1. Lesson Plans
Staging:
What to write & How to write it

2. Think of the lessons you observed on Monday
Model lesson
Think of the lessons you observed
on Monday

3. Talk to a partner from your group.
Discuss:
What was the lesson focus- Grammar or skills?
How many activities were there and what was the order?
What do you think the overall aim for the lesson was?
What about the aims for each stage?

4. Look at Mick’s lesson plan and find…
The context The aims & means of assessing achievement of aims Potential problems and solutions Vocabulary The Procedure * You can write instructions and ICQs here!

5. Face 2 Face Upper Intermediate Unit 6A + Teacher’s own material
LESSON PLAN
Name:
 Mick Lammond
Date:  
Week:  1
Lesson number:
 N/A
Lesson type:
 Grammar (verb + ing forms)
Level:
 Upper Intermediate
Length of lesson:
 60 mins
Number of students: 12
Lesson Aim(s) Specify your main aims and sub-aims, including any target language you aim to clarify
By the end of the lesson, students will have developed
Tutor:
Appropriate lesson aims?
(please circle)
YES NO
Materials (What you will need in this lesson) Write title, author, year, publisher and page number here and on all your copies/handouts.
Sources acknowledged?
YES NO N/A
Language Analysis:
I have completed a) a language analysis sheet (grammar)
(please check b) a language analysis sheet (vocabulary)
all that apply) c) a language analysis sheet (functions)
Sufficient language analysis?
By the end of the lesson, students will have developed their understanding of various uses of verb + ‘ing’ in the context of ‘British Cultural dos and don’ts’
Sub: Speaking & writing for fluency in the context of a magazine article
Face 2 Face Upper Intermediate Unit 6A + Teacher’s own material

6. Anticipated problems (skills and classroom management – NOT language. E.g. problems with timing, grouping, instructions, topics, logistics, etc.)
Solutions to these problems:
Personal Aims - What action points from your previous lesson(s) are you working on?
Where are these on your lesson plan? What is your strategy to improve in these areas?   
The visuals, while engaging, are not essential for the lesson’s overall flow. I will have hard copies of pictures and will board feedback
Set strict time limit
Will give opportunity for comparison before feedback
Will do ‘prep’ stage and group writing with the focus on the process rather than the product
Projector may break down
Students may take too long on gist task
Students may be afraid/shy to answer
Students may not have the creativity to write from scratch
Less TTT
Better Timing
More STT
 Only talk to aid the lesson. Reduce echoing & commentating
 Set & stick to strict time limits
 Encourage lots of comparison and do more pair/group work

7. T shows pics. Students discuss in pairs the nationalities.
TIME
INTERACTION
STAGE & AIM
PROCEDURE
TRAINER’S COMMENTS 2
pairs/whole class
to set context
T shows pics. Students discuss in pairs the nationalities.
Feedback: Open Class
T elicits and drills ‘steretypes’ 4
pairs
to personalise context/activate schemata
Students discuss British stereotypes
FB: Lockstep 10
to raise awareness of British ‘dos and don’ts’
and practise speaking for fluency
Students discuss the questions and choose answers (there may be more than one!)
Feedback: Rozzer (peer nomination) 6
solo/pairs
to practise reading for inference
Students read text and answer the questions
compare with partner
Feedback: Lockstep
to practise reading for detail
to raise awareness of different uses of verb + ing form
Students match the various highlighted forms to the uses
Feeback: Lockstep
to give controlled practice of the TL
Students read a review and find ten mistakes in the TL.
With their partner, they correct the mistakes and choose the correct rule
groups
to set up commiunicative task and generate ideas
T recontextualises the lesson.
SS brainstorm various British ‘behaviours’
FB: N/A (maybe quick example or two) 15
to provide students with an opportunity to use the TL in a communicative way
SS write a ‘survival guide’ for visitors to the UK, giving tips on social etiquette
Feedback: round the room and vote
8-12
to provide error correction of TL
During the voting part of the previous stage, T will find examples of errors in the TL
T boards errors and students discuss corrections (include one correct sentence)
FB: Student to board

