LENGTH

TEACHER Anthony WEEK 2 DAY 2

45 mins
LEVEL OF SS Pre - intermediate DATE 04/12/18 TP#
TOPIC/THEME (e.g. Travel, Food, Crime, Culture, …) LESSON FOCUS
(one of the 4 systems or 4 skills; 2 possible if a longer slot)
SPORTS Ensure that the focus(es) get expressed in the MAIN and/or SUBSIDIARY
AIM
GRAMMAR

MAIN AIM: By the end of the lesson, students will have… see input session notes for conventional formulation of aims
SS will have understood the use of could/couldn’t when describing someone’s condition before and after an
event.

PERSONAL AIMS (refer to your previous TP tutor observation notes: “development needs” section) be specific on HOW
1. Improve set-ups and ICQs, demos and giving handouts at the end of the set-ups.

2. Manage my time better and make sure I’m setting the right limits for each task.

3. Stick to the procedure’s steps.

CLASS PROFILE: (include numbers, gender ratio, nationalities, strong vs. weak Ss, motivation, interests, class dynamics, preferred activities)
The class consists of 8 students, from which 6 are Polish (5 women and 1 man) and 2 Ukrainian (2
women).
Antonina and Katarzyna (Kubinska) enjoy working together and are always asking me to elicit some
word or expressions they don’t quite understand while monitoring, they are very enthusiastic about
speaking in class.
Yuliya and Anna from Ukraine also pair quite often. Yuliya is quite shy and doesn’t open up that much
when she has to do PW with a polish classmate, and even though she can be a weak student if we talk
about grammar, she’s a quick learner when it comes to pronunciation.
Anna doesn’t seem to have the same problem while doing PW with polish classmates, she’s a quick
learner of grammar but still has some issues with the pronunciation of some words.
Agnieszka and Katarzyna (Krysta) like to go work together most of the time as well. Agnieszka is quick
learner and often takes active part during OCFB. Katarzyna (Krysta) is quite talkative while doing PW, but
she doesn’t really participates during the OCFB.
Marta doesn’t really open up during PW and is very shy during OCFB , but she´s an amazing solo learner.
Leszek is a talkative student, with a decent background on the language, he tends to dominate when it
comes OCFB.

ASSUMPTIONS (what language do you expect sts to know that you are not planning to teach? What language items have sts looked at previous
classes that are relevant to your aims? Students’ interest/general knowledge in relation to the material/context / topic you will be using?)

Sts must have some background knowledge of this topic. They will be interested in the idea of discussing
about sports, They will also enjoy talking about box and learning a bit more about Mohammed Ali’s
career.
GENERAL ANTICIPATED PROBLEMS & SOLUTIONS FOR LESSON OVERALL:
(think about classroom management, cultural issues, skills tasks. tasks types, group dynamics, topic etc)
Please label this clearly Problem 1 – Solution 1, problem 2 – Solution 2, etc. Draw a line under each – dividing it into sections.
PLEASE DON’T PUT LANGUAGE RELATED PROBLEMS HERE-
there is a separate sheet for this if you are teaching a system – lexis, functional language, grammar or pron. If you are teaching a skill, there is no need
for any language analysis or anticipated problems for language. An exception is if you are pre-teaching vocab., for a text.
ANTICIPATED PROBLEMS SOLUTIONS
Problem 1 Solution 1
Sts might find some words in the text difficult to Meaning Check should clarify all
understand

Problem 2 Solution 2
There might be an odd number of sts for freer Form a group of 3 with the rest of the sts
practice

Problem 3 Solution 3
Sts might get confused with the past tense of Carry out a quick
“can/can’t” Correct sts during monitoring
Problem 4 Solution 4

MATERIALS: (What course books, reference books, web-sites etc. did you use? be specific – page, unit etc)
Language To Go, Pre-Intermediate, Pearson Longman Lesson 19, pg 40-41 + handouts + visuals
Stage Name Interaction
Stage Aim/ Rationale
& number of stage pattern
s
Time Procedure start with ‘ to ………..”
Use standard lesson Length
Start each sentence with ss or T and draw a line to show end of for typical stage aims see models provided
s-s of
stage names from stage.
s-s-s Stage during input session on planning, for DVD
input notes and Use : SET-UP > SS do TASK > OCFB’ to structure stages.
T-sss observation and session on receptive skills
models
Engage T-s-s-s 3 min Signpost: Tell the sts today we’re gonna talk about sports.
s-s Set-up: Show different pictures related to the topic to my sts and
T-s-s-s ask “what kind of sport do you practice?”
Sts DISCUSS (PW>T monitors)
OCFB: Elicit answers, if there’s any,

Contextualization T-s-s-s 5 min Singpost: Tell sts about some sport I like/practice
s Set-up: Ask sts to read a short text about Mohammed Ali,
s-s Sts DO task (PW> T read>monitor)
T-s-s-s OCFB: Elicit the answers

Diagnostic OC 3 min
Meaning illustration T-s-s-s 6 min Signpost: show sts
s
s-s Set-up
T-s-s-s

Sts DO task (PW > monitor)

