Name: Vanesa TP Number: 3 Length: 45min Date: 29/02/2024

Main Aim(s): By the end of the lesson, learners will have practiced listening for gist and detailed information in the context of a text about night workers on the
London Underground.
Subsidiary aims(s): To speak about.’ Students will be able to …
To enable student to develop their oral fluency.
To introduce them to vocabulary related to the text.
Evidence: By the end of this lesson students will have developed…
If learners can sucesfully manage both gist and details listening task I’ll known my aim have been achieve.
Personal Aims:
- To use clear and effective instructions when setting up the tasks, including demonstrations and checking questions
- To include a range of students in feedback stages
- To give students feedback on successful and unsuccessful language use,
Materials:
https://www.youtube.com/watch?v=-NIQa2vVWdQ
- Title: Cutting Edge Pre-Intermediate Student Book
- Authors: Sarah Cunningham, Peter Moor, Frances Eales
- Publisher: Pearson Longman
- Year of publication: 2013
- ISBN: 978-1-4479-2996-2
- Exercise 3 A and B page 30 Student Book
- Exercise 5 page 31 Student Book
 Procedure
Time Stage name Procedure (describe how you will Interacti Anticipated Problems and Solutions Comment box for tutors (leave blank
What’s the aim of manage each step) on (with management, learners and when planning)
the stage? (S/PW/G tasks)
W /OC)
8min Lead-in 3min- Show a picture of the London Problem: Some students may not
Aim: To engage underground and ask students OC have personal experience with the
students in a - Have you ever been in London? London Underground or similar
discussion about - Have you ever use the metro systems.
London underground before? Solution: I will provide a brief
underground and - Do you have overview of the London
prepare them for underground/metro in your Underground, including purpose, and
the listening. city? significance. Using visual aids such as
3 mint Allow students to discuss the PW maps or images to help students
questions in pairs or small groups. visualize the concept.

2 mint Conduct brief feedback with OC

the whole class, encouraging students
to share their opinions.
Time Stage name Procedure (describe how you will Interacti Anticipated Problems and Solutions Comment box for tutors (leave blank
What’s the aim of manage each step) on (with management, learners and when planning)
the stage? (S/PW/G tasks)
W /OC)
5 Stage 2: Pre-teach 3 min- Present and elicit the meaning, OC Problem: Some students may
vocabulary pronunciation, and usage of key struggle with understanding or
Aim: To ensure vocabulary items from the glossary, pronouncing the vocabulary items.
students have the such as Solution: Provide context by
necessary - Commuters explaining how the vocabulary
vocabulary to - Dawn relates to the topic of night workers
comprehend the - Tunnel on the London Underground.
listening tasks. - Automatic Gates
- Underground
- The river Thames
- Big Ben
2 mint- Drill pronunciation chorally
and individually as needed.

6 Stage 3: Watch 2 min- Play the video without sound OC Problem: Students may struggle to
the video with and ask students to number the items remember the order of items from
sound off from the glossary in the order they see the glossary while watching the
Aim: To familiarize them. video.
students with the 2 min - Students complete the task S Solution: Encourage students to take
visuals and order individually. brief notes.
of items from the 2 min - Conduct open class feedback OC
glossary. to check answers and discuss any
discrepancies.
6 Stage 4: First Play the audio once and ask students S Problem: Some students may
listening stage to listen for the main idea. Decide the struggle to identify the main idea or
Aim: To provide best title for the video. 2min key information from the audio
an overview of the Choose one of the three possible during the listening
listening. topic: 1 min Solution: Provide a clear task prompt
- "A Night in the Life of London's and encourage students to focus on
Underground Workers" PW key theme.
- “London Underground: Daytime
Adventures Below"
Time Stage name Procedure (describe how you will Interacti Anticipated Problems and Solutions Comment box for tutors (leave blank
What’s the aim of manage each step) on (with management, learners and when planning)
the stage? (S/PW/G tasks)
W /OC)
- "London Underground: Nighttime
Exploration"
Students compare their answers in
pairs. 3 min
Conduct open class feedback to check OC
understanding.

