LESSON PLAN
Name: Date: Week: TP number:
Lesson type: Level: Length of lesson: 40 minutes Number of students:
Lesson Aim(s): Tutor:
Appropriate lesson aims?
(please circle)
YES NO N/A
Materials: Tutor:
Sources acknowledged?
(please circle)
YES NO N/A
Language Analysis: Tutor:
I have completed a) a language analysis sheet (grammar) Sufficient language
analysis?
(please check b) a language analysis sheet (vocabulary) (please circle)
all that apply) c) a language analysis sheet (functions)
YES NO
N/A
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?
Anticipated problems (skills and classroom management – NOT Solutions to these problems:
language. E.g. problems with timing, grouping, instructions, topics,
logistics, etc.)
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?
Board Plan: At each stage of the lesson the board will look like this:
TIME INTERACTION STAGE & AIM PROCEDURE TRAINER’S COMMENTS
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 (Script CCQs with expected answers stress and any issues form? What will you do if these arise
that may be here if relevant) with connected speech. in class?
problematic for 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
Example: --------------------------------------- x o O like it.
I can’t stand it (verb I’ll elicit that x = I can’t stand it S1: CCQ - Can I say “I can stand it”
phrase/collocation)
/kæntˈstænd/ when I like something? (Answer: No)
CCQs (‘t’ is usually softened or
Is it stronger or weaker than I don’t like P2: Ss may omit the object
omitted or replaced with a S2: Tell Ss it’s a transitive verb and
it? (Answer: Stronger) glottal stop)
What is something you can’t stand? record on the board as a chunk
(answers vary)
Word/phrase Convey and check meaning Pronunciation Problems and solutions
