Diagnostic
Content
LESSON PLAN AND COMMENTARY
LESSON (Diagnostic, LSA1, LSA2, LSA3, LSA4 or experimental practice): Diagnostic
SKILL OR SYSTEM: (e.g. reading, pronunciation etc) -
TITLE OF ASSIGNMENT: -
DATE OF LESSON: 30/06/2016
LEVEL OF CLASS: CEFR-A2 (Pre-Intermediate general adult class)
TIME LESSON STARTS: 14.00
TIME LESSON ENDS: 15.00
EXPECTED NUMBER OF STUDENTS: 11
AIMS AND LEARNING OUTCOMES: (You could have one or two main aims and one or two subsidiary aims. You could also have one or two
personal aims such as ‘I want to set up the activities more clearly.’)
* Students will be able to talk about a variety of topics used when making conversations.
* Students will have speaking practice to aid their fluency.
Subsidiary aims:
* To practise questions and answers used for making conversation when meeting someone new.
Personal aims:
*To work on giving clear instructions and make sure activities are understood by students.
ANALYSIS OF TARGET LANGUAGE (in the case of a systems lesson) OR LANGUAGE IN THE TEXT (in the case of a receptive skills lesson)
OR THE LANGUAGE YOU EXPECT THE STUDENTS TO PRODUCE (in the case of a productive skills lesson):
Lexis appearing in the lesson:
Lexis
conversation
new
film(s)
Word type
Noun
adjective
noun (countable)
CEFR level
A1
A1
A1
Pronunciation
/kɒn.və.ˈseɪʃ.n /
/njuː/
/fɪlm/
Meaning
talk between two or more people in which thoughts, feelings,
and ideas are expressed, questions are asked
and answered, or news and information is exchanged.
(Spanish - conversacion)
recently made
(Spanish – nuevo)
a story that is shown in moving pictures on a screen, usually
at a cinema or on television
(Spanish – pel·lícula)
car(s)
noun (countable)
A1
/kɑːr/
a vehicle with an engine, four wheels, and seats for a
few people
(Spanish – coche)
age
noun (countable)
A1
/eɪdʒ/
the number of years that someone has lived, or that
something has existed
(Spanish – edad)
sport
noun (countable)
A1
/spɔːt/
a game or activity that people do to keep healthy or for
enjoyment, often competing against each other
last (holiday)
adjective
A2
/lɑːst/
(Spanish- deporte)
the most recent
holiday
noun (countable)
A1
/ˈhɒl·ə·deɪ/
(Spanish-último)
a time when you do not have to go to work or school
(Spanish-vacaciones)
family
noun (countable)
A1
/fæm·əl·i/
weather
noun
(uncountable)
A1
/weð·ə/
work
noun
(uncountable)
A1
/wɜːk/
a group of people who are related to each other,
especially parents and children
(Spanish – familia)
the temperature or conditions outside, for example if it
is hot, cold, sunny, etc.
(Spanish - tiempo, clima)
something you do to get money
studies
noun (plural)
A2
/stʌdiz/
weekend
noun (countable)
A1
/wiːkˈend/
(Spanish – trabajo)
the work that you do while you are at a college or university
(Spanish – estudios)
Saturday and Sunday, the two days in the week when
many people do not work
(Sépanse - fin de semana)
Definitions, CEFR level and pronunciation from Cambridge dictionaries online
RELEVANT LINKS BETWEEN THIS LESSON AND RELEVANT ASPECTS OF PRECEDING AND SUBSEQUENT LESSONS:
As part of the DELTA course we are asked by our tutors to cover specific units. I was asked to teach Unit 1.3 from the Pre-Intermediate course
book Speak Out. This will be their third lesson of the course. The lessons don’t necessarily link to each other, but I know that my colleagues
have taught units 1.1 and 1.2 so far and they should have covered questions forms which are needed for this lesson.
