teaching the past perfect simple, students could think
Solutions that past perfect shows how long ago something happened
(distant past rather than recent past), rather than emphasising that
something happened before something else. [To deal with this,
you might] make sure that the context is clear and ask some good
concept questions, or use a timeline to check understanding.
Lesson Aims [These] should state what you’re hoping the students will have
achieved by the end of the lesson. Here is an example: By the
end of the lesson learners should be (better) able to use ‘used to’
and ‘would’ to talk about past habits and states that are no longer
the case in the present.
Timing [This means] estimating how long an activity will take while
you’re planning,. People sometimes feel that teachers shouldn’t
control timing too rigidly, because it’s important to go with what
the students need, rather than what the teacher has (previously)
decided.
Stage aims [This means] identifying why you’re doing each stage of a
lesson. It can be tricky at first to distinguish between what the
students are doing, and why they’re doing it. For example, if the
students are matching a set of vocabulary and definitions, there
could be a number of different reasons why they’re doing this.
Stages This is how the class is divided, for example, often into “lead-
in”, “gist task” in a receptive skills class, “controlled practice” in
a language class. Dividing the class this way helps teachers plan
appropriate lessons, keeping them varied, and ensuring that aims
are met.
Interaction Patterns This is where you note whether the students are working
individually, in pairs, in small groups or whether the focus is on
the teacher. This is a useful thing to include in a plan because
you can see at a glance whether there’s a balance of interaction
patterns, or whether the students are mostly listening and
responding directly to the teacher.
Procedure This is the description of what is happening at each point in the

class. It is helpful, when writing this section, to think about what
the students will be doing, and what the teacher will be doing.
Some teachers like to script some of their teacher talk, for
example instructions or concept checking questions in this
section.
Language Analysis [You need to really know the language that you are planning to
teach.] For example, if it’s a verb, is it irregular, or does it need a
particular dependent preposition (e.g. apologise for)? Is it a
transitive or an intransitive verb? (Does it need an object?) If it’s
a phrasal verb, can the two parts be separated? Is the spelling
likely to cause problems because of silent letters or because it’s
similar to a word in the students’ first language? If it’s a tense,
what are the individual parts that make up the tense?
Materials Each stage of your lesson is likely to use resources of some kind.
These may be visuals sourced from “Google Images”, a
supplementary resource like “Speaking Extra”, or a page from a
course book. If these resources are used, it is professional to
reference them in your lesson plan.
Activity Three: Lesson Planning Criteria for TCC
● Look at the criteria for lesson planning
● This is what we will use for your AOL1 and AOL2
● Underline the key ideas in each criterion
1 Planning and Materials NA N S S+
1a state learning aims appropriate to the learners’ needs, age range and linguistic level
1b ordering activities so that they achieve lesson aims
1c select and/or adapt materials and/or activities / tasks suitable for the learners’ ages,
linguistic level, needs and the lesson aims
1d include an appropriate variety of activities, tasks, and interaction patterns
1e implement realistic timings for the stages of the lesson
1f analyse the target language aspects and/or sub skills in sufficient depth with age and level
appropriate examples
1g anticipate potential problems with language or sub skills and provide appropriate solutions
1h provide a class profile with sufficient information about their needs, goals and interests
1i present materials for classroom use with a professional appearance and respect copyright
requirements
Match the comments from the tutor to the criteria

a. Ensure that your materials are error free in order to help your learners more with accurate models of the
language
b. Demonstrated an ability to analyse key aspects of meaning, form and phonology which led to a clear
and focused language clarification in order to help your learners with the target language
c. Provided a clear picture of your learners and ensured that the materials were linked to their needs
d. Work on providing a clear context for your language and suitable practice tasks in order to help your
learners achieve the outcomes of the lesson
e. Showed an ability to prioritise activities and providing ample time for practice and production through
well timed activities
f. Ensure that you are implementing a variety of interaction patterns to improve pace and allow for more
learner engagement and interaction
g. Demonstrated a logical use of text based lesson and with suitable tasks for each stage of the lesson
h. Ensure that lesson aims are based on learner focused outcomes and are more measurable in
scope
i. Work on analysing problems and solutions in greater depth in order to allow for more learner
support and better pace during the lesson
Important Information
Note: You will be graded on each criterion on the back of the form. On the front of your feedback
form, your tutor will describe three strengths and three areas to develop. These are key areas which
had the greatest impact on your lesson in terms of successful and less successful areas. If the plan is
strong, your tutor may list four strengths and two areas to develop. If your plan is weaker, your tutors
will list four areas to develop and two strengths.
The letters stand for:

NA – Non applicable for this lesson
N – Not to Standard for TCC
S – Standard for TCC
S + Above standard for TCC
This is based on qualitative and evidence assessment and not on numerical grades
Answer Key
1 Planning and Materials Comments
1a state learning aims appropriate to the learners’ needs, age range and linguistic level h
1b ordering activities so that they achieve lesson aims g
1c select and/or adapt materials and/or activities / tasks suitable for the learners’ ages, d
linguistic level, needs and the lesson aims
1d include an appropriate variety of activities, tasks, and interaction patterns f
1e implement realistic timings for the stages of the lesson e
1f analyse the target language aspects and/or sub skills in sufficient depth with age and level b
appropriate examples
1g anticipate potential problems with language or sub skills and provide appropriate solutions i
1h provide a class profile with sufficient information about their needs, goals and interests c
1i present materials for classroom use with a professional appearance and respect copyright a
requirements
Task Two: Main Aims and Personal Aims
Activity One: Writing clear main aims
● Look at the guide for writing main aims/objectives of the lesson
● Read this extract from Bare Foot Teacher.
● Why should we use ‘Learners will be better able to:’?
● Why isn’t it not a good idea to state either
⮚ Learners will be able to
⮚ Learners will understand
How to Write Your Lesson Aims

