Should teacher plan at home or at school?

Are there conditions created for planning at school?

Should teachers take school work home?
Should teachers withdraw from their family responsibilities in order to plan and mark?
How do you look at the paradox of planning?
“it makes no sense to go into any situation without having thought about what we are going to do but if we pre-
determine what is going to happen before it has taken place, we may be in the danger not only of missing what is
right in front of us but, more importantly, we may also be closing off avenues of possible evolution and
development.” Harmer. J (2007: 364)
What do you think of a jungle path lesson?
Jungle path lesson is a lesson created moment by moment with the teacher and the learners working with
whatever happens in the classroom.
Does planning hinder or fosters creativity
How would you as a teacher react to the following moments?
i) Magic moment, a moment in a language lesson when a talk crops up not necessarily connected with the topic
of the lesson but the learners just want to talk about something.
ii) Sensible diversion is a moment in the lesson that students bring in a topic you have not planned to tackle at the
moment, perhaps it is to come later in the program.
iii) Unforeseen problems, a moment in the lesson that you face a problem you did not expect, plan a lesson
learners have already had, activities learners cannot cope with, activities learners are not interested in, power
failure, early finishers...

Do you agree with the following statements?

Students like to know what their teacher has in store for them.
A classroom should be seen as an ecological environment.
It is impossible to say exactly what a formal plan should look like, or what information should be given.
Good planning tries to predict potential pitfalls and suggest ways of dealing with them
 Lesson Planning
Lesson Plan can be defined as the art of selecting learning resources with a
view to making the learning experience more productive. Lesson Planning
is a framework of the lesson.
Learning Resources;
 Learning Activities (song, dialogue, reading, debate, explanation)
 Learning Material
 Procedures in learning (methods and techniques)
 Content
 Timing
Some teachers particularly the ones who think they are experienced in the field
of teaching think that planning is unnecessary.

The Learning Experience

Every lesson or every learning experience is different
 The learners (age, background, learning style, disposition, motivation,
numbers)
 The learning resources available (books, classroom, library, learning
aids)
 The topic (familiar to the learners, boring, interesting, complex,
controversial, embarrassing)
 The teacher (trained, untrained, experienced, open, busy, self-centred,
gifted)
 The methods used (teacher-centred, learners-centred, CA, EA, TPR)
 Syllabus type (grammatical, topical, functional, lexical, situational)

(With all these differences one cannot take for granted that their
experience will work for all the learning experiences).

Every single learning experience is unique

Why Planning
 Planning Makes the Lesson More Productive

UNPREPARED TEACHER IS WORSE THAN THE ONE WHO DOES NOT SHOW
UP AT ALL.

What Makes a Lesson Productive?

 Learners’ interest (activities)
 Learners’ involvement (Methods)
 Learners’ enjoyment (Material)
(These will lead to the intended outcomes)

Teacher’s Responsibility in Making a Lesson Productive

1. Making our course content interesting for learners.

In the choice of activities (choose activities of learners’ interest) use games,
songs, contextualize the content.

2. Engage your learners

Use methods that involve the learners: learner-centred methods,
communicative methods. Set familiar contexts to learners

3. Make your learners enjoy the course

 Use material and activities that learners like
 Consider the learners’ needs and cater for them
 Create a good rapport
ONE CANNOT DO THESE WITHOUT PLANNING

A Lesson as a journey or trip and a Lesson plan as a map to show the

teacher:
 Where to start
 How to start
 The means to use
 The procedures to take learners to the desired end
 The stages (the route)
 The time
 When to finish
 How to finish

The Three Elements in an English Lesson

 Engage (make the learners part of the lesson)
 Study (Language focus that learners ought to know)
 Activate (Provide the learners with the opportunity to practice the
language they learnt)

Note:
At the study stage learners store language in their brains, this does not
make the learning process complete, they ought to be given an opportunity

to use the stored language.

Teachers ought to answer three questions when planning this stage:

i) What is it that learners need to know?

ii) What is it that learners did not know but will have known by the end of the
lesson?
iii) How can learners use the input of the lesson in their daily life?
The Advantages of planning
 Identify the objectives of the lesson
 Reflect on the topic
 Select the learning resources
 Think of the procedures (methods; techniques)
 Rehearsal
 Build confidence
 Predict possible problems and consider their solutions.
 Gives teachers a sense of direction

 It ensures that you cover all the topics outlined in the syllabus
 It makes the teacher more effective because it focuses on what the teacher
wants their pupils to learn and how they will achieve that leaning.
 It gives the teacher the opportunity to be creative
 It is an instrument of evaluation.
 It serves as a record of previously taught lessons.

