lesson Documents

Lesson Plan

Teacher BABINA SUNIL

Lesson No 6

Date 21/1/2025

Level of class Intermediate

Lesson Length 45mnts

Number of students

Observer TR

Lesson aim(s) By the end of the lesson, the ss will have been presented with 6 vocabulary, 4a)

in a bad way, struggling , promising , sharp, mature for his age, lacks
confidence ) and will have practiced using them in their speech in the context
of bridging the age gap they have received.

Lesson sub-aim(s) By the end of the lesson, the ss will have developed speaking skills in the 4a)

context of intergeneration gap.

Personal aims To manage my time 4a)

To stick to the think-pair-share strategy.

To experiment with shuffling the students for discussion and pair checking
To make sure weaker ss understand the instructions;

What will the students take away The ss will be able to recognize and understand the new TL, manipulate it and 4a)

from the lesson? ideally use it in their speech.

Assumptions (what do the sts already Students' current language level enables them to understand the TL. 1b, 1c)

know which will help you with your As this lesson they already have an idea students might be interested to talk
aims?): more about their ideas and opinions.
The TL is relevant and the ss will find it useful for real-life situations to
describe and share their opinions.
Materials/aids Include links and Self-designed presentation; 4c, 4d)

references here [Link]

[Link]

Lesson grade

An overall comment on your

lesson plan, language analysis,
teaching and reflection

Areas to work on from the TTT 4n)

previous lesson Relevant assumptions and appropriate CCQs

Time management

Teaching strengths

Teaching areas to work on

Lesson stage/ Aim Procedure and materials Anticipated problems and solutions Tutor’s Comments

Time/Interaction

4b, 4h, 4f) 4a) 4b) 4e, 4g) 4j, 4k)

Lead-in To set the context You have gone through this photographs, what was the lesson Problem: Students may take the time to talk more.

3 mins [Recall their previous lesson] about? Solution: I must indicate the timer and nominate two or

OC Discuss in pairs what is good and bad being in these ages? Time three students their opinion.

2mnt Problem: May be the number of children will not be

enough to assign them a pair work.

Solution: I must change to a group discussion and take

their feed back individually.

To present the TL in Match the comments from 1 to 7 with the follow up comments with Problem: Some may match the wrong comments.

context ato g and check you understand the words in bold,with in 2mnt. Solution- elicit through pictures and definition.

Match individually and discuss answers in pairs.

Show the answer key.

The words given in the box, put them in negative traits of human or

positive

Mature for his age – a context,

One of my student, whose parents are working and reaching home

night, she is taking care of her younger brothers giving them food,

making them to do their home and preparing for her class and a bit

of house work to help mom.

Is she doing her

Is she young or old?

Is she taking responsibilities?

Is she taking responsibilities of her age?

So what does it mean mature for his age?

Language analysis - vocabulary

Lexical item / written record (spelling, part of Definition (in student-friendly language) and What context will you use and how will you How will you check understanding of Meaning, Any other Form information, e.g., collocations? Anticipated problems with MPFA. Solutions to all listed problems.

speech, syllables / word stress, phonemic appropriacy (if applicable). convey and elicit? e.g., CCQs?

transcription).

Example: A game played by 2 or 4 players on a tennis court, Show a picture of a player / game and ask “What The picture will be enough but I could ask: to play tennis M/A: None. M/A –

tennis (noun – non-count) e.g., at Wimbledon, using rackets and balls. sport?” How many players do you need to play? (2/4) to have a game of tennis P: Ss may stress both syllables and pronounce the P: Draw attention to the board record and model

What else do you need? (rackets, balls, a court, tennis player final [i] as a long /i:/ and drill chorally / individually.
/tenIs/
etc.) tennis court F: Ss may say to ‘play at tennis’ or ‘to have a play of F: Elicit peer correction or give and board the

Do you know any tennis tournaments/players? tennis racket tennis’ correct form.

(open) tennis balls

etc.

Sources used in researching this analysis:

Language analysis - structure

Language area:

Context:

Target sentence(s) from the lesson (include affirmative, negative and interrogative if relevant):

What does the structure mean? (Please state in student-friendly language):

Describe how you will convey and elicit the language and how you will check students have understood:

Any appropriacy considerations?

Anticipated problems and solutions with the target language (Meaning / Appropriacy):

Analyse features of pronunciation: (e.g., sentence stress, weak forms, contractions, phonemic transcriptions):

Anticipated problems and solutions with the target language (Pronunciation):

Possible Problem Proposed Solution

Analyse the form (analysis as it will appear on the whiteboard or worksheet):

Anticipated problems and solutions with the target language (Form):

Possible Problem Proposed Solution

Sources used in researching this analysis: