Britishey Training Centre Lesson Plan Pro-forma

Name: Hanin Oransa Date: 23/2/2024

Lesson focus: Level: Elementary
TP No: 3 No. of students: 3 Time: 45
OVERALL COMMENT ON LESSON: Aims achieved / Partially Achieved / Not Achieved

Comments on the Lesson plan

Teaching
Strengths/areas of progress Action points for next lesson

This lesson was: To standard/Not to standard for this stage of the course.

Tutor signature: Trainee signature

Main Lesson Aim Observer’s comments

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The main aim is teaching vocabulary after this lesson students will know
many kinds of food and can successfully talk about their daily meals.

Subsidiary Lesson Aim

students will be better when talking about food, meals, and their daily
routine in eating. Enhancing the speaking skill for the students.
Personal Aims (Teaching or tech skills YOU want to improve on in this
lesson; consider feedback from your previous observed lessons)
I want to be more confident, manage my time , take care of TTT. I don’t
want to get confused when I teach. I want to be more focused.

Anticipated Problems and Solutions (What issues may arise with

students, activities, material or equipment? Think specifically about the
Covid-19 context). Do NOT include anything related to the language you
may be teaching here.

1- When a student shows up late, I will allow him to join and tell him
quickly what are we talking about.
2- If I have a shy student, I will try to make him engaged with his
partners.
3- If I have odd number of students, I will group them.
4- If they finish early, I will give them extra practice to make use of the
time.

Materials (Write what materials you are using and make sure your slides
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are referenced).
1- Handouts
2- Photos
3- Whiteboard
4- Markers

Analysis sheet for vocabulary

How will you convey the
Word/phrase, meaning? What are your
Phonemic Observer’s
stress, part Meaning concept checking
script comments
of speech questions?

I will show them a picture .

CCQs:
Luttuce (n) A plant with large green leaves Is it food or drink?
that are eaten raw, especially in
Stress on the /ˈletɪs/ Is it healthy or unhealthy?
salad. There are many types
first syllable. of lettuce. Is vegetable or fruit?

I will show them a picture.

an Italian food made from flour, CCQs:
Pasta (n) water and sometimes eggs, Is it food or drink?
formed into different shapes
Stress on the /ˈpɑːstə/ Is it healthy or unhealthy?
and usually served with a sauce.
first syllable. It is hard when dry and soft Is it made of meat or flour?
when cooked.

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 a thin round slice of potato that I will show them a picture.
is fried until hard then dried and CCQs:
Crisps (n) /krɪsps/ eaten cold. Crisps are sold in Is it food or drink?
No stress. bags and are made to taste of Is it sweet or salty?
many different foods.
Is it healthy or unhealthy?
image
I will show them a picture.
a small round green seed, eaten CCQs:
as a vegetable.
Peas (n) /piːz/
Is it food or drink?
Several peas grow together
No stress. inside a long thin pod on a Is it fruit or vegetable?
climbing plant also called a pea Is it healthy or unhealthy?

I will show them a picture.

CCQs:
Do we use it in food or
Olive oil (n)
oil produced from olives, used in drinks?
Stress on the /ˈɑːlɪv ɔɪl/ cooking and on sala Do we get it from animal or
first syllable.
plant?
Is it healthy or unhealthy?

image
I will show them a picture.
Pineapple (n) a large tropical fruit with thick CCQs:
rough skin and stiff leaves on
Stress on the /ˈpaɪnæpl/ Is it fruit or vegetable?
top, that is sweet and yellow
first syllable. inside with a lot of juic. Is it healthy or unhealthy?
Is it sweet or sour?
Cereal (n) /ˈsɪriəl/ one of various types of grass I will show them a picture.
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 that produce grains that can be CCQs:
eaten or are used to make flour Is it food or drink?
Stress on the or Is it healthy or unhealthy?
first syllable bread. wheat, barley and rye are Is it a snack or fruit?
all cereals.

I will show them a picture.

