TEACHING PRACTICE LESSON PLAN

Teacher: Arundas. V Level: B1 Date:28/02/2023 Lesson number:05 Lesson length:60 min

Overall communicative aim/s: (Topic/context,
grammatical point, functional point, lexis)
By the end of the lesson, the learners will be able to
prepare a telephonic conversation in the context of inviting
and responding to an arrangement using the target
language provided. For example “ sorry, I can’t do it today.
How about tomorrow? Is that ok for you?
Personal aims: (Can be taken from the tutor’s comments Materials: (Include book references and web links)
from the previous lesson)
Cambridge English Empower B1 (page no:42)
Time management, being clear about Vocabulary page no (page no: 43)
instructions, and reducing TTT to a minimum.
Provide clear instructions.

Skills or sub aim/s:

(Reading, writing, listening, or speaking)

Language Analysis
Language point (grammatical or functional point + exponents) Pronunciation:

Procedure/learner activity: Stage Time Int P Stage aim/s: learning Anticipated problems &
(Use infinitives) checks/assessment: solutions: (CCQs, ICQs, IPA, etc.)
Engage E 0-10 T-S The aim is to elicit the
S-S learners’ previous Directed questioning What do you think they are
● The teacher shows the pictures of the celebrating?
S-T knowledge and relate
birthday celebration and asks the it to the Target Monitoring What about you? How do you
students to discuss the same and share Language. Audio- celebrate your birthday?
their thoughts. Visual aid is used to
 set the context. The
● Teacher then asks the students about second activity in the
their birthday celebrations. They are engage section
asked to sit in pairs and discuss the same. T-S
personalised the
S-S
context making it
S-T
easier for them to
● Teacher provides the students with recall related incidents
Birthday Planner and asks them to which will help them
complete the same in pairs. to understand the
concepts better and
be actively involved in
the given tasks

Study T-S
● Introduces a gist listening activity. Asks S S-T To check if the
them to listen to the audio and identify students can relate Directed questioning
10- the knowledge to the
Why does Anna call Rachel?
25 listening task.
● The teacher then provides the students
with a worksheet and asks them to
complete the same. The teacher plays the T-S To evaluate if the Monitoring the
audio again. (Questions and Answers) S-S learners can infer discussion
[intensive listening activity] S-T specific information
[text-based] [4C.1C]
from the text.
● Teacher provides another worksheet and T-S Monitoring the
. discussion.
asks the students to complete the same
[text-based] [4C.2C] S-S
S-T
 ● Teacher displays two sentences on the T-S To introduce the Monitoring and follow-
display board and uses and plays the S-S Target language up discussion
audio file. The students are asked to listen 20-45 S-T .
to the same and find out the stress
[introduction of stress on auxiliaries]
Controlled practice to
● The teacher plays another audio and asks provide practice in the
the learners to identify the stressed target language
T-S
words. The teacher introduces a introduced.
S-S
listening drill and gives enough practice S-T
for the learners.

● Teacher provides a worksheet with two

tasks. In the first task, they are asked to
identify phrases used by Rachel to give
herself time to think. T-S
S-S
S-X Guided activity to
[teacher plays the audio again and practices S-T consolidate the
drilling] concepts also aims to
set a context for
● The teacher provides the students with a activate stage.
text and asks the students to go out and
ask any two people to read out the text
(sentences) provided and record them.

The teacher provides each pair with a prompt 45-60 T-S

and asks them to prepare a role-play – (general S-S This activity will help Group
context includes making an arrangement) S-T the students to use
 the TL to present their
views.

Post-lesson reflection:
What did the students learn/improve on? How?

Most of the expressions and phrases used in the lesson are recurrent in daily life. The learners themselves may have used it. What they are not familiar with is the proper
intonation and accent. So, I believe that this lesson acted on two levels; it introduced a practical drill of the expressions and phrases and offered an introduction to the proper
intonation and accent for the learners. They were able to prepare a telephonic conversation and present it with the expressions and with a fair enough usage of accent and
rhythm. These activities also ensured Teacher to student and peer-peer drills of the T.L. introduced. Which in turn instilled self-reliance and were able to use most of the
expressions in the activate stage.

Did you meet your aims for the lesson?

I believe that I have achieved the lesson objectives. Because in the activate stage I found the students actively participating and using the T.L. for the completion of the task.
Student autonomy was given priority and the teacher talking time was minimal. I provided them with worksheets with instructions printed on them. It helped in managing my
class time. These are the personal objectives I have achieved. Learners were able to work creatively in the activate stage and were able to use the expressions and phrases they
worked on in the study stage.

Comment on how effective each stage of the lesson was. Why was it successful and how do you know this?

Engage stage was effective as I was able to personalize the context immediately. The discussion followed in the engage section ensured that all the learners are involved in the
activity. After asking CCQs they were able to present their birthday planner. This helped them to connect to the context in a wider social section and realised the necessity /need
of the same.
The study stage not only introduced the T.L. but also ensured an effective practice of the same. Students worked independently on the activities used in the section. They
practiced the expressions and phrases and were able to correct themselves. In the same stage, I asked the students to go out and record how people read/ speak the sentences,
this also helped the learners to compare their way of speaking with others.

In the activate stage the learners have used all the expressions and phrases they studied mostly with good intonation and stress. Hence I believe that this stage is successful.