I always start my lesson plan aims with ‘By the end of the lesson, learners will be better
able to…’
This allows every learner to achieve the lesson aim. If you write ‘the learners will be able
to…’ then one of two things will happen:
1. Every learner will achieve the goal (hurrah!) but that almost certainly means it was too
easy for most of the learners (boo!)
2. The weaker learners will be left behind, and not achieve the goal. Even the stronger
learners may not be able to achieve it consistently. Leading to you feeling like you
failed.
So start by using ‘will be better able to….’
https://www.barefootteflteacher.com/blog/lesson-plan-aims
Look at Jane’s Main Aims
Learners will be better about to ask and answer questions about their grandparents (or other old family
members) by using the past simple of the verb TO BE in affirmative, negative and interrogative
Highlight:
⮚ Outcome
⮚ Context
⮚ Language
Read these points about writing clear main aims in Barefoot Teacher
https://www.barefootteflteacher.com/blog/lesson-plan-aims
How does Jane´s main aims meet the criteria?
Criteria How
1. Required by the Describing family members and their lives in the past is
school/curriculum/syllabus typically part of a A2 adult syllabus on a General English
course
2. Learner centred: What topic or
context will they find engaging?
What level of language will be
achievable and challenging?
3. Specific: What exactly do you
want them to learn?
4. Observable: How can you get
tangible evidence at the end of
the lesson? What will you hear
and see in the lesson?
These diagrams should help you with this task
Observable
Specific
Learners will be better about to ask and answer

Learner Centred questions about their grandparents (or other old family
members) by using the past simple of the verb TO BE in
affirmative, negative and interrogative
Required
Meaning
Learners will be better about to ask and answer
questions about their grandparents (or other old family
Context/Topic members) by using the past simple of the verb TO BE
in affirmative, negative and interrogative
Form
Activity Two: Writing Personal Aims
● Look at Jane’s personal aims
● Why is this important?
● What are is her personal aim?
● What are her strategies?
I will make sure my instructions are clear. This is especially important before they go to breakout
rooms as I cannot check on them all at the same time. I will ICQ when necessary. I will project and
also chatbox questions so they remain in the breakout groups. I will demo the freer practice.
Look at this teacher’s personal aims

Decide on
● Why is this important?
● What are possible strategies?
Personal Aim Important? Strategies?

I will reduce teacher talking
especially during language
clarification
I will allow for more time for
production
I will work on giving clear
instructions
I will ensure that I am
implementing a variety of
interaction patterns
I will help learners with their
phonology when clarifying
language
I will provide focused feedback
after tasks
I will work on giving delayed
feedback after the freer practice
● Where do you find your personal aims?
● How many do you need to write?
● How do you decide on your personal aims?
The answers are below
Suggested Answers
Main Aims
Criteria How
1. Required by the Describing family members and their lives in the past is
school/curriculum/syllabus typically part of a A2 adult syllabus on a General English
course
2. Learner centred: What topic or The task is personalised and for the most part, people enjoy
context will they find engaging? sharing information about their families especially in
What level of language will be cultures where seniors are respected. The topic is familiar
achievable and challenging? so well gauged at A2 level where these topics are more
effective to allow learners to use the language and develop
fluency and confidence. For some learners, this will be
review for the structure but as Jane will address phonology,
this adds an extra layer of challenge.
3. Specific: What exactly do you The teacher has stated the three uses/form of the ‘to be’
want them to learn? verb and within a specific context and a specific outcome.
4. Observable: How can you get The teacher can observe their learners finding out and
tangible evidence at the end of exchanging information about their senior family member
the lesson? What will you hear so this means that they will have information of areas of
and see in the lesson? strength and improvement
Personal Aims – Suggestions

Personal Aim Important? Strategies?
I will reduce teacher talking This is important because I tend I will focus only on the marker
especially during language to lecture and learners become sentences in the lesson and
clarification disengaged with the process and prepare clear CCQs which I will
may not even listen to me when stick to my laptop. I will
I clarify language. provide thinking time for
learners to allow for processing.
I will allow for more time for This is important because I will ensure that when
production learners need the opportunity to planning, I plan backwards to
produce language in the lesson avoid wasting time at the start
in order to develop their fluency and letting go during the
which is one of their key needs language clarification even if
they are still processing the new
language
I will work on giving clear This is important because I will script my instructions and
instructions learners can become confused rehearse before the lesson. I will
when I set up tasks and often I work on demoing tasks more
need to repeat which reduces the effectively using screenshare
pace of the lesson and wastes and a stronger learner. I will
their time plan to use principled ICQs
though my priority is clear
instructions
I will ensure that I am This is because learners need to I will check my notes on
implementing a variety of be the main focus of the lesson interaction patterns from
interaction patterns and this is through maximising Classroom Management 1 and
their involvement in the class the lesson template for Text
Based Approach for when is it
suitable for learners to work in
pairs. I will try and change my
mindset about ‘losing control’
especially if the learners are on
task
I will help learners with their This is because my learners are I will analyse the language
phonology when clarifying good with form due to previous clearly and highlight key
language learning experiences but need to features. I will rehearse drilling
work on phonology in order to techniques before the lesson and
help their speaking skills. remember to do them
I will provide focused feedback This is because giving feedback I will monitor my learners
after tasks on each individual answer is carefully while they are pair
time consuming and checking in order to identify
unnecessary as well as reducing areas of difficulty. I will use an
the pace of the lesson answer key to allow for learners
to self-correct and focus on any
areas of difficulty. I will resist
the urge to say ‘any questions’
if my learners have completed
the task successfully
I will work on giving delayed This is important because this is I will make sure that I leave the
feedback after the freer practice the learners’ opportunity to target language on the board to
improve their fluency without give learners the chance to self
the teacher intervening or peer correct. I will review
beforehand what is an error and
mistake so I can focus on what
to correct and will use a notepad
to make notes of good language
and language to be corrected
● Where do you find your personal aims?