ASSUMPTIONS: (about the learners’ knowledge, abilities and interests, relevant to your aims):
Students will be familiar with most of the vocabulary used in the lesson (sport, cars, films, family weather, work, studies, and politics) as this is a
lesson about general conversation topics and most of the vocabulary is A1 level. I assume that they will be able to form questions in the present
as that is elementary level and in the last lesson, 1.1, I assume that they covered (past) questions with auxiliaries and the verb to be (in the
past). The topic of making conversation and meeting new people will be very interesting and practical for them as they are a social group and
many of them like to travel. The students will enjoy the opportunity to speak and express themselves in the fluency practice as that is
something a lot of them want to improve, however the weaker students will need to be reminded not to use their Spanish and try to use the
expressions covered during the class.
ANTICIPATED PROBLEMS
The overhead projector will fail.
Students will NOT have covered past simple / question forms in the
SOLUTIONS TO THE PROLEMS
I will have copies of the lesson from the book and just use that if I
can’t display my powerpoint.
Help with question formation on the board and do several examples.
previous 1.1 and 1.2 lessons.
There is an odd number of students.
Students might not have anything to write questions/notes on.
Students might be confused with the onion circles activity at the end
as they probably have never done it before.
Students arriving late.
MATERIALS AND RESOURCES TO BE USED:
Overhead projector
Desktop computer
PowerPoint Presentation
Speak Out Pre-Intermediate Student’s course book p.12
Assist the weaker students.
For pair work, they can work in groups of three and for the onion
circle activity, they can also work in groups of three, with two people
in the inner circle that doesn’t move.
Provide paper.
Make sure to stage instructions, use simple words and to
demonstrate what they are required to do.
The first activity will be a whole class, general discussion. Close the
door to help discourage such behavior in the future.
LESSON PLAN GRID
STAGE
TIME
INTERACTION
AIM(S) OF STAGE
PROCEDURE
Lead – in
Lockstep
To set the context for the
lesson and generate
interest. To activate
schematic knowledge.
I will ask the students if they like going to parties / meeting new people
(check the meaning of new.) Students’ answers will be elicited and we will
have a brief class discussion.
14:00
Lead – in
extension
Feedback
Pair work
14.10
Teacher – Student Elicit target language /
previous knowledge of
Lockstep
conversation topics.
Focus on
14:20
Target
Language –
(Pronunciation
& Meaning)
Scaffolding for 14.25
freer practice
activity
Lockstep
Semicontrolled
practice
Individual +
Pair work
14.35
Open pairs
To practise pronunciation
and address problematic
words of the target
language as well as
clarify meaning.
To check that students
know how to form
questions related to the
target language –
scaffolding for the final
speaking activity.
To give more practice on
question formation.
I will then ask the students to remember the last time they met someone
new, where and what they talked about. I will give them a personal
example (meeting the other delta candidates a few days ago). They will
then discuss this in pairs.
(slide 1)
I will ask different students about when/where was the last time they met
someone new. What they talked about – elicit target language and
provide it if it does not come up. I will write the topics on the board.
(slide 2)
Drill the words; focus on words that were mispronounced during the
feedback session. Check that students understand the meaning of the
target language by using concept checking questions – where did you go
on your last holiday? When was it? What did you do at the weekend?
(slide 3)
Teacher will elicit a question related to the target language from one
student who will ask another student. That student then forms a different
question and asks a different student. Teacher will help with form if
necessary and write it on the board.
(slide 4)
Students choose 2 topics and write 2 questions about them.
Teacher monitors, corrects mistakes. Students then ask the student
sitting next to them their questions. If there are early finishers, they can
then get up and ask other students who have also finished.
Fluency
speaking
(freer
practice)
14:45
Pair work / whole
class
To practice the target
language in a freer
spoken task and to
personalise the
language.
Feedback
14.55
Lockstep
To draw students
attention to common
errors they make with
regards to question
formation /pronunciation
or use of target language.
Onion rings activity - Half the class form a small ring in the middle, with
their backs to the centre, and have the other half find a partner in this ring
and stand facing them (so the outside ring people are facing the centre of
the same circle). The students interact with the first partner discussing the
topics on the board – asking and answering questions with the person
they are facing. After a minute, the teacher claps and then they change
partners by the outside circle moving one person over and the inside
circle staying in the same place. Teacher monitors and makes note of
any mistakes.
(slide 5)
Teacher puts up common errors made during the fluency activity on the
board for students to make note of.
