LESSON PLAN

Name: Date: Week: Lesson number:

Flavio Eslava 11/13/2014 5 TP 5
Lesson type: Level: Length of lesson: Number of students:
Grammar Upper-int 40 minutes 7
Lesson Aim(s) By the end of the lesson, students will Tutor:
Appropriate lesson aims?
Learners will have worked on their listening & speaking comprehension on the context of The interpretation of dreams (please circle)
Sub-aim: Have clarified M, F and done pronunciation drills. This will be a Text based lesson.
YES
Materials (What you will need in this lesson) Acknowledged sources Tutor:
Sources acknowledged?
American Headway 4B, Pg. 96, John and Liz Soars, OXFORD. (please circle)
12x paper sheets with questions about dreams (Lead-in)
12x medium size paper sheets with Listening for scanning T or F questions YES
12x medium size paper sheets with Listening for detail questions
12x medium size paper sheets with Freer practice questions
12x medium size paper sheets with Extra reading/speaking practice **Only if I have additional time left
2x Transparency sheets (Listening for detail answers key and Pronunciation drill)
Language Analysis: Tutor:
Sufficient language analysis?
I have completed a) a language analysis sheet (grammar) (please circle)
(please check b) a language analysis sheet (vocabulary) x
all that apply) c) a language analysis sheet (functions) YES

Trainers comments:
A logical and effective listening lesson Flavio. Strengths to take with you and develop at the next level included:
A range of good techniques to convey and clarify meaning. Now work on checking (see point 1 below)
Progress with C-I-C drilling and correcting Ss. Nice to use phonemes on the OHP for feedback and visual highlighting
of stress. Some good instant correction today.
Use of praise and pair work in each stage this boosted confidence.
Good personalization and letting Ss share their dreams.
Monitoring the pair checks and fluency work to keep Ss on track and make good decisions about feedback.
Use of the OHP to make your board work clear and legible.
Points to work on (action points):
1) Convey meaning elicit words. Give them time to come up with the word then use CCQs to check they all
understand before drilling, boarding and highlighting. Be systematic with this. (convey elicit CCQ. Model and drill. Board
and highlight)
2) Listening lessons. A few small points.
Sit quietly while Ss are listening so you dont distract them.

Make sure tasks focus on receptive skills and dont involve too much writing. Minimal response tasks like T/F or multiple
choice work well OR just have Ss speak about the answers takes the pressure off Ss to produce grammatically accurate
sentences, keeps up the pace and keeps the focus on comprehension.

3) Save time for content and language focused feedback after speaking tasks. Today you went over time and Ss had
stopped talking. Use that minute just to hear about one of the dreams.
Comments on the lesson plan and language analysis
Very detailed planning. Logical structure and very good stage aims. (Next time you dont need to list the aim of the pair
check and feedback (though you show good awareness of these) we can assume this. Just the aim of the activity is
enough). Good materials, very professionally presented but consider the format and only provide blank lines if you want
Ss to write. Language analysis is strong with good awareness of pronunciation and meaning. CCQs planned well.
Detailed board plan. Good strategies for integrating your action points.
This lesson was ABOVE STANDARD for this stage of the course

Tutor __Lizzy Adams______________ Signature ________________________________

Assumptions What do you expect the students will already know about your target language/content of your lesson?
I expect Ss to be able to understand most of the target language through a proper context. The topic of my lesson, dreams, must be very well-
known by the Ss; therefore, I dont expect Ss to have trouble with the speaking activities of the lesson.

Anticipated problems (skills and classroom management NOT Solutions to these problems:
language. E.g. problems with timing, grouping, instructions, topics,
logistics, etc.)
Instructions not been understood Use as many ICQs as needed to achieve understanding. Use demos.
Demos often more effective.
Odd number of Students for group pairs
Form some groups with odd number of students
Not enough time
Ill cut some time of the Freer practice activity. Provide feedback to only
the most important questions of the activity
Too much time
Extend the time of the last activity (freer practice). If theres still time,
use the extra activity to make sure they keep practicing intensifiers.
Personal Aims - What action points from your previous lesson(s) Where are these on your lesson plan? What is your strategy to
are you working on? improve in these areas?
Context and transitions between stages. Try to achieve smoother To make sure there is a connection from the text/listening activity to the
transitions. clarification stage. Make sure practice activities are contextualized

Increase corrections and improve drilling technique. To be more demanding during my pronunciation drills. Provide more
instant correction, particularly with target language errors. Monitor for
delayed error correction.

Include a demo of freer practice and ICQs Ill include a demo of the Freer practice while making sure Ss use the TL.
Ill use the following ICQ: Will you use the TL? A: Yes.
Board Plan: At each stage of the lesson the board will look like this:
Overhead projector (OHP) Dreams
(OHP)
O 3.1) Listen and identify 4 things in the story that Paul describes as strange. 2) Listening for scanning:
skeptical 1) The atmosphere (They were kissing in the street, while everybody was looking) 1. F
/skeptkl/ 2) His girlfriend had the exact same dream 2. T
O 3) His girlfriend described his hometown even though shed never been to that place 3. F
Momentous 4) Paul thinks he transmitted his dream to her 4. T
/moments/ 5. T
O 3.2) Correct the False answers from the previous activity. 6. F
vivid 1) Paul describes himself as a down-to-earth person
/vvd/ 3) In the dream, Paul and his girlfriend met by accident
O 6) Paul thinks he transmitted his dream to her
spooky
/spuki/
O
Shivery Very good board plan well mapped out with good depth.
/vri/
Name: Flavio Eslava Lesson type: Listening & Speaking TP#: 5

