The Distance Delta

Lesson Plan: Draft

LSA 1
Grammar
Title: [Add Assignment Title]
Centre: 10239 The Distance Delta
Date: [Add the Date]
Name: [Add your Name and Candidate Number]
It is good to see that you have made a start on this, Luke. It is rather difficult to comment on
without sight of the materials, but my main concern would be one of timing. Your timings
already add up to 65 mins rather than 60. You need to be realistic here to make sure that
you can do the dictogloss, but also allow sufficient time for language clarification and
practice. If you feel that this may be too ambitious, think about using another approach e.g.
text-based.

The Distance Delta

Delta Lesson Plan

General overview of the group of learners and the course. (5ai)
Level

Intermediate (B1 - B1+)

Course
Type

Adults General English

Coursebo
ok

Cutting Edge 3rd Edition, Intermediate

General
Overview
Information about individual learners relevant to the lesson. (5aii)
Name

L1 /
Nationality /
Age /Gender
/ Learning
Preferences

Reasons for
Learning

Lesson
Focus
Strengths

Lesson
Focus
Weaknesses

Overall aims and learning outcomes for the lesson in relation to

language systems and / or language skills and learner needs. (5b)
By the end of the lesson, students will be better able to recount a story using a
combination of the past simple and past continuous. They will have worked on
accuracy and fluency in a spoken and written context.
Analysis of meaning / use, form, pronunciation or (sub)skill of
language relevant to this lesson. (5c)

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The Distance Delta

Relevant links between this lesson and relevant aspects of previous

and subsequent lesson(s) and the course as a whole. (5d)

States assumptions about the learners knowledge, abilities and

interests relevant to the aims and learning outcomes of the lesson
(5e)

Potential problems in relation to the lesson aims and learning

outcomes; the learners and the learning context; the equipment,
materials and resources to be used (5f) and appropriate solutions to
these problems. (5g)
Anticipated
problems
meaning
/
use,
form
pronunciation and / or skills

with Appropriate
and problems

solutions

to

the

Anticipated Problems with the Appropriate

Learners, the Learning Context, problems
the Equipment, Materials and
Resources

solutions

to

the

Meaning / Use
Form
Pronunciation

Learners
Learning Context
Equipment
Materials / Resources
Punctuality / Attendance

Material and /or resources used and their sources. (5i) (Also see
Appendices)
Name, type and brief description Source
of material

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The Distance Delta

A commentary of between 500 and 750 words, providing a rationale

for the lesson with reference to learner characteristics and needs and
the candidates reading and research in the background essay. (5k)
Rationale from Research
Rationale Related to Learner Characteristics and Needs
Bibliography
Word Count (Add Number of Words)
Description of procedures and activities appropriate to achieving the
stated overall aims and stage aims. (5h) Appropriate timing for each
stage and /or group of stages in the procedure. (5j)
Time Stage Number
and Name

Procedure

Interacti
on
Pattern

Aids
and
Material
s

T asks ss what they like to do

at the weekend. Ss discuss in
pairs.

T - SS
S-S

Pictures
and IWB

Stage Aims
C.
5min
s

1 - Lead-in
a) To generate
interest in the
context of the
lesson.
b) To activate
schematic
knowledge for
the dictogloss
that will follow.

T shows pictures of himself at

a restaurant or bar. We
discuss what is happening in
the picture as a whole class.

c) To highlight
any useful
T highlights any useful
phrases that the phrases on the IWB, recasting
students use.
where necessary.
c. 15
mins

T - SS
SS - T

2 - Listening
and Text
Reconstruction
a) To process a
text for general
understanding.
b) To listen for
more detail to

a) T explains that he is going

to read a short text about his
saturday night, and that they
must write down the 3 things
he did. T reads the text at a
normal speed.

[Add your name and LSA title here]

T - SS

Text

The Distance Delta

enable greater
understanding
and
reconstruction
of the text.
c) To encourage
students to
think about the
grammatical
structures that
were used in
the text and to
try to
reconstruct
them.

