LESSON PLAN

Name: Dahlia Garcia Date: 3 /4/23 Week: TP number: 2

Lesson type: Level: Length of lesson: Number of students:

Reading and Vocabulary Pre-Intermediate 45 min
Lesson Aim(s): By the end of Tutor:
Appropriate lesson aims?
the lesson, ss will be better (please circle)
able to read and re-tell a story
Sub aim: Ss will be more YES NO N/A
familiar with and better able to
use time adverbials

Context:
Materials: Tutor:
Sources acknowledged?
New Inside Out Pre-Intermediate, (please circle)
Kay&Jones, 2008,
Macmillan
p24 (all) & YES NO N/A
p25 Vocabulary & Speaking ex.1&2
Language Analysis: Tutor:
Sufficient language analysis?
I have completed a) a language
analysis sheet (grammar) (please circle)

(please check b) a language

analysis sheet (vocabulary)
YES NO N/A
all that apply) c) a language
analysis sheet
(functions)
Trainer’s comments:
Improvement on Aps (if applicable)
●

Points to work on (action points):

1.

If applicable, the following elements of your lesson were excellent for this stage of the course:

Comment on lesson plan and language analysis:

Overall lesson comment:

Overall grade for this lesson: BELOW AT standard for this stage of the course

Tutor ___________________________ Signature ________________________

Assumptions What do you expect the students will already know about the language/content of your lesson?

I think students might be familiar with using time adverbials, even if they might not know what they are called or necessarily how to
properly use them.

Anticipated problems (skills and classroom management – NOT Solutions to these problems:
language. E.g. problems with timing, grouping, instructions,
topics, logistics, etc.)

I anticipate problems with instructions-not being clear and not

asking CCQs. I am also unsure about how much to explain without write out CCQ’s in advance
it becoming a lecture.

I think the timing might be an issue this time as it is so reading I have the procedure timed out. If I run out of time, cut the
heavy feedback portion of the last activity

Personal Aims - What action points from your previous lesson(s) Where are these on your lesson plan? What is your strategy to
are you working on? improve in these areas?

asking CCQs, not quizzing students on reading about something I jamboard should help with language feedback
did not pose beforehand, and more language correction
know what the task is and what students need to know to
accomplish it, and base questions off of that

Board Plan: At each stage of the lesson the board will look like this:
Worksheet: file:///C:/Users/dahli/Downloads/TP2%20Worksheet%20for%20Dahlia.pdf
1. Slides with pictures and phrases: ex)1 pg24
a. Focus student's attention on the pictures. Ask them to read the words in the box and use them to complete noun
phrases
i. send pairs into breakout rooms to check answers
b. Check answers with the class and tell them that they are going to read two stories in which these things take part.
Ask pairs to predict how the phrases are connected to make two stories.
i. CCQ: can you say a scissors, or do you always have to say a pair of scissors?
ii. paint, party, scissors, club, bag, wine
2. Slides with the stories
a. give students plenty of time to read the stories. Tell the students to match which phrases are found in which story.
have them circle any unknown vocabulary, write these on a jamboard, and address them after
i. CCQ: What are the two things i want you to do?
ii. have slides with images sorted into each column of the two stories. have them pop into the correct place as
I ask as a group which item belongs where
1. revenge is sweet: a,c,f
2. dinner by post: b,d,e
iii. https://jamboard.google.com/d/1Ktg1NUV7ULxTddi5BH9sATS1vha4fKCRsBh1EnKyJLk/edit?usp=sharing
 b. Have students read stories again. Have students then decide why each thing is important to the story. Let pairs
compare then get quick feedback.
i. have an additional slide with the images here
3. Personalization of stories
a. students discuss in pairs or small groups which story they prefer and why. Could also ask if they have any stories
similar to the ones they have read. No feedback for this one.
i. CCQ: Do you need to write anything down? No. Are you talking about your favorite or least favorite story?
Favorite.
4. Slides with word cluster
a. Focus student's attention on the box and explain that these words are known as time adverbials. they tell us when or
in what order things happened.
i. the position a time adverbial is put in can change its emphasis: When time adverbials are used at the start
of sentences, the time element is emphasized. In this position, time adverbials are followed by a comma.
When time adverbials are positioned at the end of sentences, this is a neutral position with no particular
emphasis.
ii. Time adverbials can also be used to indicate how long or how often. When time adverbials are used to
indicate how often, they are placed before the main verb of the sentence.
b. ask students to find and underline the time adverbials from the slides in the stories. give them time to do so.
5. Slides with lists and story titles, ex)1 pg 25 boxes
a. Point out that the first time adverbial in each story has already been inserted into the lists. ask students to put the
time adverbials in the order in which they appear in the stories. allow them to check in pairs, then check as a class
i. CCQ:
ii. Revenge is sweet: a) one day, b)then, C)next, D)that night, E) finally
iii. Dinner by post: 1)last year, 2)at first, 3)at the end of august 4)that evening, 5) the next morning, 6) a week
later
6. Slides with story titles and time adverbials
a. Have students choose a story and use the time adverbials in ex)1 to retell the story to a partner without looking at
the story text
b. take note of any students that do well and ask them to retell their stories to the class