LESSON (Diagnostic, LSA1, LSA2, LSA3, LSA4 or experimental practice): Diagnostic
SKILL OR SYSTEM: (e.g. reading, pronunciation etc) -
TITLE OF ASSIGNMENT: -
DATE OF LESSON: 30/06/2016
LEVEL OF CLASS: CEFR-A2 (Pre-Intermediate general adult class)
TIME LESSON STARTS: 14.00
TIME LESSON ENDS: 15.00
EXPECTED NUMBER OF STUDENTS: 11
AIMS AND LEARNING OUTCOMES: (You could have one or two main aims and one or two subsidiary aims. You could also have one or two
personal aims such as ‘I want to set up the activities more clearly.’)
* Students will be able to talk about a variety of topics used when making conversations.
* Students will have speaking practice to aid their fluency.
Subsidiary aims:
* To practise questions and answers used for making conversation when meeting someone new.
Personal aims:
*To work on giving clear instructions and make sure activities are understood by students.
ANALYSIS OF TARGET LANGUAGE (in the case of a systems lesson) OR LANGUAGE IN THE TEXT (in the case of a receptive skills lesson)
OR THE LANGUAGE YOU EXPECT THE STUDENTS TO PRODUCE (in the case of a productive skills lesson):
Lexis appearing in the lesson:
Lexis
conversation
new
film(s)
Word type
Noun
adjective
noun (countable)
CEFR level
A1
A1
A1
Pronunciation
/kɒn.və.ˈseɪʃ.n /
/njuː/
/fɪlm/
Meaning
talk between two or more people in which thoughts, feelings,
and ideas are expressed, questions are asked
and answered, or news and information is exchanged.
(Spanish - conversacion)
recently made
(Spanish – nuevo)
a story that is shown in moving pictures on a screen, usually
at a cinema or on television
(Spanish – pel·lícula)
car(s)
noun (countable)
A1
/kɑːr/
a vehicle with an engine, four wheels, and seats for a
few people
(Spanish – coche)
age
noun (countable)
A1
/eɪdʒ/
the number of years that someone has lived, or that
something has existed
(Spanish – edad)
sport
noun (countable)
A1
/spɔːt/
a game or activity that people do to keep healthy or for
enjoyment, often competing against each other
last (holiday)
adjective
A2
/lɑːst/
(Spanish- deporte)
the most recent
holiday
noun (countable)
A1
/ˈhɒl·ə·deɪ/
(Spanish-último)
a time when you do not have to go to work or school
(Spanish-vacaciones)
family
noun (countable)
A1
/fæm·əl·i/
weather
noun
(uncountable)
A1
/weð·ə/
work
noun
(uncountable)
A1
/wɜːk/
a group of people who are related to each other,
especially parents and children
(Spanish – familia)
the temperature or conditions outside, for example if it
is hot, cold, sunny, etc.
(Spanish - tiempo, clima)
something you do to get money
studies
noun (plural)
A2
/stʌdiz/
weekend
noun (countable)
A1
/wiːkˈend/
(Spanish – trabajo)
the work that you do while you are at a college or university
(Spanish – estudios)
Saturday and Sunday, the two days in the week when
many people do not work
(Sépanse - fin de semana)
Definitions, CEFR level and pronunciation from Cambridge dictionaries online
RELEVANT LINKS BETWEEN THIS LESSON AND RELEVANT ASPECTS OF PRECEDING AND SUBSEQUENT LESSONS:
As part of the DELTA course we are asked by our tutors to cover specific units. I was asked to teach Unit 1.3 from the Pre-Intermediate course
book Speak Out. This will be their third lesson of the course. The lessons don’t necessarily link to each other, but I know that my colleagues
have taught units 1.1 and 1.2 so far and they should have covered questions forms which are needed for this lesson.
