Name: Mina Houshmand Sarvestani Date: 04/01/2025 Level: upper-intermediate TP number: 2
Type of lesson (Reading ): What is your main aim?
Skill :Reading
Main Aim: By the end of this lesson, the students will read a text and do different types of exercises develop reading skills by skimming,
scanning, and reading for detail.
Subsidiary Aim:
Language (Vocabulary, Functional Language, Grammar or Pronunciation)
Students will learn and use seven key vocabulary items to aid comprehension of the text.
Skills Aims: Linguistic Aims:
By the end of the lesson sts will be better able to start a OR Students will learn and use 7 words/phrases before they start reading
conversation and keep it going. They will learn how to look for and 8 words during the lesson.
general or specific information in the text. The students will
work in pairs and teams to read a text and practice gist
reading, reading for specific information and reading for
details. Also, Students will have several opportunities to
communicate with other students by working on the tasks and
speaking about the topic related questions in BORs.
Communicative aim (What is the conversation the students will have at the heart of the lesson or the end of the lesson):
Students will have several conversations about the content of the text during the lesson. At the end of the lesson, students will have a group
discussion about a situation when they should start talking to a stranger. Also, they will have a group discussion about the strangest places
they’ve visit and strangest people they’ve met.
Materials and aids to be used (mention book, level, unit and page numbers where relevant):
Roadmap ,B2,Unit 1,page 6/1A,Reading
Powerpoint slides
Anticipated difficulties (These are procedural, or classroom Possible solutions
management related. NOT Language. E.g., students arrive
late, odd number of students, mixed ability, audio doesn’t work
etc…):
1.My Canva presentation doesn’t work. 1.I have an offline copy of the presentation in case the online one doesn’t work.
2.There aren’t enough students in each break out room for 2.Other teachers will join the break out rooms and start the conversation.
pair/group work. 3.I have designed an extra activity in case we still have some time left.
3.I still have some time by the end of the lesson after working 4.I will change the plan and remove the extra activities that are not directly
on all of the activities. related to the content of the book and are designed for more practice.
4.I see some activities take more time than expected.
Personal aims (Take suggestions from previous tutor Strategies to achieve personal aims on the left:
feedback)
✅
1. Classroom Management: Giving Clear Instructions & Managing Activities
Use concise and simple language when giving instructions. Avoid
1.Classroom management: I want to improve my ability to give
clear instructions and manage student activities effectively. ✅
lengthy explanations to minimize confusion.
Demonstrate tasks instead of only explaining them. Use clear
2.Time Management – I will ensure activities run on time and
leave enough room for feedback. ✅
examples or short demonstrations to model expectations.
Check learners’ understanding using concept-checking questions
3.Error correction: I will practice correcting students' mistakes
in a supportive way without interrupting fluency and add more ✅
(CCQs) or brief yes/no and short-answer questions.
Provide instructions before distributing materials to ensure students
error correction sessions during my lesson.
✅
remain focused and attentive.
Monitor consistently and supportively by circulating the room,
observing engagement, and providing gentle guidance when needed.
✅
2. Time Management: Keeping Activities on Schedule
Plan realistic timings for each stage of the lesson and include buffer
✅
time for smooth transitions.
Utilize a timer or keep a visible watch to manage task duration and
✅
ensure pacing aligns with lesson objectives.
Provide clear time warnings (e.g., “You have 2 minutes left”) to help
✅
students stay focused and complete tasks on time.
Prioritize essential stages, such as productive skills practice, to
✅
maintain the lesson’s core aims even when time is limited.
Keep instructions brief and focused, ensuring that more time is
spent on student-centered practice rather than teacher talk.
✅
3. Error Correction: Balancing Fluency and Accuracy
Delay error correction during fluency-based tasks, taking notes
discreetly and offering feedback afterward to maintain student
✅
confidence and flow.
Incorporate a brief feedback stage (2–3 minutes) post-activity to
highlight common errors, offer corrected examples, and praise
✅
improvements.
Use correction techniques appropriate to the activity type, such as
self-correction, peer correction, or board-based error analysis,
depending on the focus.
Language analysis
(New language you plan to teach or difficult language in text/ transcript)
Analysis - MFP Anticipated problems Solutions to the problems on the left
(include CCQs, timelines, etc.)
(add the word/ phrase/ structure – you Problems with meaning
should also add the example sentence
from your lesson)
Problems with form
M–
Problems with pronunciation
F–
P–
Problems with meaning
M–
F– Problems with form
P-
Problems with pronunciation
Problems with meaning
M–
F– Problems with form
P-
Problems with pronunciation
Problems with meaning
M–
F– Problems with form
P-
Problems with pronunciation
Problems with meaning
M–
F– Problems with form
P-
Problems with pronunciation
Problems with meaning
M–
F– Problems with form
P-
Problems with pronunciation
Add more boxes if you need more (or take
them out)
Lesson Plan Stages
Time Procedure + interaction patterns Stage name + Stage aim Tutor’s feedback
(Don’t complete this column)
● What will you do? ● (What is the stage
called?