students should be engaged in main aim by minute 20

TIME INTERACTION STAGE & AIM PROCEDURE TRAINER’S COMMENTS

2 min ts Lead in: To introduce Show the pictures and words in ex.1 and ask
to do ss useful Lexis pairs to complete the gaps. Get feedback
ts and display the answers
2 min
in bor

3 min ss Lead in: to predict the ask pairs to predict how the phrases are
ts texts before reading connected to make two stories. Get some
feedback, but don’t say whether their ideas
are correct yet.

5 min s reading: to read for Ask ss to read the 2 stories. have students
to ss gist match which phrases are found in which
read ts story. Tell students to circle any unknown
vocabulary and write them on the jamboard.
4 min Let pairs compare then get quick feedback.
in bor
4 min s Reading: to read for Let students read again and discuss in pairs
to ss detail what the importance of each thing in each
read ts story is. Get feedback.

4 min
in bor

4 min ss Personalisation students discuss in small groups which story

in bor they prefer and why. Could also ask if they
have any stories similar to the ones they
have read. No feedback for this one

2 min ts Vocabulary Explain time adverbials

4 min s Vocabulary: to focus Ask ss to find the adverbials in the texts,

to ss on the use of time underline the adverbial phrases, and
read ts adverbials complete the table from p25. Check answers
in pairs. Get feedback and display the
3 min answers.
in bor

6 min ss Speaking: to speak for Ask ss in pairs to re-tell the stories without
ts fluency looking at the texts but only using the table
of adverbials. Monitor. feedback.
Language Analysis Sheet – Vocabulary

List the words / How will you convey and check Transcribe the What problems might Ss have with
collocations/ phrases meaning? pronunciation, indicate the meaning, pronunciation and
you plan to teach or stress and any issues form? What will you do if these arise
that may be (Script CCQs with expected answers with connected speech. in class?
problematic for here if relevant)
learners in your lesson.
Indicate the part of
speech

I will convey meaning using a cline. P1: Ss may think “I can stand it” = I
like it.
Example: ☺ -----------------------------------☹---- x o O
S1: CCQ - Can I say “I can stand it”
I can’t stand it (verb /kæntˈstænd/ when I like something? (Answer: No)
I’ll elicit that x = I can’t stand it
phrase/collocation)
CCQs (‘t’ is usually softened or P2: Ss may omit the object
omitted or replaced with a
Is it stronger or weaker than I don’t like glottal stop) S2: Ask Ss if it’s correct to say “I
it? (Answer: Stronger) can’t stand”? (No). Record on the
board as a chunk
What is something you can’t stand?
(answers vary)

Word/phrase Convey and check meaning Pronunciation Problems and solutions