ASSUMPTIONS: (about the learners’ knowledge, abilities and interests, relevant to your aims):
Students will be familiar with most of the vocabulary used in the lesson (sport, cars, films, family weather, work, studies, and politics) as this is a
lesson about general conversation topics and most of the vocabulary is A1 level. I assume that they will be able to form questions in the present
as that is elementary level and in the last lesson, 1.1, I assume that they covered (past) questions with auxiliaries and the verb to be (in the
past). The topic of making conversation and meeting new people will be very interesting and practical for them as they are a social group and
many of them like to travel. The students will enjoy the opportunity to speak and express themselves in the fluency practice as that is
something a lot of them want to improve, however the weaker students will need to be reminded not to use their Spanish and try to use the
expressions covered during the class.
ANTICIPATED PROBLEMS
The overhead projector will fail.
Students will NOT have covered past simple / question forms in the
SOLUTIONS TO THE PROLEMS
I will have copies of the lesson from the book and just use that if I
can’t display my powerpoint.
Help with question formation on the board and do several examples.
previous 1.1 and 1.2 lessons.
There is an odd number of students.
Students might not have anything to write questions/notes on.
Students might be confused with the onion circles activity at the end
as they probably have never done it before.
Students arriving late.
MATERIALS AND RESOURCES TO BE USED:
Overhead projector
Desktop computer
PowerPoint Presentation
Speak Out Pre-Intermediate Student’s course book p.12
Assist the weaker students.
For pair work, they can work in groups of three and for the onion
circle activity, they can also work in groups of three, with two people
in the inner circle that doesn’t move.
Provide paper.
Make sure to stage instructions, use simple words and to
demonstrate what they are required to do.
The first activity will be a whole class, general discussion. Close the
door to help discourage such behavior in the future.
LESSON PLAN GRID
STAGE
TIME
INTERACTION
AIM(S) OF STAGE
PROCEDURE
Lead – in
Lockstep
To set the context for the
lesson and generate
interest. To activate
schematic knowledge.
I will ask the students if they like going to parties / meeting new people
(check the meaning of new.) Students’ answers will be elicited and we will
have a brief class discussion.
14:00
Lead – in
extension
Feedback
Pair work
14.10
Teacher – Student Elicit target language /
previous knowledge of
Lockstep
conversation topics.
Focus on
14:20
Target
Language –
(Pronunciation
& Meaning)
Scaffolding for 14.25
freer practice
activity
Lockstep
Semicontrolled
practice
Individual +
Pair work
14.35
Open pairs
To practise pronunciation
and address problematic
words of the target
language as well as
clarify meaning.
To check that students
know how to form
questions related to the
target language –
scaffolding for the final
speaking activity.
To give more practice on
question formation.
I will then ask the students to remember the last time they met someone
new, where and what they talked about. I will give them a personal
example (meeting the other delta candidates a few days ago). They will
then discuss this in pairs.
(slide 1)
I will ask different students about when/where was the last time they met
someone new. What they talked about – elicit target language and
provide it if it does not come up. I will write the topics on the board.
(slide 2)
Drill the words; focus on words that were mispronounced during the
feedback session. Check that students understand the meaning of the
target language by using concept checking questions – where did you go
on your last holiday? When was it? What did you do at the weekend?
(slide 3)
Teacher will elicit a question related to the target language from one
student who will ask another student. That student then forms a different
question and asks a different student. Teacher will help with form if
necessary and write it on the board.
(slide 4)
Students choose 2 topics and write 2 questions about them.
Teacher monitors, corrects mistakes. Students then ask the student
sitting next to them their questions. If there are early finishers, they can
then get up and ask other students who have also finished.
Fluency
speaking
(freer
practice)
14:45
Pair work / whole
class
To practice the target
language in a freer
spoken task and to
personalise the
language.
Feedback
14.55
Lockstep
To draw students
attention to common
errors they make with
regards to question
formation /pronunciation
or use of target language.
Onion rings activity - Half the class form a small ring in the middle, with
their backs to the centre, and have the other half find a partner in this ring
and stand facing them (so the outside ring people are facing the centre of
the same circle). The students interact with the first partner discussing the
topics on the board – asking and answering questions with the person
they are facing. After a minute, the teacher claps and then they change
partners by the outside circle moving one person over and the inside
circle staying in the same place. Teacher monitors and makes note of
any mistakes.
(slide 5)
Teacher puts up common errors made during the fluency activity on the
board for students to make note of.
