Example Lesson Plan 1 – Front Page

Teacher Trainee Teacher’s Name: Mick Jagger Date of Lesson: 04/03/2019

Usually the level of lesson
Lesson Length of trainee’s lesson: 40 mins Level of lesson: Intermediate & level of English of
students will be the same.
Number of Students: _6-10__ Age Range from: _18_____ to: _50_____________ Level of English: _All intermediate__________________________
Student
Educational / Professional Level: _Undergrad. students to professionals_______ First Languages: _Chinese, Polish, French, Arabic______________
Context
Purposes for Learning English: Immigrants & refugees looking for work / improving career prospects / EFL students_________________________

Aims of the lesson, expressed as learning outcomes: Personal action points for this lesson:
By the end of the lesson, the students will: 1. Avoid interrupting pairwork when monitoring.
1. have improved their listening skills – listening to a native speaker of English 2. Don’t forget pair checks after listening activities.
both for global understanding and for detail. 3. Elicit as much as possible from Ss. Avoid too much TTT.
2. have improved their speaking skills - discussing where in the world they
would like to live (using ‘would’ for hypothesising). TTT = teacher talk time. The
Ss = students. St = student
opposite is STT (student talk time)

Mick’s lesson is a skills lesson; listening & speaking,

so his aims are to improve language skills.

How will you assess your learning outcomes? Materials to be used – please indicate lesson stage in brackets:
1. a) Monitoring pair checks after both listening activities; both looking at Ss SB = New English File Intermediate (Oxenden & Latham-Koenig, OUP)
notebooks and listening to discussions. b) Eliciting answers from Ss during • Photos of countries around the world (Stage 1)
feedback to listening activities including checking for agreement. • Handout of discussion Qs adapted from p.24 of SB, and copy for
2. a) Monitoring speaking discussion task; students should be able to express overhead projector (OHP).
their ideas fairly clearly. b) Feedback to speaking discussion task; students • (Stage 2)
should be able to recall what they were told by their partner. • Pictures for pre teaching vocabulary (Stage 3)
• Photos& statement from p.24 of SB* on OHP (Stage 4)
• CD for listening activity (Stages 5, 6 & 7)
• Photocopied Qs from p.24 double sided with tapescript for listening
activity on the back (Stages 6 & 7)

*SB = Student’s Book

 Example Lesson Plan 1 – Lesson Stages Page: ____
2

Time Possible Occurrences &

Lesson Stage & Aims Interaction Procedure Materials
(mins) Reactions
1 Lead-in to Discussion 2 T – Ss 1. Show photos of countries around world on floor. Get Photos of
To engage Ss and prepare S Ss to identify, stick on board & write country countries.
them for the pairwork underneath.
discussion. 2. Introduce lesson. Qs = Questions
2 Pairwork Discussion 8-10 T – Ss 1. Show discussion Qs on board. Ss read. Discussion Qs Ss may forget to use
To practise speaking skills & 2. Elicit e.g. answers for 2 of Qs. Remind them to use handout (adapted ‘would’ for hypothesising:
orient Ss onto lesson topic. S–S ‘would’. from SB) To avoid this, ensure that
Ss – T 3. Ss discuss Qs in pairs/3s for 5 mins. Monitor. 2 e.g.s include use of
4. Feedback – What did your partner say? Praise Ss. ‘would’.
5. Correction – Correct any common errors and board
any relevant vocabulary.
3 Pre-teach Vocabulary 5 T – Ss 1. Use pictures to teach first 3 items: drawing (n); Pictures for Meaning of ‘hospitality’ is
To enable Ss to understand painting (n); belly dancing (n) Write words on board. vocabulary pre- tricky. If so, show e.g.s of
key content of listening. 2. Explain hospitality (n). Give e.g. sentences. If teaching. good & bad hospitality.
It’s a good idea to
necessary show e.g.s of good & bad hospitality. Write Prepare good CCQs
itemise whatever vocab.
you plan to teach.
on board. Ask 2 or 3 CCQs: Do we enjoy hospitality? to check understanding.
Note down CCQs (Concept
How can we provide it?
check questions) in your
3. Explain fantastic (adj); Give e.g. sentences. Board. lesson plan.
4. Model and drill pronunciation of all 5 items.
4 Lead-in to Listening 3 T – Ss 1. Show pictures on board from p.24 of SB. Elicit Photos & Ss probably won’t guess
To interest Ss in the listening interest: What’s her job? What is she doing? Where statement from the country or know
activity and to get them did she travel to? p.24 of SB Beirut. Prepare to tell
thinking about the context & 2. Read intro. statement p.24. them, and have map of
content of the listening. SS - T 3. Get Ss. to predict problems she may have had: Do Middle East ready to
you think it was easy for her? What problems do you show.
think she had?

