Name: Vanesa TP Number: 8 Length: 45min Date: 12/04/2024
Main Aim(s): To develop reading skills for gist and detail through the reading of an article about presentation disasters.
Subsidiary aims(s): To speak about.’
- Students will be able to introduce vocabulary related to the article presentation disasters.
- To improve speaking skills through pair and group interviews.
Evidence: students can succefully complete…(link with the main aim)
If learners can successfully manage gist, details reading and freer practice task I’ll known my aim have been achieved.
Personal Aims:
As a teacher, I aim to provide clear instructions, foster a supportive learning environment, and actively monitor student progress throughout the lesson.
Materials: pre-intermediate, pag x exercise…
Title: English File Upper-Intermediate Student's Book Third Edition
Authors: Christina Latham – Koening, Clive Oxeden
Publisher: Oxford
Year of publication: 2013
ISBN: 978-0194558747
Exercise e, Page 100 from the SB
Procedure
Time Stage name Procedure (describe how you will Interacti Anticipated Problems and Solutions Comment box for tutors (leave blank
What’s the aim of manage each step) on (with management, learners and when planning)
the stage? (S/PW/ tasks)
GW /OC)
5 Lead-in: To get Welcome the learners and display OC Problem: At the beginning of the
the Ss interested images of presentation disasters. class, there may not be enough
in the topic and Ss discuss what they see in the PW students present to effectively
prepare them for pictures and what they have in engage in activities or discussions,
the text. common. BORs small groups. particularly if it is the first class
- Ask students if they have ever session.
given a presentation or speech Solution: Have some questions ready
before a large group of people. to create engagement and interest.
- Encourage them to share their
experiences, including where
and when they gave the
presentation, how they felt,
and whether or not it was a
success.
- Facilitate group discussions and OC
collect questions for feedback.
5 Pre-teach I will tell the group that they are going OC Problems: Some students may
vocabulary: To to read a text about presentation struggle with correctly placing
enable Ss to have disasters but first we are going to stress on syllables in words like
sufficient check some vocabulary together. enthusiastic or appearance.
vocabulary to do (2min) Solution: Use visual aids such as
the tasks you set Show pictures and elicit words.
and to prevent Ss stress marks or color-coding to
- Audience visually represent stress patterns in
blocking on key - Enthusiastic
vocabulary central words.
- Confident
to the topic . - Appearance
Elicit from
Pronunciation/drill
Time Stage name Procedure (describe how you will Interacti Anticipated Problems and Solutions Comment box for tutors (leave blank
What’s the aim of manage each step) on (with management, learners and when planning)
the stage? (S/PW/ tasks)
GW /OC)
5 Initial reading: To Set task – what was the main problem S Problem: Learners may take too long
practise reading of the speaker? to complete the reading task.
for the main idea Ss read the article individually and Solution: Set a clear time limit and
(gist/skimming) write answer in the chat. encourage learners to focus on
Feedback open class (no peer check as getting the main idea rather than
it is a short gist task and need to get every detail.
through the early stages quickly) OC
10 Specific task: To Learners will read the article again. S Problem: Some students may find it
exploit the topic I will give them a hand out. Choose the difficult to read the text displayed on
of the text for a correct answer. the screen due to small font size or
productive skills: Ss do the exercise individually PW visual impairments, which hinders
peaking Ss check the answer in groups their ability to effectively engage
BORs with the material.
Bring learners back for whole class OC Solution: Provide the text in the chat
feedback. box.
20 Follow up task: Exercise e, page 100. PW Problem: Ss might not take a picture
Facilitate peer-to- Choose five statements from ten top of the statements or is not
peer interviews tips. completely clear.
using previously Ss discuss what they think and they Solution: copy and paste the
prepared have to reach an agreement. statements in the chat and Provide
questions to Ss share their ideas in open class. OC Clear Instructions giving them an
promote active example.
engagement and Listening any error, then at the end of
communication the class correct them together.
skills.
Language Analysis
Target language (e.g. past continuous, adjectives describing personality): Vocabulary?
How will you deal with meaning, form and pronunciation in the lesson?
What is the meaning? How will you convey How will you check if students understand the What is the form of the Analyse the pronunciation of
(e.g. definition and model meaning to students? meaning? target language? your target language: use
sentence) (e.g. a visual, a context) (plan your CCQs) How will you analyse it for the phonemic alphabet and
students on the highlight word or sentence
whiteboard/on a handout? stress and other relevant
phonological features (silent
letters/linking/tricky sounds
etc)
Audience: the group of I would use a visual such Who watches a show or listens to a NOUN ɔːdiəns
people together in one as a picture of a group of speech?
place to watch or listen to people watching a play or What do you call the people sitting and
a play, film, someone a movie watching a play or concert?
speaking, etc. Who is the group of people listening to a
teacher or speaker?
The audience was/were Who listens to a radio or TV program?
clearly delighted with the Who sits in front of a stage during a
performance. performance?
Enthusiastic: showing I might show a picture of Can you give an example of someone being ADJECTIVE ɪnθjuːziæstɪk
enthusiasm someone cheering or enthusiastic? (Excitedly cheering at a
jumping with excitement. concert)
Tom was very enthusiastic How do you feel when you're really excited
about the place. about something?
What's a word for when you're full of
energy and eager to do something?
What do you call someone who shows a lot
of excitement and interest in what they're
doing?
Confident: A visual of someone How do you feel when you believe in ADJECTIVE kɒnfɪdənt
being certain of your standing tall with a smile yourself and your abilities?
abilities or having trust in might convey the idea of What's a word for when you're sure you
people, plans, or the self-assurance. can do something well?
future How do you feel when you know you've
practiced enough and can do something
I am confident that without being afraid? When might it be
everything will come out important to appear confident?
right in time. During a job interview or when giving a
presentation.
Appearance: an occasion Could be demonstrated When you first see someone, what do you Noun əpɪərəns
when someone appears in with a photo of someone notice about them?
public and also the way a appearing on stage or a How would you describe what someone
person or thing looks to red carpet event. looks like?
other people: What's the word for how someone
presents themselves to others? Can you
It was his first appearance give an example of how you might describe
on television/television someone's appearance?
appearance as president.
Analysis of problems & solutions
What’s the target language / key vocab? What difficulties/problems do you expect students to Suggest solutions for each problem.
have with meaning, form and pronunciation?
Audience Students might struggle with the pronunciation of the During drilling, highlight the correct pronunciation of
word "audience," particularly with the vowel sound in the vowel sound in the first syllable and listen for
the first syllable (/ɔː/), and the stress pattern. Spanish errors, providing additional drilling if necessary.
speakers might pronounce it as "o-dience" or "o-diens"
due to the influence of their native language
Enthusiastic Learners might confuse "enthusiastic" with "happy" due Highlight that "enthusiastic" refers to showing
to their overlapping meanings. excitement or eagerness, while "happy" or "joyful"
might imply a similar emotion but are not as intense.
Confident Students may encounter variations of the word Teach students to recognize and distinguish between
"confident," such as "confidence" or "confidently," and different forms of "confident," including its noun and
struggle to differentiate between them or understand adverb forms.
their usage.
Students may struggle with the pronunciation of Break down the word into syllables and emphasize the
Appearance "appearance," particularly with the stress pattern and correct stress pattern.
the vowel sounds in unstressed syllables.
Analysis of Appropriacy
Is the language specific to certain situations? E.g. formal. Informal, slang. What difficulties/problems do you What are the solutions to these
expect students to have with problems?
appropriacy?
- -
No appropriacy issues