Time Interaction Stage & Aim Procedure Trainers Comments

5 T<>Ss Lead in to raise T Writes on the board the word Dreams Nice to start with an example of a dream
interest and create T starts the conversation by telling one of his you had.
context most memorable dreams. Lovely gestures to bring it to life.
T asks Ss these questions: Nice to elicit an example of a dream
- Did you dream last night? *perhaps let them talk about it in pairs so
- Can you remember anything about it? more of them are more involved.
You interrupted Miros long narrative
S<>S T tells Ss they will discuss briefly about politely.
dreams in pairs and hands them a paper
sheet with questions. Nice pair work for the lead-in
T<>Ss Feedback to close the T asks a member of each pair to give a
activity summary of their discussion

5 T<>Ss Clarification of T tries to elicit each word or a synonym from
Vocabulary To clarify Ss first, before explaining their meaning.
the meaning of some T uses the OHP to show Ss the TL words and
trouble words before starts to clarify meaning and form
the listening tasks
T<>Ss T elicits the meaning of the TL words by
using synonyms, examples and gestures. The
OHP is used to mark sentence stress.
T uses CCQs to confirm understanding of
each trouble word (*Look at Vocabulary
Analysis for specific examples)
Pre-teaching vocab by conveying meaning
first.
*Give them time to come up with the word
themselves.
* CCQ before you drill.
Very good C-I-C drilling and highlighting
the stress. *Highlight the form too. (theyre all
adjectives).

T<>Ss<>T Pronunciation To elicit Pronunciation drills with the whole class and
pronunciation from Ss with individual Ss as well. T elicits correct
and to provide practice word stress and corrects pronunciation
mistakes Good!
5 T<>Ss Listening for scanning T tells to Ss they will listen to Paul describe Task before text. Clear instructions.
for Ss to practice one of his most memorable dreams good
listening for specific to plan this transition. Good transition to this stage.
S information good
 awareness. It isnt gist. Before playing the recording, T hands in the pair check
And thats fine! activity (True or False questions) and tells Ss *When they disagree on the answers, it can
to listen carefully to find where in the be a good idea to go over why.
listening the speaker mentions the sentences
S<>S
Ss check answers with a partner
Pair-check to allow Ss
the chance to relax and
T<>Ss<>T peer teach True! No
need to put this here. T asks Ss to mention the correct answers and
Just the aim of the writes them on the board. T gives time for Ss
activity. to discuss with each other and correct their
mistakes.
Feedback verification
to let Ss verify and learn
from their own mistakes
10 T<>Ss Listening for detailed T tells Ss that theyre going to listen to Paul
info for Ss to practice describing his dream again and instructs Clear task.
listening understanding them to listen very carefully to identify 4 *Have them do it orally. Writing tends to be
things in his dream he thinks are strange. more time consuming and puts more pressure
on Ss to be accurate. The main aim here is
S T hands in material to Ss to work individually. listening comprehension so no need to make
T monitors and writes down Ss errors for it about productive skills (writing). You had to
delayed correction on the WB do some correction too which wouldnt be
such a priority if Ss had just spoke about it.
Ss<>Ss Pair-check to allow Ss Pair-check to compare answers with other Ss
the chance to relax and *when the main aim is receptive skills, make
peer teach sure it doesnt become too productive.
T<>Ss<>T Activity verification to T asks Ss to write the answers on the board good use of praise and encouragement.
show let Ss verify and gives time for Ss to discuss with each other
learn from their own and correct their mistakes. Speaking task. Nice to encourage Ss to
mistakes
use specific vocab (though the aim is fluency
so not 100% necessary).
T<>Ss<>T Delayed correction to T writes down some Ss mistakes on the
clarify speaking board and ask them to discuss in pairs
mistakes possible errors
 Feedback to close the
activity

10 T<>Ss Freer practice To T explains the task and instructs Ss to use the *Do a demo perhaps refresh their memory
develop fluency with TL words. T shows a demo of the activity about your dream and ask them what it
the target language pre- - Can I start talking without caring to use the means.
taught vocab words learned? A: No
Good monitoring here to keep them on
S<>S T tells Ss to begin talking about their most task. You did some good correction too.
memorable dreams.
T monitors and writes down Ss errors for *Save time for content and language focused
delayed correction on the WB feedback.
T<>S<>T Ss share their dreams and its possible
General feedback To meaning to the whole class
close the activity
To correct Ss grammar and pronunciation
Delayed correction to mistakes
clarify speaking
T<>Ss mistakes T thanks Ss for their attention, introduces
next T
5 T<>Ss Extra activity: Reading T explain the activity to Ss
for Ss to continue
Ss<>Ss practicing their speaking T hands Ss a text with descriptions of 3
personal dreams and asks them to interpret
the dreams in groups
Pair-check to allow Ss
Ss<>Ss the chance to relax and Pair-check to compare answers with other Ss
peer teach

Feedback to close the

T<>Ss activity T asks a member of each pair to give a
summary of their discussion. Whole class
feedback and corrections