From diagnostic lesson feedback, self observations, insights gained from the course where you
are more aware of certain aspects of teaching and learning
● How many do you need to write?

Three is a good number as this means that you are prioritising on key areas
● How do you decide on your personal aims?

1. Key areas to develop which often have an impact on your lesson
2. Areas which are new to you such as drilling phonology
3. Areas which impact the outcomes of the lesson
Task Three: Class Profile
On this course for your AOLs, you will write a short class profile. This is where you need to describe
your group focusing on these points
● Who are the learners? (age, level, nationality, background)
● What is their teaching context? (private or public school? School’s approach to language learning
eg. project based, communicative approach etc, private language school, is it a subject on the
curriculum or voluntary studies? Is it a specialised group eg. exams or business English? How
often do they take lessons?
● Why do they need English? What are their interests inside and outside of class?
● What is their language learning background? How many years? Where have they learnt English?
What kind of classes did they have?
● What are their preferences and what activities do they find beneficial and why?
Read Jane’s class profile and highlight these areas
The class consists of 10 Mexican adult learners aged 20 years old to early 40s. Their level is low to
mid A2. Their backgrounds range from university students to professionals in a variety of fields such
as IT to Sales. They take free General English classes on Saturday mornings as a volunteer practice
group for the CELTA course at The Anglo. The classes are based on the Communicative Approach
and focus on developing systems for communication and a focus on developing the four skills of
reading, listening, writing, and speaking.
They are interested in learning English for better job opportunities, travelling to different countries
and to enjoy films, social media, music, articles, and TV series in English and talking to friends in
person and online. Most have had English lessons before though this was at school and at university.
They commented that their classes were traditional and teacher fronted with a focus on structure. They
have remarked that they prefer more collaborative learning where the teacher still focuses on helping
them with grammar and lexis and phonology, but they have the opportunities to speak and write as
well as developing other skills (reading and listening) to help them use English more confidently
outside of class whether this is in the workplace, with friends, while travelling or enjoying media in
English.
Why do we write a class profile?

● assures that we are focusing on teaching learners and not a coursebook pages
● enables us to plan activities which are relevant for the learners age, level, needs and interests
● demonstrates an interest in learners and learning
For Task Three in the live session, you will prepare and share a class profile
Please use Jane’s as a guidance
Answers
Who are the learners? 10 Mexican adult learners aged 20 years old to
early 40s.
Level is low to mid A2
Backgrounds: university students to professionals
in a variety of fields such as IT to Sales
What is their teaching context? Free weekly classes at a private language school
for a teacher training course
General English
Communicative Approach
Focus on developing skills and systems in a
communicative way
Why do they need English? Better work opportunities
Travel
Interest in English medium culture
Social reasons
What is their language learning background? Studied before at school and university
Classes were traditional
What are their preferences and what activities do Collaborative learning
they enjoy and why? Focus on systems to be better at speaking and
writing
This will help them in their lives whether this is
work or in their free time
Task Four: Staging and Procedures
Activity One: Staging a Systems Lesson using Text Based Approach
● Jane is teaching A2 learners using Text Based Approach
● The lesson is in the wrong order
● Put the lesson in the right order
● Write the names of the stages
● Refer to your notes from Systems 1 on Text Based Approach and read the procedures carefully!
Controlled practice Less Controlled Practice Noticing Lead in Text Stage
Feedback Controlled Practice Freer Practice Language Clarification
STAGE NAME STAGE AIM PROCEDURES

(What is the purpose (Who does what?)
of this stage?)
● T shows examples sentences.
● T asks CCQs
- When are all these examples happening? PAST or NOW?
- E.g. She was a doctor. Is she a doctor now? NO
● T shows the table. T creates breakout groups to complete the table together.
● Ls complete table.
● Ls check answers.
● T drills some examples and asks PCQs about stress.
● Ls look at slide and T elicits answers.
● T shows the 3 possible photos. T asks for a couple of key words to describe each
photo. T says to listen for key word and to get a general idea.
● T plays audio. L listen.
● Ls compare answers in breakout rooms.
● T confirms answer. (A)
● T shows slide. Set context about my grandparents.
● T tells learners to re-order the words to make questions. ICQ – questions.
● Ls complete task in pairs.
● T checks answers on slide.
● T tells learners to write 2-3 more questions about Frank and Betty. Show them the
‘starters’.
● Ls write questions in groups.
● Ls ask the questions to T. T answers
● T tells learners they are going to listen again to focus on some specific phrases.
● Show the gapped text.
● Ls listen and fill the gaps.
● Ls check with the answer key.