OCFB: Show the answers on the WB

Meaning check T-s-s-s 3 min CCQs in open class

Form clarification T-s-s-s 5 min

s
s-s
T-s-s-s
Pron clarification T-s-s-s 4 min
s-s

Restricted practice T-s-s-s 6 min

Written s-s
s
T-s-s-s

Freer practice T-s-s-s 8 min

s-s
s-s-s
T-s-s-s

PACS T-s-s-s 2 min

s
s-s
T-s-s-s
LANGUAGE PHONEMIC SCRIPT DEFINITION MEANS OF ILLUSTRATION ie how CHECKING
& (as used in this context) you are conveying the meaning to MEANING – if
ANALYSIS: WORD STRESS  Copy this out of a Learner Dictionary the ss : using a CONCEPT
 Copy this out of a Learner ‘mime’ ‘definition’ ‘visual’ (if QUESTION write out
LEXIS 
Dictionary by hand.
Just sentence stress for
phrase
example/situation write it out) question & answer.
TIP :
Vary the question type. Some
LEXICAL ITEM the word itself & PART multiple choices, some yes/no
answers. Some eliciting of
OF SPEECH synonyms / antonyms etc.
 Use a Learner Dictionary to fill in
this table – not off the top of
head.
 Do not fill in grammar here or
functional language.
 If it is a phrase, idiom, fixed
expression or collocation, put the
whole thing, don’t break it up
into words. Put any dependent
prepositions.
 write part of speech like this (adj)
(det) (n) (v) (adj) (adv) (exp)
 use this also if you are pre-
teaching any vocab. Fill them in
here.

/biːt/ To defeat or do better than… Did you beat her

Beat record again
today? Yes.

/ˈhev.i.weɪt/ A boxer who weighs more than Is Maxim Ivanov

Heavyweight 175 pounds (79.5 kilograms) and the new
istherefore in the heaviest group. heavyweight
champion of the
world? Yes.
/skɪp/ To move lightly and quickly, making Is she squatting?
Skipped (skip) a small jump after each step. No.
 /kənˈvɜːt/ To (cause something or someone Do you want to
Converted to) change in form orcharacter convert to Islam?
(convert) No.

/hɪt/ To move your hand or an object onto Did Frank hit Joe?
Hit the surface of something so that Yes.
it touches it, usually with force.

Reputation /ˌrep.jəˈteɪ.ʃən/ The opinion that people in general have

about someone or something, or how
Does William
cares too much
much respect or admiration someone or about his
somethingreceives, based on reputation? Yes.
past behaviour or character.

/stiːl/ To take something without Is the man in blue

Stole (steal) the permission or knowledge of stealing the
theowner and keep it. other? Yes.
 LANGUAGE ANALYSIS : GRAMMAR / FUNCTIONAL LANGUAGE
Do not put lexis here – put it in the lexical grid !
– Analyse at the 3 main aspects M P F, summarising what you have found out about the structures through your
language research in references such as Practical English Usage.

MEANING / USE : State what the target language of your lesson is AND what it means/how it is used – the use you will be teaching in
this lesson. Give an example of the target language. Deal with appropriacy if this is also an issue.

FORM: State what the form of your language component is, labelling the components of the structure/phrase. Include negatives,
question forms, contractions etc if necessary. Include parts of speech in your list of LEXIS. See example.

PRONUNCIATION: Indicate the key pronunciation features of your language component (use dots over the target language to indicate
word/sentence stress, write a schwa over weak forms, use arrows to indicate fall/rise of key intonation patterns etc.). See example in
rubric for assignment.

MEANING

FORM

PRON

WRITTEN RECORD:
What written record will students get of key features of M, F, P of the language you are teaching?
Sts will recieve a rules of usage with examples on a handout after the lesson
 SYSTEMS ANTICIPATED PROBLEMS & SOLUTIONS
GRAMMAR / LEXIS / FUNCTIONAL LANGUAGE
What problems with M, F, P might students have with the target language in the lesson?
List & explain these problems & include details of a solution immediately after each (please label them Problem 1, Solution 1 etc)

MEANING: HOW COULD SS GET CONFUSED WITH THE MEANING or MISUNDERSTAND the T.L.
For grammar & functional language & lexis please include full details of how you will convey meaning & check understanding in your
solutions, including drawing TIMELINES, writing out CONCEPT QUESTIONS, etc .
For lexis, write CQs in the lexical grid provided. However, specific problems unique to certain lexical items you can put here too.
ANTICIPATED PROBLEMS SOLUTIONS
Problem 1 Solution 1
Sts might confuse “can” with “could” Ask a CCQ:
Does the action happen in the present or in the
Problem 2 past?
Sts may not understand the negative form of Solution 2
“could” Ask a CCQ:
Do you use “not” after the noun when forming a
negative sense? (yes)
Problem 3
Solution 3s

FORM: HOW COULD THE SS MIX UP THE COMPONENTS and MISFORM the structure/ tense/ pattern
Example: Problem 1: Ss may think the negative of “have to” is “haven’t to”. Solution: ask Ss to find examples of negatives in the text.
Problem 2: ss may not know “suit” is both n + v. Solution: give examples.
ANTICIPATED PROBLEMS SOLUTIONS

Problem 1 Solution 1
Sts might put the adverbs in the wrong position in Provide tables for form that will clearly show the
the sentence,ex. position of the adverbs in the sentence, Conduct a
“He box couldn’t after his illness” task where sts correct mistakes.
“He could other people help”
Problem 2 Solution 2

Problem 3 Solution 3

PRONUNCIATION: HOW COULD THE SS SAY IT WRONG with wrong stress / sounds
Consider individual sounds, unpronounced syllables, connected speech features, word/sentence stress & intonation patterns.
Example: Problem 1: (a) ss may pronounce the ‘v’ in ‘have’ as /v/ not /f/; (b) may mispronounce ‘suit’.
Solution1: drilling & phonemic script for (a) and (b).
ANTICIPATED PROBLEMS SOLUTIONS
Problem 1 Solution 1
They might stress unstressed adverbs. Model the stress in the sentence and mark on the
board the connected words.
Problem 2

Solution 2

Problem 3

Solution 3