TEACHING PRACTICE LESSON PLAN

Teacher: Olivit Susan Jacob Level: B 1 Date: 14th May 2023 Lesson number: 5 Lesson length: 60 Minutes
Overall communicative aim/s: Listening skills Personal aims: (Can be taken from tutor’s comments from Materials: (Include book references and web links)
the previous lesson):
By the end of the lesson, the learners will be able to use phrases of
apology and excuses in situations like apologizing for breaking
• 1. To plan the length of the class in a way • The main course material used was:
traffic rules, being late for the project work, not ordering, and that the activities of the lessons fit perfectly within • Cambridge English, EMPOWER B1 textbook
using WiFi in a restaurant, etc. one hour. authored by Adrian Doff, Craig Thaine, Herbert
• 2. Extra activities should always be planned
Puchta, Jeff Stranks, and Peter Lewis-Jones.
for the class.
Skills or sub aim/s: • Power point presentation
• Handouts
Develop learners’ ability to listen for specific information through
keyword identification in questions. • Projector

Language Analysis
Language point (grammatical or functional point + exponents)
 Identifying the stress pattern in a sentence.
Anticipated problems & solutions: (relating to MFP or classroom management,
etc…)
Anticipated that whether the students may able to make use of the
target language in the free practice. Found solution in the fact that I will
give good guidance on the controlled practice, which will enable them to
perfect their free practice.
Procedure/learner activity: Sta Time (in Int P Stage aim/s: Learning Checks/ Notes: (CCQs, ICQs, IPA, etc.)
ge minutes
) (Use infinitives) Assessments:

Learners look at the projected picture on E 0–5 T-S To activate schemata To elicit their ideas in • What do you see on
the board and answer the questions raised on the target language order to the target the screen
by the teacher. The teacher asks what the and to set the context language. • What do you think
picture is about and writes down their S-T they are doing?
ideas and inferences.

The teacher tells the students to check if their E 5–10 T- S To oblige the learners to Listening skills: for • Was Mia happy?
inferences were right and play audio. listen carefully. understanding the • Have you ever fought
context. with your friends?

Learners are given a handout in which there The teacher assess the • Was it Annie or Mia,
are some fill-in-the-blanks are given. The T-S To make the learners listening skill of the who was not talking
teacher divides them into pairs and asks them S 10-15 S-S participate actively. students. to her friend?
to fill out the blanks in two minutes without
listening to the audio again. Then asks them
about the stress pattern in the sentence and To let the students know
write on the board, the sentence and the stress about stress in English.
of it.

After two minutes, the teacher asks them to cross- S To make the learners listen Enabling the students to
15-20 T-S  Which all
check if their answers were right and again plays for specific information. listen carefully. informations
the audio.
are there to
be filled?
The teacher asks the students about the words
 used for apologizing and excuses. T-S To make the students recollect Checking the memory skills
S 20-25 information. of the students.  What do you
mean by
apologizing?
The teacher then tells the students to focus on S 20-25 T-S To give the learners an Controlled practice • Did Mia forgive her
the other two fill in the blanks and gives them S-S understanding of how to exercise. friend?
some time in order to work in pairs to find what S-T focus on specific
all information they needs to find. And later information.
solves with them

The students are given a semi controlled practice in S 25-30 T-S To lead the students in grasping Semi controlled practice.  Have you been
which they have to apologize, given the situation. S-S the target language through late to meet a
Ss-Ss guided discovery m friend?

After the semi-controlled practice, the teacher S 30-40 T-S To give information To elicit the knowledge  Does Mia’s
plays another audio in which the learners are regarding the conditionals. of the target language. suggestions
given a reason for finding the help Mia are accepted
suggests. by her friend?

The teacher tells the students to discuss in pairs a A 40-55 T-S To enable the effective Free practice to activate the • How many minutes do
role-play regarding situations where they have to S-S production of the target target language. you have for
apologize and gives topic. Ss-Ss language, the teacher discussion ?
introduces a free practice
activity.
Post lesson reflection: 200 words minimum
What did the students learn/improve on? How?

Did you meet your personal aims for the lesson?

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