.
● T shows learners the powerpoint with 2 questions (copy into chatbox). T says that
they will discuss them for 3 minutes in groups.
● T creates breakout groups and monitors them for interesting comments.
● T conducts brief feedback eliciting some interesting points.
● T tells Ls to think about a grandparent etc and gives them one minutes to make
notes or think.
● T tells learners they will be in groups asking and answering questions about their
grandparents just like we did with Frank and Betty.
T has 2 Ls demo a question and answer and encourages follow-up Qs.
● Ls discuss in groups. (If time regroup).
● T monitors and makes notes of errors and good use.
● T provides content feedback about interesting older relatives.
● T provides examples of and praises good use. T provides error correction.
● T tell Ls that they will find out about my grandparents. Frank and Betty.
● T divides into As and Bs. As read Frank and Bs read Betty. ICQ this.
● Ls read and underline the answers in groups.
● T regroups an A and a B. T tells learners to ask and answer the questions.
● Ls ask and answer questions about Frank and Betty.
● T conducts feedback on the questions, eliciting answers.
The answer key is below
STAGE NAME STAGE AIM PROCEDURES

(What is the purpose of (Who does what?)
this stage?)
Lead-in (Task 1)
● T shows learners the powerpoint with 2 questions (copy into chatbox). T says that
they will discuss them for 3 minutes in groups.
● T creates breakout groups and monitors them for interesting comments.
● T conducts brief feedback eliciting some interesting points.
(Task 2)
● T shows the 3 possible photos. T asks for a couple of key words to describe each
Text Stage
photo. T says to listen for key word and to get a general idea.
● T plays audio. L listen.
● Ls compare answers in breakout rooms.

(Task 3)
Noticing
● T tells learners they are going to listen again to focus on some specific phrases.

(Task 4)
Language
Clarification
● T asks CCQs
- When are all these examples happening? PAST or NOW?
- E.g. She was a doctor. Is she a doctor now? NO
● T shows the table. T creates breakout groups to complete the table together.
● Ls check answers.
Controlled (Task 5)
Practice
● T tells learners to re-order the words to make questions. ICQ – questions.

Controlled (Task 6)
Practice
● T tell Ls that they will find out about my grandparents. Frank and Betty.
● T divides into As and Bs. As read Frank and Bs read Betty. ICQ this.
● T regroups an A and a B. T tells learners to ask and answer the questions.
● T conducts feedback on the questions, eliciting answers.

Less controlled (Task 7)
practice
● T tells learners to write 2-3 more questions about Frank and Betty. Show them the
‘starters’.
● Ls write questions in groups.
● Ls ask the questions to T. T answers.

Freer practice (Task 8)
● T tells Ls to think about a grandparent etc and gives them one minutes to make
notes or think.
● T tells learners they will be in groups asking and answering questions about their
grandparents just like we did with Frank and Betty.
T has 2 Ls demo a question and answer and encourages follow-up Qs.

Feedback
● T provides content feedback about interesting older relatives.
● T provides examples of and praises good use. T provides error correction.

Activity Two: Implementing Interaction Patterns
● Look at the stages of a Text Based Lesson
● Decide what interaction patterns do teachers normally do?
● Look at the microstaging eg. setting up task, during the task and feedback
● What are the interaction patterns?
Stage Interaction Patterns

Lead in
● Task set up
● During Task
● Feedback
Text Stage
● Task set up
● During the task
● Feedback
Noticing
● Task set up
● During the task
● Feedback
Language Clarification
● Meaning
● Form
● Phonology
Controlled Practice
● Task set up
● During the task
● Feedback
Less Controlled Practice
● Task set up
● During the task
● Feedback
Freer Practice
● Task set up
● During the task
● Feedback
Feedback
Check with Jane’s lesson plan
STAGE NAME STAGE AIM PROCEDURES TIME INTER

(What is the purpose of (Who does what?) mins (L->L, T-
this stage?) >Ls etc)
Lead-in To generate interest and (Task 1)
activate schemata 1 T-Ls
● T shows learners the powerpoint with 2 questions
(copy into chatbox). T says that they will discuss
them for 3 minutes in groups. 3 L-L
● T creates breakout groups and monitors them for
interesting comments. 1 T-Ls
● T conducts brief feedback eliciting some interesting
points. (4)
To get a general idea of (Task 2)

the situation and topic 2 T-Ls
● T shows the 3 possible photos. T asks for a couple of
Text Stage of the conversation.
To contextualise the key words to describe each photo. T says to listen for
language key word and to get a general idea. 2 Ind
● T plays audio. L listen. 2 L-L
1 T-Ls
● Ls compare answers in breakout rooms. (11)

To notice the target (Task 3)
Noticing language in context. 1 T-Ls
● T tells learners they are going to listen again to focus
on some specific phrases.
3 Ind
1 T-Ls
● Ls listen and fill the gaps. (16)

To clarify meaning, (Task 4)
Language form and pronunciation 2 T-Ls
Clarification of the target language.
● T asks CCQs
- When are all these examples happening? PAST or
NOW?
- E.g. She was a doctor. Is she a doctor now? NO 1 T-Ls
3 L-Ls
● T shows the table. T creates breakout groups to
complete the table together. 1 T-Ls
● Ls check answers. 5 T-Ls
(27)

Controlled To provide controlled (Task 5)
Practice practice of the target 1 T-Ls
language (question
form). ● T tells learners to re-order the words to make
3 L-L
questions. ICQ – questions. 2 T-Ls
(33)
Controlled To provide spoken (Task 6)
Practice controlled practice of 2 T-Ls
● T tell Ls that they will find out about my
the target language.
grandparents. Frank and Betty.
● T divides into As and Bs. As read Frank and Bs read 2
Betty. ICQ this. 3 L-Ls
2 L-Ls
● T regroups an A and a B. T tells learners to ask and T-Ls
answer the questions. (42)
● T conducts feedback on the questions, eliciting

answers.
Less controlled To allow learners to (Task 7)
practice make their own 1 T-Ls
● T tells learners to write 2-3 more questions about
questions using the
language and to Frank and Betty. Show them the ‘starters’. 3 L-Ls
scaffold the freer ● Ls write questions in groups. 2 T-Ls
practice.
● Ls ask the questions to T. T answers. (50)
Freer practice To provide opportunity (Task 8)
for learners to practice 1 L
● T tells Ls to think about a grandparent etc and gives
the TL in a personalised
way. them one minutes to make notes or think.
● T tells learners they will be in groups asking and 1 T-Ls
answering questions about their grandparents just
like we did with Frank and Betty.
T has 2 Ls demo a question and answer and
encourages follow-up Qs. 6 L-Ls
minutes

