LESSON PLAN

Name: Samah
Date: 14/5/2021 Week: 2 TP number: 1
Mohammed
Level: Upper
Lesson focus: Listening Length of lesson: 45 mins Number of students: 10
Intermediate
Main aim: Learners will be able to practise listening for gist and for details in the context of problems and solutions.

Subsidiary aim: Learners will be able to practise speaking freely in the context of problems and solutions.

Personal aim: Simplify my language and develop my teaching skills in Listening.

Materials: Lifestyle Upper Intermediate coursebook- page 31

Power point Slides

Trainer’s comments:

Points to work on (action points):



Comment on lesson plan and language analysis:



Self-evaluation

Above standard □ To standard Below standard □

Tutor: Signature of Tutor:

Anticipated Problems and Solutions /Technology, Task setting, classroom management, instructions, groupings etc.
( not language )
1- technical problem with some students and might miss a certain stage of the lesson.
Solution: will recap main points of this stage as CQs when the student reconnects again.
2- technical problem might happen with the teacher; such as slow connection or not being able to use one of the
 online class options.
Solution: Check the connection before the lesson begins, upload all the needed materials beforehand.
Assumptions:
1- I assume that students will be interested in the listening lesson as it is about something they possibly have
encountered before, but might face difficulties expressing the events.

Language Analysis

Meaning Problems & solutions

Setback: (n) delay in plan, delay in the progress you P: Ss may hear it “set back’’ as two words and not
have made one word which has a different meaning.
CQS: S: the word is displayed to them with its correct
1- Is the event going as planned? (No) meaning. Drill the word
2- if the plan is delayed for any reason, it is a…?
(setback)
Bankrupt: (adj) not being able to pay for something
you already owed
CQS:
1- Do you owe something? (yes)
2- Do you have money to pay for it? (no)
3- when a company or a person cannot pay for what
they owe, they go….? (bankrupt)

Form Problems & solutions

1- setback: P: Ss might use it as a verb to set back which is a
Noun: a/the setback phrasal verb.
Plural: setbacks S: differentiate between the noun ‘setback’ and the
There will be a setback in the project. phrasal verb ‘set back’. practise sentences.

2- Bankrupt: P: Ss might use a wrong form for the word bankrupt

Adjective as saying: he bankrupts instead of he is bankrupt.
He will go bankrupt. S: Practise different sentences using the word
I will go bankrupt if they don’t pay me soon. bankrupt.
The company went bankrupt.
Pronunciation Problems & solutions

P: Ss might stress the second syllable

1- setback: /ˈset.bæk/ S: Teacher will repeat and ask ss to drill.

2- bankrupt:  /ˈbæŋ.krʌpt/ P: Ss might pronounce nk as /ng/, or p as /b/

S: Teacher will repeat and ask ss to drill.

Interaction
Stage and aim Time Procedure Trainer’s comments
pattern
Lead-in: To get 5 MIN Present pictures and ask them to
students interested in predict what these photos talk
the lesson and grab T- S about. Monitor and provide
their attention feedback as appropriate

10 MIN Teach words learners will need to

understand the text and do the
Pre-teaching tasks successfully. Clarify MFPA,
Vocabulary: Learn new T S and ask some CQs
words and know the
meaning and
pronunciation

10 MIN Learners work in break-out rooms

as groups for the gist activity, then
Listening for gist: Learn back to in the main room for
how to listen for Group work feedback
general idea

10 MIN Learners listen, and then go to

breakout rooms to check their
Listening for details: answers in groups. Then come back
Learn how to listen to the main room for feedback
intensively for the Group work
Audio

5 min Learners discuss in breakout rooms.

Teacher monitor. When they back
Follow- up Activity: to the main room, teacher provide
keen on Productive S S feedback and delayed error
skills correction