Sample Lesson Plan 7-8
Sample Lesson Plan 7-8
Sample Lesson Plan 7-8
Sub aim
Students will also develop fluency skills related to the topic of applying to go on a TV programme. They will achieve this by
having discussions during the lead-in and highlighting the target language stages.
TUTOR COMMENTS
Overall
I have read and understood this feedback. I have asked my tutor about anything that is unclear.
(trainee signature)
ANTICIPATED PROBLEMS AND SOLUTIONS
Problems (timing, grouping, instructions, topics, etc – NOT language) Solutions
Include at least 3, specific to the stages and activities in this lesson Include one solution for each problem
The level of Vietnamese used during the peer editing Remind learners before activities about the benefits of using
task may be high. only English even for this peer editing task. Ask ICQs before the
task. Scaffold tasks well so students won’t feel the need to
revert to using Vietnamese.
Set a strict time limit for students to adhere to. Monitor and
remind students of the time they have remaining. Instruct
Students may take too long to brainstorm their ideas
students that they don’t need to use full sentences when
during the preparation stage.
brainstorming, only useful words and ideas. Ask ICQs.
During the publishing of students’ work stage where Instruct students to close their eyes and raise their hand for
students’ vote for their favourite pieces of writing, some their favourite piece of writing.
students may feel embarrassed if their work isn’t
chosen.
PERSONAL AIMS
Aims Approaches
What action points from previous lesson(s) are you working on? What is your strategy to improve in each of these areas?
Allocating sufficient time for content and language Manage the timing of each stage effectively.
feedback at the end of the productive task. (TP6)
Continue to include the use of gestures, physical actions such
Using effective pronunciation techniques (TP6) as clapping and clicking to convey word stress effectively.
Reducing time spent on teacher-fronted stages. (TP7) Incorporating activities to encourage student interaction, using
guided discovery tasks, collaborative brainstorming and peer
editing of writing pieces.
TIME INTERACTION STAGE & AIM PROCEDURE
(2)
T displays visuals of the TV show Survivor
and elicits from students what the TV show
may be about.
“What do you think this TV show is about?”
T sets up the context and uses elicitation.
Ss complete task.
Ss check their answers in pairs.
Feedback: T nominates ss to read their
answers. .
(Form)
T boards form and elicits the correct
response from Ss.
(Pronunciation)