NOTE: When writing up your plan, please delete all blue parts and brown examples , including this note – the notes are simply advice as well as examples and should NOT appear in your own plan

Name Week TP No

Length Level Date

Class Profile

Mention any pertinent information as to the learners in the group you will be teaching taking the following into account:

Learning style and preference Interests Needs Class performance / participation

Primary Aim(s)

(intended student achievement-number them; list patterns , lexis, skills or sub-skills you plan to work on here; use the LA sheet to analyze language)

Example:

1. By the end of the lesson Ss will have been introduced to and will have practised the comparative form of adjectives in the context of choosing a suitable holiday destination

Secondary Aim(s)

(intended student achievement-number them)

Example:

1. Ss will be introduced to the form of the comparative and the concept of comparing two places2. Ss will be practise certain phonological features, i.e. sentence stress and particular sounds, i.e. /ə/3. Ss will practise their speaking skills in terms of accuracy when using the TL

Personal Teaching Aims

(Mention your personal TEACHING aims you want to achieve based on PREVIOUS FEEDBACK you have been given by your tutors and specific points that you will be focusing on improving in the lesson)

Example:

1. To give clear feedback on task and language performance using a variety of correction techniques2. To focus on language highlighting phonology clearly on the WB3. To set up activities effectively – clear instructions, giving Ss examples, and asking simple Qs to check understanding

Source Aids/Handouts

(Mention coursebook and unit; remember to attach copies of coursebook pages to your lesson plan. Indicate copyright on the handouts / list any URLs you have used to show pictures, videos, etc.)

Example:

Face-2-Face, Elementary S’s book, CUP, Unit 8B, pp. 64 – 65 T’s material (ppt) and H/Os Data projector Laptop CD-ROM and CD-player Google pics: https://www.google.gr/search?

q=hotel+thailand&safe=off&hl=el&source=lnms&tbm=isch&sa=X&ei=IcnYU9ww8KnsBtT0gagD&ved=0CAYQ_AUoAQ&biw=1366&bih=677#facrc=_&imgdii=_&imgrc=KoaPukhT920bAM%253A%3B4u1ZW4UWczNMkM%3Bhttp%253A%252F%252Fwww.destination360.com%252Fasia%252Fthailand%252Fimages%252Fs%252Fthailand-hotels.jpg%3Bhttp%253A%252F%252Fwww.destination360.com%252Fasia%252Fthailand%252Fthailand-hotels%3B415%3B332

Anticipated Difficulties Suggested solutions

Meaning

Problems the Ss might have with language

Ss might get confused with the number of things we can compare

Solutions/alternative ways of tackling the problems mentioned in the left-hand column

T will ask CCQ to check understanding

Form Ss might add more inaccurately and/or might get confused

with doubling consonants Ss might add than inaccurately in the sentence

T will ask CCQs to highlight difference T will highlight form on the WB

Phonology

Ss might stress the wrong word inadvertently therefore affecting the overall meaning

Ss might get confused with the strong vs. weak form of the word “more”, i.e. /mɔ:/ vs. /mə/

The same as above for the word “than”, i.e. /δæn/ vs. /δən/

T will highlight sentence stress on WB T will model and drill chorally and individually T will use the phonemic script to highlight the

potentially problematic sounds

Management Problems the Ss might have with tasks / problems the T might have with time, tasks, texts, interaction,

T will be ready to skip second half of the 2nd controlled practice activity

pair/groupwork, monitoring, instructions, correction, etc.

There might be too many activities for the length of the lesson

The 2nd controlled practice activity might take too long since learners might want to listen to the recording more than once

LearnersProblems the Ss might have with tasks / problems the T might have with weaker/stronger/dominant/quiet learners.

Language Analysis Sheet (grammar)

Structure or function

Comparative form of adjectives -er Doubling consonant + -er Adjective (y) + -ier more… than

example(s)

The Kata Hotel is smaller than the Sawadee Hotel. Phuket is hotter than Bangkok. Bangkok is probably noisier. Bangkok is more crowded than Phuket. The holiday in Bangkok is more expensive.

meaning We use comparatives to compare two places /people / things, etc.When we compare two things in the same sentences we use than.

form

Small – smallerHot – hotterNoisy – noisier than...Crowded – more crowdedExpensive – more expensive

phonological features

The Kata Hotel is smaller than the Sawadee Hotel. /δən/

Bangkok is probably noisier.