● What will the students do?
● Why is this stage in
● Will they work alone or in groups
the lesson?
(=interaction pattern)?
● What purpose does
it serve?
5 min T shows the lead-in question and asks Lead in
the ss to take screenshots then instructs
the students that they are going to be Contextualize the
sent to BORs for 1 minute to discuss the lesson / raise interest in
question with their classmates. the topic
In BORs students will have a discussion
about their own experience.
T invites the Ss back to the main room
and asks the opinion of a few students.
“When was the last time you talked to a
stranger? What happened?”
5 min T shows a word matching activity on the Vocabulary pre-teach
screen. Instructs the students that they
are going to work in groups and match To teach students the
the words with their definitions and they words and phrases that
have 2 minutes for this task. Asks the they will see on the text
students to take screenshots and sends and might need them for
them to BORs. the speaking parts.
Ss work in groups and try to match the Helps students
words with their definitions and make a understand key words
list of correct answers. before the reading task,
making it easier to
T invites the students back to the main engage with the text
room and asks them to tell the correct without getting stuck on
answers. At the end the T shows the unfamiliar vocabulary.
correct answers on the screen.
5 min T shows a multiple-choice question on Gist
the screen and instructs the Ss that they
have 1 minute to skim the text on their To give students a
own. Then, T shows the text on the general idea about the
screen and sets a timer for 1 minute. text.
Ss are supposed to skim the text in 1 A gist task helps
minute and find a proper answer to the students quickly
question. understand the main idea
of a text without focusing
T asks two of the students to share their on details, improving
opinion. their overall reading
comprehension.
5 min T shows two questions on the screen Scanning
and instructs the students that they will
be divided in two groups and sent to To help students read
BORs. Each group is supposed to read the text to find specific
a selected part of the text and answer a information.
question related to that part. Students
will have 2 minutes to read and answer Scanning helps students
the question. quickly find specific
When the time is up, one student from information (e.g., dates,
each group will answer the question in names, or numbers)
the main room. without reading the entire
text in detail.
Ss are supposed to read a selected part of
the text and answer the related question.
10 min T shows a set of questions on the Detailed reading
screen and instructs the students that
they will be sent to BORs and work in This stage helps the
pairs to read the text again and answer students to read the text
the questions. Students will have 5 in detail to find detailed
minutes to do the task. information from the text.
Ss will work in pairs, read the text in Detailed reading helps
detail and find the answers. students carefully
analyze specific
T will invite the students back to the information, understand
main room and ask a few students to tell meaning, and develop
the class what answer they found with deeper comprehension
their partners. of the text.
T will show the correct answers on the
screen.
5 min T shows the last part of the text which Breakout room
has an open ending on the screen and Discussion
instructs the students that they will be
sent to BORs to discuss an interesting Helps the students to
ending for the text. discuss the possible
endings for the text.
Ss talk to their classmates in order to
create an ending for the text. Speaking in breakout
rooms allows students to
T invites the students back to the main discuss the text, share
room and asks a few of them to tell the ideas, and practice
class what they discussed in their break language in a smaller,
out room. more interactive setting.
5min T shows a set of questions about “the Breakout room
strangest places/people “to the Ss and Discussion
instructs them that they should take a
screenshot and they will be sent to Students will have a
breakout rooms for two minutes to chance to talk about their
discuss these questions with their personal experience.
classmates. The T provides the
students with a few “starters” on the Speaking in breakout
screen as well such as: rooms allows students to
“One time, I met a stranger who…” discuss the text, share
“A strange place I visited was…” ideas, and practice
language in a smaller,
Ss talk to their classmates in the more interactive setting.
breakout rooms .
T invites the students back to the main
room and asks a few of them to tell the
class what they discussed in their break
out room.
5min T shares a blank google doc/word file or Error Correction
the Zoom whiteboard and writes a few
incorrect sentences that students made Students will learn to find
while speaking and instructs the the errors in the
students that they are going to look at sentences they made
the sentences and realize what is wrong while speaking and
about the sentence and help the teacher correct them by
to correct them. themselves instead of
being corrected directly
Ss talk to their classmates in the by a teacher.
breakout rooms .
T invites the students back to the main The error correction
room and asks a few of them to tell the stage helps students
class what they discussed in their break recognize and correct
out room. their mistakes, improving
their accuracy and
language awareness
without disrupting
fluency.
To be filled in by the tutor
Number of students Tutor Lesson focus
3 things that went well: 3 Suggestions for next lesson:
1. 1.
2. 2.
3. 3.
Overall comment:
This lesson was below standard / to standard for this stage of the course