CCQs:
meat from the top part of a pig’s
Ham (n) /hæm/ leg that has been cured (=
Is it meat or snack ?
No stress. preserved using salt or smoke. Is it from cow or pig?
Do we eat it?

Anticipated problems and solutions

Anticipated problems with
meaning (What could the students
misuse/misunderstand?)
 If student can’t understand the
meaning of the word.
 They may don’t know what ham
is.
Solutions (What will you do to Observer’s comments
help the students?)
 I will use realia ( photos ) and
ask more CCQs.
 I will compare meat of pig
and cow.

Anticipated problems with Solutions (What will you do to Observer’s comments

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pronunciation (Which sounds could help the students?)
be difficult for students to pronounce?
What might they pronounce
incorrectly?)
1- Peas if they mixed up with up with 1. Drilling and tell them
Bees. transportation.

2- In pasta they may say it like basta. 2. Drilling.

Anticipated problems with form Solutions (What will you do to Observer’s comments
(What could students leave out, add, help the students?)
change, etc?)
Wrong stress Drilling and white board writing
Wrong spelling
Spell silent litters.

Language analysis sheet (grammar and functional language lessons)

What language will be I will check students’ I will drill the following I will clarify and highlight Observer’s comments
taught? Include marker understanding of words and highlight the following form on the
sentences. What is the language using these pronunciation board (show below):
meaning? And what cconcept checking (show your analysis of
context will be used to questions and timelines phonology below):
convey meaning? (show below):

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Anticipated problems and solutions
Anticipated problems with meaning (What Solutions (What will you do to help the Observer’s comments
could the students misuse/misunderstand?) students?)

Anticipated problems with pronunciation Solutions (What will you do to help the Observer’s comments
(Which sounds could be difficult for students to students?)
pronounce? What might they pronounce
incorrectly?)

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 Anticipated problems with form (What could Solutions (What will you do to help the Observer’s comments
students leave out, add, change, etc?) students?)

Stage Aim Inter- Tim Procedure Observer’s comments

(What?) (Why?) action e (How?)
Lead- in To Grab Ss T – Ss 9 After greeting ,I will ask Ss a question
attention and Ss – Ss mins and discuss it together, then I will give
prepare them Ss - T them three questions to answer and
to the lesson. ask ICQs. After that, I will group them to
discuss the questions together, and I
will listen to their discussion. Finally, I
will give them feedback

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Test 1 to clarify Ss 9-10 I will give them a handout on page 163
aspects of the Ss – Ss mins and ask them to answer exercise (a)
first alone, which is match the words
TL that Ls Ss - T
with the pictures, and I will ask them
don’t ICQs.
already know.
After that, I will group them to check
their answers together, then I will listen
to their answers and give them
feedback.
Teach To clarify the T -Ss 9-10 I will teach 8 words and follow the
meaning, Ss - T mins "CECDW. First, I will show them pictures
and ask them general questions. After
pronunciation
that, I will ask CCQs to check their
and the form of understanding. I’ll drill the word, then I
some will ask them to repeat the word as a
vocabularies group, and finally, I will ask each
student to drill the word alone. I will
write the word on the board, mention if
it is stressed or not, and mention parts
of speech.
Test 2 To check the Ss 15 I will give them a handout, ask
progress after Ss – Ss mins them to answer it alone and
teaching the Ss - T ask them ICQs.
words. I will ask them to discuss their
answers together, finally I will
listen to their answers and tell
them feedback.
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Speaking To assess their Ss 8 -10 I will give them a handout with
progress by having Ss – Ss mins questions to think about it and
them engage in a
fluency speaking T - Ss ask ICQs, then I will ask them
activity. to discuss these questions
together. After that I will
discuss the answers with them.
Feedback To praise the T - Ss 3-5 First, I will thank them for their
good things mins efforts.Then, I will say the good
and to correct things in language and ideas to
the mistakes. support them. Finally, I will
correct the mistakes in
pronunciation and language.

Britishey is an approved centre for Training Qualifications UK.