1

Learning Plan 2014-2015

Course Foundation 1, Eng Date 7/09/14
Session Number

Unit 2. Lesson A
Topic In Class / Classmates
Time 8.30-12.15 Duration 200mins
Instructor(s) Mariam Wahab

SMART Learning Outcomes
and Objectives
(All, Most, Some)
Students recall previous session
Students will be able to use and practice verb to be with he, she, they
Most students will be able to listen for specific information
All students will practise speaking using target language
Individual Student Needs
Detailed learner profiles / Section analysis should be stored in teaching file
35 mixed ability students aged between 18 26 years. New intake of ss, mixed ability wk 1
Resources Touchstone text book 1, projector, pens, paper, board, activities where needed.

Approx Times
(mins)
Teaching what is the tutor doing?

To support learning or make learning happen as
well as what tasks they are setting up
Learning what are the
learners doing?
To support learning or
make learning happen as
well as what tasks they are
doing
Justification for the
learning activity
How do the activities
support learning?
Assessment
formative /
summative
Describe how
you will assess
and activities
you will do
Recap
5/5
What did you learn last session:
SVO recap using I am, You are, We are.
Ask identify the SVO in this sentence (You are beautiful)
Revision exercise on verb to be and questions. FB
Ss offer responses and recap
on previous learning
Recalling learning and
reinforcing
Q/A/task

2

Set scene
5
Lead in p11: Write on board in class
Say you are in class look at these pictures. Where are
they? (ask about 4 pics and board answers).

Ss listen, read and observe
pics and offer response
accordingly.
Q/A
Reading and developing
analytical skills
QA/Target Qs
1a Listening
and speaking
practice

25
Look at the pic on p12. Where are these people?
Elicit responses for each pic.
This is Johns class. Some of his friends are absent.

Listen. Where are Johns classmates?
Play recording ask ss to listen and read along
Elicit responses to where are they Jim, Eric etc? Board
answers for each pic.

Play recording again. check answers.
Ask ss to underline any new words they dont understand.
e.g. sick, cafeteria, asleep (ss use pic to help them)
Explain meaning/pronunciation and drill if necessary.

Point to How about Eric? Q in text explain how about
asks the same question (where is)

I think/Maybe = someone who is not 100% sure.

Practice in pairs practice conversation. 10 mins
CCQs how long do you have? Alone in in twos?
Role play in class and fb with error correction.

Ss analyse pics and offer
responses
Practice dialogue in pairs
Develop reading, speaking
and analytical skills
QA/task delivery
1b Reading
task

15
How many qs in 1b?
Model q: What is the first q? (write q on board)
Find the answer with no in 1a.
Ask what comes after no? (hes) (board answer)
Do q2 and 3. When finished, compare with partner.
FB and error correct. Practice conversation in pairs. CCQs
SS read and analyse text to
find specific info
Evaluate of own
understanding and
developing
reading/speaking
Task completion,
QA
1a p13 Grammar verb to be with he, she, they. Practising reading. Predicting Developing thinking Q/A

3

5/10 Clarify what verb to be are.
Play recording . ss listen and repeat.

Board:
Hes Shes..Theyre (positive statement)
Hes not. Shes not. Theyre not

Ask ss which are pronouns and verbs. Explain that s goes
with He/She and re goes with they.(Hes, Shes, Theyre)

Board examples:
Alan is in class
Tom is in class.
Alan and Tom are in class.

How do we make yes or no qs with be? Elicit answers if
poss.
Change these to a question:
Jim is at work. Laura is sick. Paul and Tom are late.
=Is Jim at work, Is Laura sick, Are Paul and Tom late?

(take register whilst ss devise qs)

Give me short answers to these positive or negative:
Yes, + he/she is. No, + hes/shes not
Yes, + they are. No, + theyre not.

Get ss to write short answers on the board.

Extra info contraction comes after a name e.g, Johns
last name is Smith. Nourahs husband is Mahmood.


responses capacity and reinforcing
learning.



Listening to
conversation
2a controlled
practice
Writing look at the pics on p13. What are the ss SS analyse pic and complete
writing task
Develops analytical and
writing skills
Task completion/
QA

4

5/5 doing today? Write your own answers and compare
with a partner when finished. 5 mins. Ask CCQs
Model Q1. FB and error correct
2b controlled
writing and
speaking
practice
20
Complete the questions using verb to be. Work on your
own and then check and compare with a partner. When
finished ask and answer the questions. Change when
finished. You have 10 mins. Ask CCQs
Model B1: Id Gary sick?...

Practice the questioning and answering in pairs.
Model conversation as B1.
Monitor, FB - target ss to ask each other randomly - and
error correct.

Learners listen and then
engage in practicing language
with each other


Reflect on learning and use
language in practical work.
Learners engage with one
another in speaking

Learners feedback results
to class.
Q/A


Ensuring all
engaged in
practice
Listening
25
3a pa 13 Look at the title and picturewhos absent?
Is Jim absent (yes he is in cafeteria).
What does absent mean? (not in class)
Listen to the audio. Its the next day. Where are the ss
today? Listen and match the answers on your own!

Play recording and model first q. Ask Where is Jim today?
Write the correct letter for the rest of the questions.
CCQs and play recording x2.
FB and error correct as ss to come up to board to write
answers.

Take 3
rd
register.

Analyse pic and listen to audio
to complete task listening for
specific info
Develop listen skills Q/A, task
completion
Additional
activities
30
Offer a range of additional task and activities to reinforce
learning - e.g from work book and other resources
Ss catch-up and prepare file.
Work on file and work book
completions.
Adv ss work on additional
worksheets
Develop skills in using verb
to be with pronouns
Tasks/QA
Set Your homework is page 10-11 of your course- book. This Check own work and progress. Developing and taking Task completion

5

homework
and check
previous
homework.
Give FB on
writing
30
will give you extra practice. We will check answers
tomorrow.
CCQ: do you have homework? Which pages?
When will we check the answers?
Go through homework and provide IAG to ss with the
work and writing.
Check portfolio work and progress if time.
Identify own weaknesses and
strengths.


responsibility and
ownership of learning
and response
Plenary
5
What did we learn today?
Using verb to be with He She, They
Listening, writing etc.
Recapping learning and
providing fb of what they
learned today
Reinforcement of learning Q/A


Details of Health & Safety Considerations
Where relevant, include both general considerations (such as the wearing of safety clothing) and also considerations specific to this lesson (relating to the operation of a
specific piece of machinery, for example).
Room either too hot or too cold for teacher and students. 35 students in class space is tight.


Session Reflection
Where 1 is excellent and 4 is unsatisfactory
Additional comments
How effective was the pace and challenge? 1 2 3 4

Did I gain the interest and attention of the learners? 1 2 3 4


How well did the learners achieve the objectives of the session? 1 2 3 4


How effectively were different needs catered for? 1 2 3 4


Did all the learners participate in an active learning session? 1 2 3 4


Did I effectively check progress? 1 2 3 4



6

Were links between theory and practice clearly established? 1 2 3 4



Notes/Comments