Ss compare their answers in

pairs, and then briefly
feedback as a class.
b) T explains that he is going
to read the text again, and
this time ss must note any
key words.
T uses ICQs to ensure that ss
dont try to write every word,
and tells them they will use
their notes to reconstruct the
text afterwards. T reads the
text again.
In groups of 2 or 3, ss
compare their notes. T
monitors and if ss have not
managed to write much, he
can read the story again.
c) T tells the ss to use their
combined notes to recast the
story in groups of 2 or 3,
filling in the gaps between the
words or phrases they have
written to make full
sentences.

S-S
T - SS

S-S

T - SS
S-S

SS - SS

Ss compare their story to

another groups and discuss
differences. They can make
any changes they want.
c. 5
mins

3 - Noticing
To encourage
students to
notice the forms
of the target
language, and
the difference in
the meaning
that is
conveyed
between past
simple and past
continuous.

T shows students his text on

the IWB and asks ss to
compare it to theirs to find
similarities and differences.
T asks the group if there is
anything they dont
understand from the original
text or anything about the
language that surprises them.
At this point, T avoids dealing
directly with the target
language as ss will be tackling
it in the next stage.

[Add your name and LSA title here]

T - SS
S-S
T - SS
SS

Text and
IWB

The Distance Delta

c.
10mi
ns

4 - Guided
Discovery
To get students
to process the
meaning and
form of the
language for
themselves.

T shows the students the

guided discovery worksheet,
and tells them they are going
to analyse the language that
was used in the story.
Ss work through the tasks
individually. T monitors to
check that nobody is
struggling.
Ss check their work in groups,
and try to decide who is
correct if there are any
differences.
T shows the answers on the
IWB and monitors as ss check
their work for any recurring
errors.

T - SS

Guided
discover
y
workshe
et and
IWB

SS - SS

T - SS

If necessary, T can go back to

the story and use time lines
and CCQs to check the
meaning/use of the target
language.
c.
5min
s

5Pronunciation
To create
awareness of
specific
problems of
pronunciation.

T shows the words was and

were on the IWB and asks ss
how we pronounce them
individually (/wz/ and /w/).

T - SS
SS

T elicits whether the sounds

are the same in a sentence.
Ss say no and T elicits how
they sound (/wz/ and /w/).
Ss drill the sounds.

T - SS
SS

T elicits the negative for each

and ss drill.
T then drills some of the past
continuous sentences from
the text.
T shows the sentences and
elicits where linking and
sentence stress occurs. Ss

[Add your name and LSA title here]

T - SS
SS
T - SS
SS
T - SS
SS

IWB

The Distance Delta

drill again.
c.
20mi
ns

6Individualised
Production of
the Target
Language
To focus on
accuracy when
personalising
the target
language.
To practise
production in a
freer setting.
To work on
fluency.

T informs ss that they are

going to tell a story of their
own and they must write
some sentences to help them.

T - SS

T tells ss to think of
something interesting that
has happened to them. Ss
write 3 key sentences using
past simple and past
continuous that sum up the
story.

T - SS

T uses ICQs to check whether

ss are allowed to write out the
whole story. T tells ss that
they will fill in the details as
they recount their story.

T - SS

S-S
Ss write their sentences and
teacher monitors, helping with
any problems.
Ss tell their stories to multiple
partners, having been
encouraged to ask follow up
questions and give as much
detail as possible.

SS

As a whole class, we discuss

who had the most interesting
story (if there is time)
C.
5min
s

7 - Feedback
To encourage ss
and highlight
any common
errors

T writes sentences on the IWB

containing errors which he
has collected while
monitoring. Ss try to correct
the sentences.
T highlights any good
examples of language and
lexis used.

[Add your name and LSA title here]

T - SS
SS

IWB

The Distance Delta

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