(58)
Feedback To provide overall 1 T-Ls
● T provides content feedback about interesting older
feedback on the task
and upgrade the relatives. 1 T-Ls
language. ● T provides examples of and praises good use. T
provides error correction. (60)
● How much are the learners doing in the lesson?
● How much is the teacher doing in the lesson?
● How does this help the class be more learner centred?
Listen and watch this webinar from ‘This is ELT’, ‘How to plan lessons for all types of students’
https://www.youtube.com/watch?v=XWE9E8zAYU0
● Watch from 3:49 minutes to 4:29 minutes (the whole webinar is very useful though)
● What does the teacher trainer Andreia Zakime say about these points?
● How will this help you implement interaction patterns during planning in a principled way?
Area Andreia’s comments How will this help you?
Types of interaction patterns
Talking to different peers
Teacher fronted lessons
Changing too much
Activity Three: Implementing realistic timings
Watch this webinar ‘Planning lessons for all types of students’ from ‘This is ELT’ from 2:20 to 3:23 minutes
https://www.youtube.com/watch?v=XWE9E8zAYU0
● What does Andreia Zakime say about these points?
● How will this help you with your timing when planning?
Area Andreia says How will this help me

Complexity of tasks
Relevance to the aims
Common mistakes
Look at Jane’s lesson plan and focus on the timings

Compare how long does she spend on
● Lead in, noticing and text stage versus Language Clarification, Controlled Practice (x2), Less Controlled Practice and Freer Practice
● Language Clarification versus Controlled Practice (x2), Less Controlled Practice and Freer Practice
● One of her controlled practice tasks versus freer practice
● Why do you think she made those decisions?
● Use the ideas from the webinar
● The answer key is on the final page
Compare how long does she spend on Amount of time Why

Lead in, noticing and text stage versus
Language Clarification, Controlled
Practice (x2), Less Controlled Practice
and Freer Practice
Language Clarification versus Controlled
Practice (x2), Less Controlled Practice
and Freer Practice
One of her controlled practice tasks versus
freer practice
STAGE NAME STAGE AIM PROCEDURES TIME

(What is the purpose of (Who does what?) mins
this stage?)
Lead-in To generate interest and (Task 1)
activate schemata 1
● T shows learners the powerpoint with 2 questions
(copy into chatbox). T says that they will discuss
them for 3 minutes in groups. 3
● T creates breakout groups and monitors them for
interesting comments. 1
● T conducts brief feedback eliciting some interesting
points. (4)
To get a general idea of (Task 2)

the situation and topic 2
● T shows the 3 possible photos. T asks for a couple of
Text Stage of the conversation.
To contextualise the key words to describe each photo. T says to listen for
language key word and to get a general idea. 2
● T plays audio. L listen. 2
1
● Ls compare answers in breakout rooms. (11)

To notice the target (Task 3)
Noticing language in context. 1
● T tells learners they are going to listen again to focus
on some specific phrases.
● Show the gapped text. 3
1
(16)
To clarify meaning, (Task 4)
Language form and pronunciation 2
Clarification of the target language.
● T asks CCQs
- When are all these examples happening? PAST or
NOW?
- E.g. She was a doctor. Is she a doctor now? NO 1
3
● T shows the table. T creates breakout groups to
complete the table together. 1
● Ls check answers. 5
(27)

Controlled To provide controlled (Task 5)
Practice practice of the target 1
language (question
form). ● T tells learners to re-order the words to make
3
questions. ICQ – questions. 2
(33)
Controlled To provide spoken (Task 6)
Practice controlled practice of 1
● T tell Ls that they will find out about my
the target language.
grandparents. Frank and Betty.
● T divides into As and Bs. As read Frank and Bs read 1
Betty. ICQ this. 2
2
● T regroups an A and a B. T tells learners to ask and
answer the questions. (42)
● T conducts feedback on the questions, eliciting

answers.
Less controlled To allow learners to (Task 7)
practice make their own 1
● T tells learners to write 2-3 more questions about
questions using the
language and to Frank and Betty. Show them the ‘starters’. 2
scaffold the freer ● Ls write questions in groups. 2
practice.
● Ls ask the questions to T. T answers. (49)
Freer practice To provide opportunity (Task 8)
for learners to practice 1
● T tells Ls to think about a grandparent etc and gives
the TL in a personalised
way. them one minutes to make notes or think.
● T tells learners they will be in groups asking and 1
answering questions about their grandparents just
like we did with Frank and Betty.
T has 2 Ls demo a question and answer and 9
encourages follow-up Qs. minutes
● T monitors and makes notes of errors and good use. (58)

Feedback To provide overall 1
● T provides content feedback about interesting older
feedback on the task
and upgrade the relatives. 1
language. ● T provides examples of and praises good use. T
provides error correction. (60)
Microstaging and accumulative timing
Look at the column for timing

● How has Jane broken down her stages into microstages?
● Which areas has she used microstaging for in her plan?
● How has she used accumulative timing?
● How will this help you when you plan your timings?
Answer key
Compare how long does she spend on Amount of time Why

Lead in, noticing and text stage versus 16 minutes Relevance to the lesson aims where her learners need
Language Clarification, Controlled clarification, practice and production of the target
Practice (x2), Less Controlled Practice 41 minutes language
and Freer Practice Her initial stages are kept short through
● A simple and personalised lead in
● A gist listening (though a teacher can exploit

the text for listening sub skills in a previous
lesson)
● A simple noticing task focused on the language
● Use of materials such as an answer key