10 Stage 5: Second Play the audio again and this time ask
listening stage students to listen for specific
Aim: To listen for information mentioned in the
specific details. statements provided. 2 min
Create my own exercise true or false
Students tick the statements that are
true for them individually. 5 min
Pair students to check their answers.
(3 min). Review answers as a whole
class. 1min
10 Stage 6: Speaking Divide students into small groups.
activity (Exercise Provide discussion statements related
5) to public transport preferences and
Aim: To engage experiences. 5 mint
students in a Give 4 statements and start the lesson
speaking activity using my own example.
related to public Encourage students to discuss and
transport share their opinions within their
preferences. groups. Monitor the groups and
provide assistance as needed.
(Teacher monitoring)
After discussion, conduct a brief
whole-class feedback session, allowing
groups to share interesting points or
opinions.
OC Problem: Students may find it
challenging to identify specific
information within the audio.
Solution: Break down the task into
manageable segments and provide
S guiding questions to direct students'
attention.
PW
OC
PW Problem: Some students may be
hesitant to share their opinions in a
group setting.
Solution: Provide supportive
prompts and encourage active
participation by affirming all
contributions.
OC
Language Analysis

Target language (e.g. past continuous, adjectives describing personality):

How will you deal with meaning, form and pronunciation in the lesson?
What is the meaning?
(e.g. definition and model
sentence)
Commuters: People who
regularly travel between
home and work.
Big Ben: A famous clock
tower in London.
How will you convey How will you check if students What is the form of the target Analyse the pronunciation of your
meaning to students? understand the meaning? language? target language: use the phonemic
(e.g. a visual, a context) (plan your CCQs) How will you analyse it for alphabet and highlight word or
students on the whiteboard/on a sentence stress and other relevant
handout? phonological features (silent
letters/linking/tricky sounds etc)
Use visuals such as Are commuter’s people who Noun /ˈkɒm.jʊ.tərz/ (stress on the
images of crowded travel to work? first syllable)
trains or people with Do commuters usually travel
briefcases to illustrate long distances?
the concept of Are you a commuter if you only
commuters. travel occasionally?
Show a picture of the - Is Big Ben a famous /bɪɡ bɛn/ (stress on the first
clock tower landmark in London? Noun syllable of both words)
- Is it a building or a
person?
- D
o you hear Big Ben
ringing every hour?

Dawn: The time of the day
when sunlight appears.
Show pictures of the
sky transitioning
.Model sentence: "We
woke up at dawn to
watch the sunrise."
- Does dawn happen in Noun /dɔːn/ (long vowel sound for
the morning or evening? "aw")
- Is it light or dark at
dawn?
- Can you see the sun at
dawn?
Tunnel: a long passage
under the ground
The River Thames: The
longest river entirely in
England.
Automatic Gates: Electronic
barriers or doors that
control access.
Underground: is the railway
system in which electric
trains travel below the
ground in tunnels.
Show a picture - Do you see tunnels Noun /ˈtʌn.əl/ (stress on the first
above ground or below syllable)
ground?
- Do cars drive through
tunnels?
- Can you walk through a
tunnel?
Show a map - Noun /ðəI ˈrɪvə ˈtemz/ (stress on the
highlighting the River s the River Thames a first syllable of each word)
river or a lake?
- D
oes it flow through
London?
- Can you swim in the
River Thames?
Show pictures of - Are automatic gates Noun /ˌɔː.təˈmæt.ɪk ˈɡeɪts/ (stress on
automatic gates operated by people? the second syllable of
- Do you need a ticket or "automatic" and the first
card to pass through syllable of "gates")
them?
- Are they usually found
in public places or
private residences?
Pictures noun ʌndəʳgraʊnd
- Have you ever use the
underground before?
- Do you have
underground/metro in
your city?
Analysis of problems & solutions
What’s the target language / key vocab? What difficulties/problems do you expect students to
have with meaning, form and pronunciation?
Meaning:
- Commuters Some students might not know what:
- Big Ben - "Commuters" means, referring to people who
- Dawn regularly travel between home and work.
- Tunnel - "Big Ben" could be unfamiliar to those who
- The River Thames haven't studied or visited London.
- Automatic Gates - Understanding "dawn" might be tricky.
- While students may recognize "tunnel," they
might not understand its context in
underground transportation.
Form:
Pronouncing words like "commuters," and "Thames"
might be tough due to unfamiliar sounds.
Constructing sentences using these words might be
hard.
Pronunciation:
"Thames" could be mispronounced because its spelling
doesn't match its pronunciation.
Suggest solutions for each problem.
Meaning:
- Offer clear definitions using visuals or real-life
examples.
- Use context clues or examples to help students
understand unfamiliar terms.
Form:
- Break down words into syllables for easier
pronunciation practice.
- Encourage sentence construction exercises to
reinforce usage.
Pronunciation:
Demonstrate correct pronunciation and provide
opportunities for students to practice aloud.

Analysis of appropriacy
Is the language specific to certain situations? E.g. formal. Informal, slang. What difficulties/problems do you What are the solutions to these
expect students to have with problems?
appropriacy?

The language used is neutral and appropriate for an educational

setting