Bangkok is more crowded than Phuket. /mə/ /δən/

checking of understanding CCQs:

1. How many places are we comparing? Two 2. What do I add to the adjective? – er 3. If there 3 syllables (longer word), do I add –er? NO4. What do I add? more5. Can I say “more noisy”? NO6. Can I say “expensiver”? NO7. If I have two places in the same sentences, which word do I use to compare them? than

Language Analysis Sheet (vocabulary)

Vocabulary item Meaning Form (irregularities) Pronunciation How will I convey

meaning?How will I check understanding?

Noisy A lot of noise because of cars, people, etc.

-y, comparative -ier - Pic

Is Athens noisy?Is it a good thing?Can you relax if a place is noisy?

Clean Without rubbish - /i:/ Pic Is the classroom clean?

Friendly A place where people are nice and kind to you

Is the classroom clean? /’frɛndlı/ Pic

Can you think of a friendly place? Is it good or bad?

It is NOT always necessary to analyse grammar/functional language/vocabulary if your lesson is not focusing on language; however, do remember that even if you are doing a reading/listening/speaking/writing lesson you will NEED to analyse some vocabulary items you will be pre-teaching and/or grammatical structures you expect the learners to use

Procedure of the lesson

Stage Teacher Activity Student Activity Aim Interaction Time allocation Materials used

Lead-in

T projects pix of hotels and relevant info on the WB; T invites Ss to form

sentences comparing the two destinations and writes down TL

examples on the WB

Ss respond To introduce the TL in a natural context and create a smooth transition between

the two lessons / to check Ss’ previous knowledge (stronger

Ss might know)

Plenary Mode 4’ – 6’ Ppt slides / Data projector /

Laptop / WB

Presentation

T focuses on TL examples written on the WB and elicits rules regarding form,

meaning

T asks CCQs regarding form and meaning

T models and drills chorally and individually and invites Ss to notice

sentences stress

Ss respond

Ss respond

Ss repeat both chorally and individually

To focus on meaning, form, and phonology of the TL

To check understanding of form and meaning of the TL

To focus on pronunciation of individual sounds and

sentence stress patterns

Plenary mode 8’ – 10’ TL examples on WB / Coloured

markers

Controlled practice 1

T gives Ss H/O with adjectives and they have to write the comparatives – in

pairs

T invites Ss to read their answers out loud / T corrects / invites Ss to correct

Ss write down their answers in pairs

Ss report their answers

To help Ss practise the form of the TL

To iron out any misunderstandings

S – S

Plenary mode

4’ – 6’

2’ – 4’

H/O

Controlled practice 1

T introduces characters in the recording and sets the listening task

T invites Ss to do ex. 7b in the coursebook – gap-filling activity

T plays recording and asks Ss to check their answers

T invites Ss to guess where the couple finally went and plays recording

Ss listen and do activity

Ss fill in the gaps in pairs

Ss listen and check / correct

Ss listen and check

To introduce / contextualise controlled activity 2 (gap-

filling activity

To give learners practice

To provide learners with correct answers in a

meaningful/ sensitive manner

To close the activity

Individual

S – S

Individual

-

2’ – 3’

6’ – 8’

2’ – 3’

1’

Ppt pic / recording CD &

CD-ROM

Ex. 7b / coursebook page

-

-

Freer Activity

T invites Ss to think of their hometowns/countries and compare them to Athens in pairs / T monitors

and takes notes of instances of the TL

T draws attention to language used during the activity

Ss do activity in pairs

Ss correct errors mentioned

To offer Ss the opportunity to practise using the TL in a personalised activity to

facilitate memory

To ensure feedback on language performance

S – S

Plenary Mode

4’ – 5’

2’ – 3’

Ppt slide showing

adjectives they can use to

compare the two places