Language Clarification versus Controlled 12 minutes Relevance to the lesson aims: learners are focusing on
Practice (x2), Less Controlled Practice the to be verb in the past to talk about the past. Jane in
and Freer Practice 31 minutes the clarification stage focuses on the contextualised
marker sentences only with clear CCQs, a guided
discovery task and highlighting key features of
phonology. Her learners can only achieve the
objectives if she provides them with ample
opportunities for practice
One of her controlled practice tasks versus 5 or 6 or 7 minutes versus 11 Relevance to the lesson aims: the main outcome of the
freer practice minutes lesson is for her learners to ask and answer questions
about their grandparents, so this gives them
opportunities to practice
The Freer Practice is more complex and is more
challenging than the Controlled and Less Controlled
Practices so learners need more time to complete it.
Task Five: Assumptions and Problems and Solutions
Activity One: Assumptions
Assumptions when lesson planning are:
Language - what students have already covered in previous lessons or courses and so should be
familiar with.
Also assumptions you can make about the learners, e.g. likes/preferences, familiarity with type of
activity, topic
These are what we assume learners can do and will not cause problems in the lesson
Look at Jane’s assumptions and decide which ones are about:

Assumption Schematic or World Activities Language
Knowledge
Learners have grandparents or older
relatives and enjoy sharing personal
information about them
Learners know about their
grandparents or an older relative’s life
history
Learners are aware of asking and
answering questions in a conversation
Learners can listen to a simple
conversation and follow the main
points.
Learners how some basic vocab about

family and life events and dates.
Learners are A2 and can communicate

on familiar topics like family.
Learners will know some basics of

grammar such as verbs, subjects,
negatives.
Learners will have seen was/were

before but are still unsure and make
mistakes with form and pron.
The answer key is on the next page
Why is it important to give assumptions?
⮚ helps us plan more efficiently and focus on what the learners need to know in the lesson
⮚ ensures we stay focused on the aims of the lesson
⮚ prevents us from overplanning and overteaching through focusing on what they might know eg.
teaching family words if we assume they already have a lexical set
⮚ ensures that we are treating our learners as intelligent people who already have world knowledge
even if they are early years, primary or lower level teenagers and adults
⮚ demonstrates that we are aware that learners have skills and knowledge in their own language
Assumption Schematic or World Activities Language

Knowledge
Learners have grandparents or older √
relatives and enjoy sharing personal
information about them
Learners know about their √
grandparents or an older relative’s life
history
Learners are aware of asking and √
answering questions in a conversation
Learners can listen to a simple √
conversation and follow the main
points.
Learners how some basic vocab about √

family and life events and dates.
Learners are A2 and can communicate √

on familiar topics like family.
Learners will know some basics of √

grammar such as verbs, subjects,
negatives.
Learners will have seen was/were √

before but are still unsure and make
mistakes with form and pron.
Activity Two – Anticipating Problems and Solutions
A: What are problems in lesson planning?

Problems are what can happen in the class and this can be due to
⮚ Materials
⮚ classroom management
⮚ topic
⮚ external factors
⮚ language
Look at Jane´s Problems and Solutions

⮚ How similar are her anticipated problems to her language analysis?
⮚ Which of her problems are more due to classroom management or tasks
⮚ We will provide an answer key on the final page
Anticipated language problems for learners (meaning, form and phonology):
● Learners will form questions with the structure of affirmatives (subj+was/were).
● Learners will use strong forms of verb TO BE in affirmatives and questions.
TASKS AND CLASS MANAGEMENT

Possible Problems
● It is the first class and learners do not know each other. They may not be very open or chatty.
● Learners may be mixed level and find the class easy/difficult.
● There will be problems with Zoom. Learners won’t know what to do. E.g. breakout rooms.
● Learners may struggle with learner centred techniques for language clarification and expect
explanations
● Learners may have recently lost an older relative and will find it upsetting to discuss in class
Activity Two: More anticipated problems

Look at these problems and decide if these are:
Language Tasks Classroom Management
1. Students may feel very uncomfortable with the topic because it deals with ideas
which are strictly taboo in their culture.
2. Students may not find the text engaging as the content is not very suitable for
learners of this age.
3. During the picture difference activity, students may show each other their
pictures.
4. In the less controlled practice board game, students may be searching for ideas of
how to complete the sentence, meaning they pause a lot and their pronunciation
becomes choppy.
5. While meaning of defining relative clauses is quite obvious, they are used in
specific contexts, so students may start over-using them inappropriately.
6. Since the time reference of the “if clause” is in the future, students may add an
unnecessary “will” e.g. “If I will pass my exams, I will definitely go to UNAM.”
7. During the board rush, students may try to write more than one word each time
they go to the whiteboard.
8. During the gist task, students may be tempted to read the text in detail, pausing
and checking words they do not understand on their phones.
9. Many of the students come from language backgrounds where the “th” sound
does not exist, so they may pronounce this as /z/ or /d/.
10. In the negotiating task, certain students may dominate the conversation, and shy,
introverted or dis-fluent students may struggle to express their opinion.
11. Learners might be late for class and arrive during an activity
Activity Three: Tips for writing anticipated problems
Look at the teacher’s anticipated problems for a Text Based Lesson on describing and exchanging
information about recent holiday using the past simple in both regular and irregular forms
Decide why are they ineffective. This could be that they are:
● Vague
● Personal aims
1. Learners will use the words incorrectly in a sentence

2. Learners will mispronounce the words
3. Learners will get confused with my CCQs and FCQs because I find it difficult to grade my
language

Possible Problems
1. Learners will get confused with my instructions because they tend to be wordy
2. Learners won’t speak and have nothing to say
3. Learners won’t be able to answer the questions in the text stage
4. The internet won’t work
5. I am not confident with ZOOM
Rewrite these problems so that they are more specific and more focused on language, tasks and
classroom management

1.
2.
3.

