Please complete all sections of the plan before Teaching Practice Preparation.
Length of lesson:
Main lesson focus:
Functions Reading Writing Pronunciation
Main Lesson Aim By the end of the lesson students will…
Sub Aim(s) By the end of the lesson students will…
By the end of the lesson the students will have learnt to differentiate between the meanings of work and job and learnt expressions using the word work.
By the end of the lesson the students will have developed their dictionary skills through reading dictionary entries. By the end of the lesson the students will be able to produce sentences using the target vocabulary.
Personal Aims Teaching skills you want to focus on in this lesson – consider feedback from your previous lessons.
Assumptions What the students already know (about the language, activity, topic) that will help them with this lesson.
I need to ask open questions.
In the previous lesson by Charlie the students practiced using countable and uncountable nouns, so I don’t expect problems with explaining the difference between work and job. Most of the students ought to be aware of the word dictionary. In the previous lesson by Lori the students practiced using the present simple so they should be able to use the ending –s with the 3rd person.
I need to use simple CCQs to check vocabulary. I need to use more pair work.
Anticipated Student Problems and Solutions Specific problems students may have with language and/or skills. Problem The students won’t know the word “roadie” and “solution”. The students may have a problem with the phrases with the verb work.
Solution Give definitions. Give examples and synonyms where possible.
Anticipated Managerial Problems and Solutions Specific managerial problems you may have. Problem
I will have odd numbers of SS.
I will have one group of three.
I won’t have enough time to do all the exercises.
I will set up a time limit for every task and skip Ex13 if necessary.
Materials Reference the materials (books, resources, websites) you are using (eg. Go for it!, David Nunan, People’s Education Press, 2002, p.46). You must reference all handouts, attach a copy of each to your plan and keep these together in your portfolio. Remember! Keep the number of handouts to a minimum.
Board Plan To help you organise your board work, draw a plan of what you are going to write on the board and where.
Dictionary (noun) Roadie (noun)
Just right, Jeremy Harmer, Ana Acevedo, Carol Lethaby, Marshall Cavendish Education, 2006, p.32
n=noun C=countable U=uncountable Language Analysis What new language (grammar & vocabulary) are you teaching/ reviewing? Show how you will help learners understand it. Form A breakdown of the form/ part of speech of the target language
Meaning How you will convey and check meaning (eg. visuals, timelines, situations, CCQs)
Pronunciation How you will clarify pronunciation problems (eg. stress marks, contractions, weak forms, phonemic transcription, features of connected speech – as appropriate)
I use it if I don’t know the word. Do I have a dictionary now? Who has a dictionary? Or Does . have a dictionary?
a person who travels on tour with musicians and helps them with technical work. Point to the picture. Do singers have a roadie? Do football players have a roadie?
The answer to the problem. My friend didn’t know what to do and asked me for advice. I helped. My friend was happy. Is that a solution?
To work in (phr.verb)
My mother is a shop assistant. She works in a shop.
To work as (phr.verb)
I work at school. So I work as a teacher.
To work for (phr.verb) To work on (phr.verb)
To work out (phr.verb)
To work with (phr.verb)
My friend is a manager. He works for a big company. You are doing an exercise. That means that you are working on it. It’s the same as find.
When you work in pairs. You work with your partner.
Procedure Please indicate all stages in enough detail for the reader to understand exactly what the teacher and students are doing. Stage Name of stage (eg. Lead-in)
Stage Aims Purposes of stage
Procedure What the T & Ss will do (eg. T introduces the topic of travel and tells class
Tutor’s comments – do not write here.
Time (eg. 0-5) Interaction (eg. T>Ss/ S>S)
(eg. To engage Ss in the topic)
about his last holiday. T puts Ss in pairs and invites them to tell each other about their last holiday. T conducts FB with some egs. from the class.) T tells ss her name
Intro to lesson
To set the context
T writes the word dictionary on the board and asks What is it? Why do we need it? T asks CCQs. Do I have a dictionary? Who has a dictionary? Or Does . have a dictionary? Do you use a dictionary?
3-6 Introducing language in context SS-T
To ensure Ss can understand the target language.
T hands out the task and tells ss to look at dictionary entries (Activity 11). The teacher asks open questions, e.g. What kind of words are they? (nouns) What do the C and U mean? (countable and uncountable) How many meanings do the words have? (2 each) Are there any examples? (yes, in italics) Is the word job countable or uncountable? Is the word work uncountable? Can we say works?
6-11 Controlled practice S-S
To ensure Ss know how to use these words.
T tells Ss they are going to complete sentences a-g with the words work or job. Ss do the task individually and then compare their answers with a partner.
To ensure Ss were able to use the words properly.
T goes through students’ answers.
To give Ss practice in matching words with their meanings.
T tells Ss they’re going to learn some useful expressions with the word work (Activity 12). T goes through the items in the second column and explains the word solution if necessary. T tells Ss to match the items in the columns and does the first one with the class. T gives Ss time to
15-20 Controlled practice S-S
compare their answers with their partner. 20-22 Feedback
SS-T 22-27 Controlled practice S-S
27-38 Speech practice
38-40 Whole class feedback SS-T
To ensure Ss were able to use the words properly and elicit more phrases that can go with each verb.
T goes through the answers with the class and asks them to give their own examples.
To make sure Ss can use the phrases with the word work in sentences.
T asks the Ss to complete the sentences with a work+preposition combination from Activity12. Tells Ss to compare the answers with their partner. Goes through the answers with the whole class.
To ensure Ss can produce sentences using the target vocabulary.
(Activity 14) T goes through the questions with the class and tells them to answer these questions. T monitors Ss while they write and helps with vocabulary if Ss ask. (Activity 15)T tells Ss to have conversations with their partner about the items in Activity14 and encourages them to ask extra questions T monitors the Ss. T asks different pairs to have their conversations for the class.