You can’t ever completely expect how learners will respond to your presentation,
but the better prepared you are the more likely it is that you will be ready to
cope with whatever happens.

The principles of planning

1. Objectives of the Lesson; this is the most important element in the lesson
plan.
A lesson may have more than one aim; a general aim (improve learners listening
skills), specific aim/objective (learners should be able to distinguish long vowels
from their equivalent short and the personal aim (make a good time
management, improve input delivery techniques)
The acronym SMART is used to describe what we would consider a standard
objective in a lesson.
 S.specific
 Measurable
  Achievable
 Realistic
 Timed
 Written in action verbs

2-Variety
 Methods or techniques
 Activities (settle and stir)
 Material (learning aids)
 Skills
 Tempo (brisk, reflective)

3-Flexibility – (expect the unexpected!)

COMPONENTS OF A LESSON PLAN
Although there are a variety of formats to use when creating a lesson plan, most
templates share certain characteristics. When creating a lesson, a teacher should
consider:

 School, Grade, Subject, Stream, Lesson Number, Unit, Date, Duration,

 Teacher’s Name
 The objectives of the lesson
 The Topic
 The skills to be taught
 The material available
 The activities
 Method
 Techniques
 The background of the class (brief description of the class and the
students)
 The lesson content and the context
 The procedures
 Time management (how much time is allotted for each activity)
 Comments
 The stages (labelled as; into, through and beyond; engage, study and
activate; lead-in, explanation and accurate reproduction)

All of these labels describe stages in which first, the form or content is
introduced and presented, second comprehension is checked before a
form of guided practice is implemented and third some type less
structured, communicative activity takes place so that students can practice
what they have just learned in a less controlled, more natural situation.

Lessons usually begin with warm up and review activity. Teachers need to
decide how they will connect the day’s lesson to the previous class meeting and
how they want to interest and motivate their students for the day’s activities.
Once the warm up is done the class is ready for the presentation and the
practice stages of the lesson.
CONSIDERATIONS WHEN PLANNING
 Atmosphere (can you visualise the characteristic atmosphere of the
lesson)
 The learners (how will the lesson engage the learners)
 The Objectives (what will the lesson achieve) will it fit in with longer-term
goals, how.
 The teaching point (what is the subject matter of the lesson, the skill,
target language...)
 The challenge (what in the lesson will challenge the learners)
 Materials (what material will be needed)
 Classroom management (how will the seating arrangement be)
 Activities (how many activities will there be)
 Time management (how much time is available and how will the timing
of activities be carried out)
 Approach or approaches (which teaching approach I am going to use)
 Skills (which language skills will be emphasised on)

STAGES IN LEARNING
 Ignorance (before the lesson)
 Exposure (lead-in)
 Noticing (presentation)/ simulation
 Understanding (presentation)
 Practicing (practice)
 Active use (production)

SAMPLES OF LESSON PLANS

Three Different types of lessons

1. Receptive Lesson
In the receptive lesson the learner receives the language (roughly-tuned
input) in a natural way and the process of language acquisition takes
place. (NATURAL APPROACH, TPR, Audiolingualism)
 Reading
 Listening
 2. Semi-productive Lesson
In the semi-productive lesson the learners receive the language consciously,
the learners are aware of the learning process, there is explanation and the
finely-tuned input is used to guarantee understanding.
 Vocabulary
 Grammar/ Language Use
3. Productive Lesson
In the productive lesson the learner is asked to produce, to give their output
from what they received.
 Speaking
 Writing

Lesson Staging

Types of Lesson
Listening Reading Vocabulary Grammar Writing Speaking
Lead-in
Listening Skimming Presentation Presentation Presentation Presentation
for Gist
Stages