Possible Problems
1.
2.
3.
4.
5.
Activity Four Planning Solutions
Solutions are practical ideas which are in our lesson plan to help us and our learners with the problems if
they arise.
Read Jane’s solutions for her anticipated problems

Think about these points
How are they:
● specific
● practical
● linked to the problem
● efficient
● Learners will form questions with the structure of affirmatives (subj+was/were).
● Learners will use strong forms of verb TO BE in affirmatives and questions.
Possible solutions:
● Controlled practice scaffolded with answers before freely making own Qs. T provides on the
spot error correction in the more controlled practices. Re-project the table for form if
necessary.
● Drill the marker sentences and elicit rules. Use on the spot correction of this in controlled
practices and delayed error correction after the freer practice.
Possible Problems
explanations
Possible solutions:
● I will start with a quick ice breaker moving learners around breakout groups.
● I will make a lot of breakout groups so learners can help each other. I will also have a lot of
self-check activities so that the weaker students are not ‘exposed’.
● All the materials will be a powerpoint and a doc that I will send in the chat. I will limit the use
of zoom features to breakout rooms.
● I will ensure that my CCQs are clear and use the visuals and sentences as support. I will give
them processing time to answer. I will make sure that the learners do the first one together for
the Guided Discovery task for form to build confidence and will be flexible if learners are
solving the task using Spanish
● I will be clear that this can be about a relative or a family friend who can be alive by using an
elderly aunt as an example.
Creating solutions for anticipated problems

Look at the solutions for the problems
How are they:
● vague
● impractical
● inefficient
How would you rewrite them?
1. Learners will use the words incorrectly in a sentence

2. Learners will mispronounce the words
language
Solutions
1. I will present form again and explain it to the class
2. I will drill and drill again
3. I will explain in Spanish the language to my learners

Possible Problems
1. Learners will get confused with my instructions because they tend to be wordy
2. Learners won’t speak and have nothing to say
3. Learners won’t be able to answer the questions in the text stage
4. The internet won’t work
5. I am not confident with ZOOM
Solutions
1. I will give all my instructions in Spanish

2. I will bring sweets to class as an incentive (pre-pandemic solution)
3. I will read the text aloud to them
4. I will find another router
5. I won’t use any features such as Break Out Rooms or asking learners to annotate on the screen
How would you rewrite your solutions?
Language – Solutions
1.
2.
3.
Task and Classroom Management – Solutions
1.
2.
3.
4.
5.
Suggestions are on the final page
Activity Five: Creating your solutions to problems
● Look at these anticipated problems
● Create solutions for these problems and check to see if they are
⮚ practical
⮚ specific
⮚ efficient
Anticipated problems Possible Solutions

● Students may feel very uncomfortable ● I will give learners roles in the debate so that
with the topic because it deals with ideas they are defending what is not necessarily
which are strictly taboo in their culture. their opinion and provide time to research and
prepare for the topic
● Students may not find the text engaging as
the content is not very suitable for learners ● I will work on engaging the learners during
of this age. the lead in to ensure that the text is related to
their world before reading
● During the picture difference activity,
students may show each other their pictures. ● Ask ICQs: “Can you show your picture to
your partner? (No.)”
● In the controlled practice board game,
students may be searching for ideas of how to
complete the sentence, meaning they pause a
lot and their pronunciation becomes choppy.
● Since the time reference of the “if clause” is
in the future, students may add an
unnecessary “will” e.g. “If I will pass my
exams, I will definitely go to UNAM.”
● While meaning of defining relative clauses is
quite obvious, they are used in specific
contexts, so students may start over-using
them inappropriately.
● During the board rush, students may try to
write more than one word each time they go
to the whiteboard.
● During the gist task, students may be tempted
to read the text in detail, pausing and
checking words they do not understand on
their phones.
● Many of the students come from language
backgrounds where the “th” sound does not
exist, so they may pronounce this as /z/ or /d/.
● In the negotiating task, certain students may
dominate the conversation, and shy,
introverted or dis-fluent students may
struggle to express their opinion.
Check with the suugestions on the final page
Answer Keys:
A: Anticipated language problems for learners (meaning, form and phonology):
6. Learners will form questions with the structure of affirmatives (subj+was/were).

7. Learners will use strong forms of verb TO BE in affirmatives and questions.
Very similar and well informed through a detailed language analysis

Possible Problems
Classroom Management
Classroom Management
Tasks
explanations
Tasks
Tasks
B
Language Tasks Classroom Management
4. 5, 6, 9 1, 2, 7, 8, 3 10, 11
C:
1. Learners will use the words incorrectly in a sentence vague

Learners will struggle with question forms of using the present simple and using the negative form
with the auxiliary
2. Learners will mispronounce the words vague
Learners will struggle with ed endings of past tense verbs and overgeneralise /Id/ for all past tense
verbs
language personal aim so this belongs in that stage. This can go into task management as
Learners may expect explanations for the language in their own language and will struggle with
more learner centred techniques for clarifying the language
Possible Problems
1. Learners will get confused with my instructions because they tend to be wordy personal aims.
This can go into classroom management as:
Learners may be accustomed to having instructions in their own language
2. Learners won’t speak and have nothing to say vague