8. Procedure What information can you find in the plan for each task?
Time
Interaction pattern
Description of the task

9. Word / phrase: mystify
Teaching
Meaning (Be specific but keep it simple. Look in a learner dictionary):
to confuse
Anticipated problems with meaning:
students may confuse the meaning with ‘mystery’
I will convey meaning by…
Elicit
CCQs with answers:
Is it a noun or a verb? verb
If I am mystified, do I know the answer or am I confused? confused
Tell me something that mystifies you.
Pronunciation (phonemes, stress):
/ˈmɪstɪfaɪ/
Anticipated problems with pronunciation:
students may elongate the first vowel /ˈmɪ:stɪfaɪ/
Solution(s):
drill
Form (Part(s) of speech, collocation, (ir)regularity):
verb (infinitive)
Anticipated problems with form:
Students may use ‘e’ in place of ‘i’ in first position
Word will be highlighted in the text

10. Language Analysis – Grammar
Name: Mick Lammond Date: Lesson #N/A
Complete this sheet for all grammar lessons that you teach.
Language area and use: What is the grammatical structure you intend to teach and how is it/are they used? For example; modals of deduction, present continuous for future use
Uses of Verb + ing
Target language: provide an example sentence of each relevant structure. (Make sure it’s from the context of the lesson. Use this sentence in your clarification stage)
Disagreeing would cause offence and the conversation would stop.
Focus on meaning: What does the target language mean? What is it used for (e.g. to describe a past habit)? How will you CONVEY AND CHECK the meaning of the target language and its uses? (Please include all concept questions and draw any timelines etc. that you intend to use). Make sure your target language is conveyed through a specific context.
As this is not a study of a particular structure per se, the meaning is different each time.
The different uses covered in this lesson are:
As part of a continuous verb (was laughing)
After prepositions (from asking)
After certain verbs (avoid talking)
After certain verbs + object (spend years travelling)
As an adjective (entertaining)
In reduced relative clauses (standing at a bus stop)
After ‘despite’ or ‘in spite of’ (despite not wanting)
As the subject or part of the subject of a verb (Talking to strangers on trains….)
Potential problems and solutions: Meaning
As this is not a clearly defined structure, it is difficult to anticipate problems with meaning. However, I will be ready to define or clarify any confusing verbs.

11. Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc. with phonemic transcript of key parts.
Disagreeing would cause offence and the conversation would stop.
Potential problems and solutions: Pronunciation
As there are multiple examples, there may be confusion about which words to stress and why. I will drill a model sentence and elicit the general rules.
Focus on form: What is the breakdown of the form—as it will appear on WB/Handout
Base form + ing
Potential problems and solutions: Form
Possible problems might occur with spelling. Some verbs double the final consonant when taking –ing. Verbs ending in ‘e’ often drop that letter. Verbs ending in ‘ie’ switch those letters to ‘y’ and so on. Because of their level, I assume that they will be aware of most of the spelling rules and will be ready to deal with issues if they arise.
Introducing Language: Which way of introducing language will you use?
Test-teach-test?, text-based?, guided discovery?
Test Teach Test

12. Plans Prevent Problems
“I didn’t have time for the speaking activity because the students took longer than I thought on the two grammar practice exercises.” “I was going to ask Instruction Check Questions, but I forgot the questions.”

13. Plans Prevent Problems
“They asked me some really difficult questions on the target grammar, but I didn’t know the answers.” “The exercises were too easy for them, so they seemed to be bored.” “None of the students could think of the example sentences I wanted.”

14. How do plans help?
They promote careful thinking They promote balance They help you learn from your successes and mistakes They make you anticipate problems They are part of your assessment

15. They promote careful thinking
you may not consider... the aims of activities how they fit into a complete lesson and with other teacher’s lessons if the timing is realistic what questions students might ask the best way of introducing an idea, checking your instructions or getting feedback

16. They promote balance
A plan makes clear the balance of ... fast & slow engage, study & activate interaction patterns skills meaning & form grammar, vocabulary & pronunciation

17. They help you learn from your successes and mistakes
Looking back on a plan you may think about... how to improve your instructions how to do feedback differently what to leave out what to add in what to keep

18. They make you anticipate problems
Problems with... Technology Background knowledge Culture Complicated activities Student numbers New language

19. They are part of your assessment
When we assess your lessons we think about... Your choice of aims Your achievement of aims Your background research How the lesson can go wrong in spite of good planning

20. The end