Feedback Feedback Practice Practice Practice Practice

Listening Scanning Feedback Feedback Feedback Feedback
for Details
Feedback Feedback Production Production Production Production
Production Production Feedback Feedback Feedback Feedback
Feedback Feedback _____________________________________________
Receptive Lessons Semi-Productive Lesson Productive Lesson
 School: Anexa Primary School
Teacher’s name: Nobre Canhanga Date: 27th May 12 Length: 45 Number of Students: 40
Grade: 6 Age Group: 12-16 Lesson Number 1 Topic: Counting from 1 to 10 Type of Lesson: Vocabulary
Subject: English
Context: Family Member. Activities: singing, group work, description in groups, class descriptions. Material: stones,
chart of family members, song script and class notes.
Assumptions: learners might be Anticipated Problems: learners might find How to help learners:
familiar with the family members and problems with the form of numbers seven and Emphasize on the pronunciation of
the meaning of numbers from their eight and the pronunciation of number three number three and the form of eight.
native language.
Objectives: By the end of the lesson learners should be able to count from one to ten and use these numbers to talk about
their family members.
Stages Time Methods/ Content Procedures Material
Techniques
Lead-in 5 min (Use of song Song, pre-teach T. teaches the song and elicits Song script,
and Eliciting) family member family members. family chart
vocabulary L. sing with the teacher and
answer the questions
Presentation 10 min (demonstration, Presentation of form, T. presents (meaning, pronunciation Class notes
repetition drill) meaning and and form) of numbers.
pronunciation of L. listen and repeat
numbers (1-10)
Practice 10 min (matching , Practice of the form T. sets the task, gives instructions, Set of
jumbled letters) and meaning of monitors the class. exercise,
numbers L. copy and do the exercise Exercise
books
Feedback 5 min Nominating Correction of the T. nominates learners to do the Exercise book
Correction practice work and gives feedback
Reinforcement L. correct the tasks on the board.
Production 10 min (random Practice of the use of T. sets the task, gives instructions The task and
groups) numbers in family and monitors the class. the stones
context L. do the task in groups.
Feedback 5 min Correction Correction, T. gives feedback and gives HW Exercise
Reinforcement recommendations L. listen to feedback and take the book,
HW HW learners’ work
Observation:

Chalkboard Plan
Song Class notes Family members notes
Practice Extra class work

Class Notes
1. Lead-in
1.1 The Song
If you know how to count say 1,2,3
1,2,3
If you know how to count say 1,2,3
1,2,3
If you know how to count
And you really want to know
That you know how to count say 1,2,3
1,2,3
1.2 Elicitation
Family Members
Father, mother, brother, sister and brother.
2. Presentation
1 2 3 4 5
(one) (two) (three) (four) (five)
6 7 8 9 10
(six) (seven) (eight) (nine) (ten)
3. Practice
3.1 Organize the following numbers
a) hgtei b) nte c) ienn d) tow
________ _______ ________ _______
3.2 Match the following numbers to their words
3 eight
5 six
8 four
9 five
6 three
4. Production
In groups talk about your family members using stones to illustrate each of
them.
 5. H.W a) Count the classrooms in the school.
b) Count the windows in the classroom
c) How many subjects have you got?

School: Unidade-5 Primary School

Teacher’s name: Mira Canhanga Date: 27th May 10 Length: 45 Number of Students: 40 Grade: 6
Age Group: 12-16 Lesson Number 1 Topic: Giving Advice Type of Lesson: Grammar Subject: English
Context: Hospital Activities: singing, group work, running dictation Material: set of pieces of paper with problems in
them, chart of hospital, song script.
Assumptions: learners might be Anticipated Problems: learners might find it How to help learners:
familiar with some hospital difficult to use the negative form of model Emphasize on the form of negative
vocabulary and meaning of go verbs. form of models.
Objectives: By the end of the lesson learners should be able to express pieces of advice appropriately.
Stages Time Methods/ Content Procedures Material
Techniques
Lead-in 5 min (Elicitation, running Dictation, hospital T. leads the running dictation, elicits hospital hospital chart
dictation) vocabulary vocabulary and carries out the running and dictation
dictation. script
L. answer the questions
Presentati 10 min (demonstration, Modal verbs T. presents inductively different ways of giving Class notes
on repetition drill, advice.
Affirmative
inductive method) Negative L. give different sentences
Interrogative
Form, Use

Practice 10 min (gap filling) Exercise T. sets the task, gives instructions and Set of exercise,
monitors the class Exercise books
L. copy and do the exercise
Feedback 5 min Nominating Class correction T. chooses learners to do the work and gives Exercise book
Correction feedback
Reinforcement L. correct the tasks on the board.
Productio 10 min (random groups) T. sets the task, gives instructions and The set of tasks
n monitors the class
L. do the task in groups
Feedback 5 min Correction Correction, T. gives feedback, gives HW Exercise book,
Reinforcement recommendations L. listen to feedback and take the HW. learners’ work
HW
Observation:
Chalkboard Plan
Practice Class notes Hospital Vocabulary
Extra class work
 Class Notes
1.Lead-in
1.1. Elicitation
Hospital vocabulary
Nurse, hospital bed, stretcher, syringe, bandage, pills, tablets, ambulance,
doctor, handbag, spoon, nurse bun, glass, food, window, bottle, trolley,
stethoscope, door, armchair, drip, sling, prescription
1.2Running dictation
You should go to hospital
You had better go to hospital
Why don’t you go to hospital?
If I were you I would go to hospital
You ought to go to hospital
2. Presentation
You should go to hospital
You shouldn’t go to hospital
Should you go to hospital?