Learners may struggle with the freer practice and may be inhibited to share ideas due to lack of
confidence and perception they lack language
3. Learners won’t be able to answer the questions in the text stage vague
Learners may struggle to read for gist during the text stage and focus on reading every word
4. The internet won’t work vague
I might or the learners might lose internet connection during the key stages of the lesson
5. I am not confident with ZOOM personal aims
This can go into task management and worded as
The pace of the lesson might be slow due to unfamiliarity with ZOOM features
D:
Solutions
Language
1. I will present form again and explain it to the class impractical and inefficient
I will keep the marker sentences on the PPT while learners are completing the practice activities and use
immediate feedback techniques when we check answers
2. I will drill and drill again vague and inefficient
I will use different colours to highlight the different sounds for the ending of past tense verbs and use
correction techniques as necessary as well as being tolerant to the learning process that this may take
time to acquire and automaticise
3. I will explain in Spanish the language to my learners inefficient and impractical

I will give my learners time to process my CCQs and FCQs and point at the timeline and marker
sentences using ZOOM tools
Solutions
1. I will give all my instructions in Spanish after saying them in English inefficient
I will deliver my instructions using the imperative and gestures. I will ask ICQs such as ‘Do you
use these words? as necessary
2. I will bring sweets to class as an incentive (pre-pandemic solution) impractical – This is
inappropriate as it is ‘treating learners’ for participating in a lesson
I will scaffold the task through providing prompts, model the task with a stronger learner and give my
learners thinking time to prepare the task.
3. I will read the text aloud to them impractical and inefficient
I will model how to read and find the information with the noticing task and do the first one with my
learners
4. I will find another router impractical
I will make sure that I can access the class using my phone data if this is an emergency or delay the class
for a few minutes until the internet starts working again as this is usually temporary
5. I won’t use any features such as Break Out Rooms or asking learners to annotate on the screen
inefficient and impractical
I will research using online ZOOM tutorials to train how to use the tools and rehearse beforehand with
family and friends
E:
Anticipated problems Possible Solutions
● In the controlled practice board game, ● Monitor and offer on-the-spot error
students may be searching for ideas of how to correction. Get students to repeat the sentence
complete the sentence, meaning they pause a more fluently. Model and drill if necessary.
lot and their pronunciation becomes choppy.
● Students will have studied the form already,
● Since the time reference of the “if clause” is so should be able to self-correct. Use on-the-
in the future, students may add an spot echoing with rising intonation e.g. (If I
unnecessary “will” e.g. “If I will pass my …)
exams, I will definitely go to UNAM.”
● While meaning of defining relative clauses is ● Ask CCQs to clarify the use of the structure:
quite obvious, they are used in specific “Do we use this structure often?” (No.)
contexts, so students may start over-using “Where do you often see this structure?”
them inappropriately. (Quizzes, guessing games)
● During the board rush, students may try to ● Demo the activity with an example first.
write more than one word each time they go Pretend to be a student, rush to the board and
to the whiteboard. write a word then ICQ: “Can I write
another?” (No)
● During the gist task, students may be tempted ● Make expectations clear with ICQs (e.g. “Do
to read the text in detail, pausing and you read quickly or slowly?”) and set a clear,
checking words they do not understand on short time limit.
their phones.
● Many of the students come from language ● Model and drill rigorously. Show students
backgrounds where the “th” sound does not how the sound is formed in the mouth.
exist, so they may pronounce this as /z/ or
/d/.
● In the negotiating task, certain students may ● Make sure different students have a specific
dominate the conversation, and shy, role to complete. Group weaker students
introverted or dis-fluent students may together and stronger students together, and
struggle to express their opinion. offer more language support where needed.

Flipped Tasks Week 9 Lesson Planning For Systems TCC

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Week 9: Lesson Planning for Systems

Task One: Introduction to Lesson Planning

1. Why do you lesson plan?

2. How long do you spend on planning?

a. Hardly any time at all. I go with the flow

3. What determines your planning decisions?

a. Your learners needs

4. What areas of planning do you find challenging?

a. Writing clear aims/outcomes

[This means] estimating how long an activity will take while

[This means] identifying why you’re doing each stage of a

This is where you note whether the students are working

This is the description of what is happening at each point in the

Each stage of your lesson is likely to use resources of some kind.

The answers are below

Procedure This is the description of what is happening at each point in the

Activity Three: Lesson Planning Criteria for TCC

● Look at the criteria for lesson planning

● This is what we will use for your AOL1 and AOL2

● Underline the key ideas in each criterion

1 Planning and Materials NA N S S+

1b ordering activities so that they achieve lesson aims

1d include an appropriate variety of activities, tasks, and interaction patterns

Match the comments from the tutor to the criteria

The letters stand for:

1 Planning and Materials Comments

1b ordering activities so that they achieve lesson aims g

1d include an appropriate variety of activities, tasks, and interaction patterns f

1e implement realistic timings for the stages of the lesson e

● Read this extract from Bare Foot Teacher.

● Why should we use ‘Learners will be better able to:’?

● Why isn’t it not a good idea to state either

⮚ Learners will be able to

⮚ Learners will understand

How to Write Your Lesson Aims

So start by using ‘will be better able to….’

Look at Jane’s Main Aims

How does Jane´s main aims meet the criteria?

These diagrams should help you with this task

Learners will be better about to ask and answer

Activity Two: Writing Personal Aims

● Look at Jane’s personal aims

● Why is this important?

● What are is her personal aim?

● What are her strategies?

Look at this teacher’s personal aims

● What are possible strategies?

Personal Aim Important? Strategies?

● Where do you find your personal aims?

● How many do you need to write?

● How do you decide on your personal aims?

The answers are below

Personal Aims – Suggestions

● Where do you find your personal aims?

● How many do you need to write?

● How do you decide on your personal aims?

● Who are the learners? (age, level, nationality, background)

Read Jane’s class profile and highlight these areas

Why do we write a class profile?

● demonstrates an interest in learners and learning

● Jane is teaching A2 learners using Text Based Approach

● The lesson is in the wrong order