LESSON PLAN

Name Date Week 3 Lesson # 4

Lesson type Reading Level Intermediate Lesson length 45 minutes # of Ss (for tutor)
LESSON AIMS for Tutor
Main aim Appropriate lesson
aims?
Learners will have practice in reading for gist and detail in the context of an article about a person with special talents.

Sub aim YES

Learners will develop oral accuracy and fluency skills when having to summarize the story and speak about a person they
admire.

LANGUAGE ANALYSIS (delete as applicable) Sufficient language

analysis?
vocabulary / grammar / functions / no analysis submitted
Language to clarify
Yes
For systems lessons, list target language you will clarify
For skills lessons, list vocab that you will pre-teach
MATERIALS Sources
acknowledged?
List all handouts and other materials you will use in the lesson and on all photocopies that you give to Ss
YES
● Coursebook handout: Speakout Intermediate Students’ Book, Antonia Clare, JJ Wilson, Pearson, Page 83

● Teacher’s own speaking activity handout for follow up task.

● Powerpoint Slides- visuals, discussion questions, activities.

TUTOR COMMENTS
Overall
Planning /
language
analysis
Action points

This lesson is AT standard for this stage of the course

(tutor signature)

I have read and understood this feedback. I have asked my tutor about anything that is unclear.
(trainee signature)
ANTICIPATED PROBLEMS AND SOLUTIONS
Problems (timing, grouping, instructions, topics, etc – NOT language)
Include at least 3, specific to the stages and activities in this lesson
● Students may have difficulties coming up with creative ideas
about the person they admire for the final productive task.
● The students may be unfamiliar with the procedure for
the jigsaw reading activity.
● Learners may finish the follow-up speaking activity before
others.
PERSONAL AIMS
Aims
What action points from previous lesson(s) are you working on?
● Allowing students to have sufficient time to work on the final
productive task. Allow enough time for feedback at the end of
the lesson.
● Being aware of my position when nominating students and
conducting whole class feedback.
● I want to make the reading lesson as communicative and
learner centered as possible.
● I also want the students to be independent by taking control
of the questions they create and answer during the reading
for specific information stage.
Solutions
Include one solution for each problem
● Present a template to the class before the activity, which they
can use to base their own work on.
● Display the seating arrangement visually and give instructions clearly
and step by step. Model the task with students.
● Assign fast finishers an extension task. Ask learners to report their
ideas to other groups in the class or give feedback to each other on
their speaking.
Approaches
What is your strategy to improve in each of these areas?
● Pace each stage appropriately. Be efficient with arranging the
seating arrangements for different activities to ensure an optimal
amount of time for the final speaking task.
● Be visible to the whole class during feedback. Sit in a central position
during feedback.
● Using a jigsaw reading activity to get students to engage in the text
and to actively have to communicate with others to comprehend the
text.
● Encourage learner autonomy during this stage and clarify that the
aim of this stage isn’t creating grammatically error free questions,
but rather to engage with the text and create questions about what
details they consider most relevant.
 TIME INTERACTION STAGE & AIM PROCEDURE TRAINER’S COMMENTS
(5 T-Ss-T Lead in: T displays visuals related to the topic
minutes) S-S -Generate interest around the room.
in the topic. T sets the task for Ss to work in pairs, move
-Activate schemata around the room and discuss the pictures
T ICQs on time and interaction pattern.
Ss talk about the pictures.
T conducts whole class feedback with one
group.

(3 T-Ss-T Prediction: T displays a picture of clouds and asks ss:

minutes) S-S -for learners to “What’s going to happen?”
make a prediction T elicits from ss using a gap fill sentence: “I
about the content predict it’s going to rain.”
of the lesson. T sets the task for ss to make a prediction
about today’s lesson, based on the pictures
they have discussed.
“I think the lesson is going to be about…”
Ss discuss their predictions in pairs.
T conducts brief whole class feedback.

(5 Pre-teach: T sets the task for students to match the

minutes) -unblock unknown correct definition to each word.
vocab needed to Ss discuss their answers in pairs.
help students T conducts brief whole class feedback and
complete the task. clarifies TL.
Using visuals, T elicits the target language
from students.
1. ‘diagnose’ (v)

2. ‘ art gallery’ (n)

3. ‘MBE’ (n)

4. ‘autistic’ (adj)

T CCQs:
1. Is this an action to identify the
nature of a medical condition of
(someone)?

2. Can you view paintings here?

3. Is this an award? Is it given to a

person by the Queen for a
special achievement?

4. Does this word describe a mental

condition people have? Is it
difficult for a person to
communicate and form
relationships?

T drills the correct pronunciation with

students and highlights word stress.
(4 T-Ss-T Gist Reading T states the task.
Minutes) S -develop Ss reading “Read the text below. Then read the article
S-S for gist of the text and check whether your prediction was
and to provide correct. ’
 context for the TL T ICQS
“Do we need to understand every word?”
No- Just read quickly for the answer.
Ss complete task.
Ss discuss their answers in pairs: How was
your prediction similar or different?
Brief whole class feedback of ss reporting
what their partner said.

(8 T-Ss-T Reading for specific T organizes class into two groups.

minutes) S information T states the task.
S-S -develop scanning “Group 1: You have the first half of the
for specific story.
information Group 2: You have the second half of the
story.

Read your story.

With your partner, create three questions
about the text. “
T demonstrates an example with students.
T ICQs the task.
“How many questions do we need to
create? (3)
“Who do we work with?”(Partner)
Ss complete task.
T monitors.
Ss ask and answer their questions in their
groups.
Brief whole class feedback.

(8 Detailed Reading: T sets up classroom arrangement into two

minutes) T-Ss-T -to develop Ss parallel rows using visual aids.
S-S reading for detailed
comprehension “You can’t look at the text.
Blue student (Group 1): Tell the green
student (Group 2) about what you read.
Green student: Listen and ask questions.
Green student (Group 2): Tell the blue
student about what you read.
Blue student: Listen and ask questions.”

Ss from group 1 swap their half of the text

with ss from group 2.
Ss discuss with their partners: Did their
partner describe the story accurately? What
did they mention? What didn’t they
mention?

(12 S-S Productive follow T displays template for ss and states topic.
minutes) up (Speaking): Topic- Talking about an inspiration person
To respond to the or someone you admire.
text and further T scaffolds task by displaying the example of
personalize the the person I admire- my sister.
topic. “I have made some brief notes about the
person I admire- my sister. I have
mentioned some details to describe her, her
hobbies, likes and dislikes and why I admire
her. Now you make some notes about
someone you admire”

Ss prepare brief notes to prepare for

productive task.

T ICQs on interaction pattern and timing.

Ss work alone on task.

T monitors and support ss during task.

Ss take turns and speak to their partner
about the person they admire.
Flexi extension task: Ss mingle and share
with others in the class about their partner.

T conducts whole class feedback. T boards

sentences and ss work together on error
correction.