Lesson plan

Trainee

Level of students

Number of students Date

Duration

Diana Simionescu

Intermediate

1h 40

04/23/15

Main lesson focus

Listening

Reading

Speaking

Lexis

Grammar

Functions
*

Lesson aims
By the end of the lesson Ss will be better able to talk about their teachers and by completing
this task to practice and improve their use of the language.

Professional aims
1. To get the timing just right with the unpredictable students that I have.
2. To practice TBL lessons. I don't teach this kind of lesson often enough and I would like to
improve the way I adapt to/deal with the spontaneous contributions of the Ss.

*
Materials
Pictures and handouts from the Teacher

*
Possible problems

and solutions

I have two new students in this group (which

I've only seen once or twice so far) and they
might be a bit shy. One of the new students
seems to avoid speaking in English.

Set a good foundation for everybody to feel

comfortable enough to speak in English at
length.

An odd number of students might show up for

the lesson.

Adapt activities in such a way that Ss can

complete them in both pairs and groups.

Ss might not come up with enough ideas

regarding the characteristics of good/bad
teachers, etc.

T helps Ss by giving them examples of

behaviour and Ss try to identify the adjective.

Stage name,
time
1. Warmer
8'

2. Pre-task
15'

3. Language
activation
15'

4. Planning
10'

5. Task
35'

Stage aim

To generate the Ss
interest in the topic
Introduce the Ss to the
topic and give them a
model of what is
expected of them.

To activate useful
vocabulary that might
be helpful in the next
stage.

To allow Ss enough
time to find their ideas
in order to give a more
in-depth presentation

To develop fluency and

use of language

Procedure
T shows Ss two personal photos and
asks them to describe them and guess
who the people are.

Interaction
pattern
T-S
S-S

Ss receive cards with information about

both teachers from the photos. Ss work
in pairs/groups and guess/match the
S-S
cards with the photos. (the text is
somehow connected and it won't be a
problem for the Ss to get it right). T
T-S
asks information checking questions.
Ss work in pairs and fill in a chart with
characteristics of good/bad teachers
and how they feel when they have a
good/bad teacher. T writes the words
on the board and helps Ss with more
ideas in order to cover the basics (Ex.
motivating, encouraging, fair/objective,
sympathetic, tough, aggressive,
inspired, scared, etc)

S-S

T-S

SS prepare a short oral presentation

about their favourite/least favourite
teachers. T gives Ss written instructions S indiv.
with ideas to take into consideration
when planning the story.
If 4 Ss or more the onion game. Ss
tell each other about their teachers and,
if time, report about their colleagues'
story .

S-S

If 3 or less Ss report to the group

about their teachers.
6. Feed-back
10'

To analyse the real

language used by the
Ss

T writes down (or reads in case

there's not enough time) the language
aspects that need correction. Ss try to
correct the constructions.

T-S
S-S