‘Possible Occurrences’ includes things not under the teacher’s

Procedure is initiated by the teacher
direct control, such as student questions, problems, etc.
 Example Lesson Plan 1 – Lesson Stages Page: ____
Time Interaction Possible Occurrences &
Lesson Stage & Aims Procedure
(mins) Reactions
5 Listening Task 1 6 T – Ss 1. Write Qs on board: 1) What is Karen studying? CD for listening activity Ss may confuse study &
To provide practice of 2) What is she teaching? teach: If so, ask CCQs:
listening to a native speaker S 2. Introduce 1st listening task – global listening. What am I doing now?
of English for global Read Qs for Ss. What are you doing?
understanding. S–S 3. Ss listen and make notes on answers.
4. Ss compare answers in pairs. Monitor to check
Ss – T task achievement and find out how difficult it
Notice how the individual lesson
stage aims contribute to Mick’s
was.
achieving his lesson aims. 5. Feedback. Elicit and confirm correct answers.
Praise Ss.

6 Listening Task 2 10-12 1. Show, introduce & hand out 2nd listening task CD for listening activity. Ss are likely to find
To provide practice of –listening for detail. Photocopied Qs from p.24 listening difficult:
listening to a native speaker S–T 2. Get 1 St to read each Q. Check any vocab. double sided with Monitor carefully
of English for detailed S–S (e.g. ‘a year off’). tapescript for listening to notice which Qs they
understanding. 3. Ss discuss Qs briefly in pairs – perhaps they activity on the back. found most difficult and
S remember some of answers. spend more time
S–S 4. Ss listen and make notes on answers. clarifying answers
5. Ss compare answers in pairs. Monitor to check during feedback. Praise
task achievement & decide how much time to them well for answers
Ss – T spend on each Q in FB. they got right.
6. Feedback – Elicit & confirm correct answers.FB = Feedback
Re-listen to 1 or 2 short passages again if
necessary. Praise Ss.
 Example Lesson Plan 1 – Lesson Stages Page: ____
Time Interaction Possible Occurrences &
Lesson Stage & Aims Procedure
(mins) Reactions
7 OPTIONAL 3-5 1. Hand out copies of the tapescript to the Ss. CD for listening activity. An optional stage that
Listening Task 3 S 2. Ss listen and read tapescript at same time. Photocopied Qs from p.24 Ss should find useful if
To provide students with T – Ss 3. Elicit any unknown vocab. and explain if double sided with time allows.
further understanding of the necessary. tapescript for listening
content of the listening 4. Collect in tapescript to prepare Ss for next activity on the back.
activity through reading and teacher’s lesson.
listening.

8 Review 1 T - Ss 1. Review what we studied and practised today,

To raise Ss awareness of what eliciting if possible.
they have studied & practised 2. Praise Ss. again.
today.

Notice how Mick introduces his It’s possible to include Optional stages,
lesson at the start, and then reviews especially if your timings are flexible.
it at the end – always a good idea! Make sure that you can achieve your
lesson aims even if you don’t have time
for the optional stage.
Example Lesson Plan 1 – Lesson Stages Page: ____
Example Lesson Plan 1 – Lesson Stages Page: ____
Example Lesson Plan 1 – Lesson Stages Page: ____