You had better go to hospital

You had better not go to hospital
Had you better go to hospital?

Why don’t you go to hospital?

If I were you I would go to hospital

If I were you I wouldn’t go to hospital
Would I go to hospital if I were you?

You ought to go to hospital

You ought to go to hospital
Ought you to go to hospital?
3. Practice
3.1 Fill in the gaps
a) Maputo is a very dangerous city so you ____________ go out alone late at
night.
b) You look sick You _______ _____ go to hospital.
c) You are too fat. If I _______ _______ I _______ go on diet.
d) You are tired ______ ______ you ___to bed?
4. Production
In groups read the simulated problem and ask different pieces of advice.
a) Reader: like to learn English.
Adviser: You had better go to the Language Institute.

5. H.W
a) Imagine your best friend is going out with a married woman. What advice
would you give them?
b) Imagine your twelve-year sister has begun smoking. What advice would you
give her?
 School: Anexa Primary School
Teacher’s name: Nobre Canhanga Date: 27th May 10 Length: 45 Number of Students: 40 Grade: 6
Age Group: 12-16 Lesson Number 1 Topic: Magic Skill: Reading Subject: English
Context: A House with many colours. Activities: drawing, group work. Material: set of pieces of paper, picture of magician, realia,
Assumptions: learners might be familiar Anticipated Problems: learners may find difficult to How to help learners:
with colours, past tense and house parts understand some of the words from the text. Pre-teach vocabulary.
Objectives: By the end of the lesson learners should be able to read the text and answer geral and detailed questions.
Stages Time Methods/ Content Procedures Material
Techniques
Lead-in 5 min (revision, pre- Revision of colours L. Revises colours through elicitation, Coloured paper
teaching of Pre-teach voc. From T. pre-teaches voc. List of voc.
vocabulary) the text L. Answer the questions
Skimming 6 min Questioning Reading and T. Sets the task, gives instructions and Class reader
comprehension
(general) monitor the class Comprehension
L. Do the exercise tasks
Feedback 3 min Nominating Correction T. Chooses learners to do the work and Exercise book
Reinforcement gives feedback.
L. Correct the tasks on the board.
Scanning 15 min (True False Reading and T. Sets the task, gives instructions and Class reader
questions, gap comprehension monitor the class. Comprehension
filling) L. Copy and do the exercise tasks
Feedback 5 min Nominating Correction T. Chooses learners to do the work and Exercise book
Correction gives feedback.
Reinforcement L. Correct the tasks on the board.
Production 7 min (random groups) Oral Practice T. Sets the task, gives instructions and The task
monitors the class.
L. Do the task in groups
Feedback 4 min Correction Correction, T. gives feedback, gives HW Comments written
Reinforcement recommendations L. listen to feedback and take
HW the HW.
Observations:

Chalkboard Plan
Colour and Parts of the house voc. Pre-taught voc. Extra class work
Practice
 Class Notes
1. Lead-in
1.1 Revision of the colours
Black, green, pink, yellow, orange, blue.
1.2 Revision of past tense of irregular verbs
Were, was, sat, could, had, slept, lay, fell.
1.3 Pre-teaching Vocabulary
Roof, wall, stick, wave,
2. Skimming
Task-1 Read the text and answer the following questions
1. What was the name of the magician?
The name of the magician was Marcello.
2. What was the name of the cat?
The name of the cat was Mimi.
3. What did the magician say after waving the stick?
The magician said: “Abracadabra.”
3.Scanning
Task-1 Say whether the following statements are true of False
a) The name of the magician was Mimi F
b) The roof of the house was yellow. F
c) You could see Mimi if it sat on the black chair. F
d)Marcello waved the stick and said: “Abracadabra!” T
Task-2 Fill in the gaps with the information from the text.
a) _________________ head was __________ , her body _________ yellow, her ________ were
blue. But if she lay on the green grass, he ___________ see her.
Mimi’s red was paws couldn’t
Task-3 Read and answer the following questions
1a) Identify all the colours mentioned in the text.
Black, green, pink, yellow, orange, blue.
b) Identify at least three parts of he house mentioned tomorrow.
Roof, wall,
The Text
Marcello the magician lived in a black house. The roof was black. He also had a black cat. Her name was Mimi.
If Mimi sat on the black chair, he couldn’t see her> He fell over her. This was a problem. He had to do
something. He took his magic stick and said, “Abracadabra!” Now Mimi was green if she slept on the bed or
the chair, he could see her. But if she lay on the green grass, he couldn’t see her. Then he fell over her again.
He had to do something. He waved his stick and said, “Abracadabra!” Mimi’s head was red, her body was
yellow, her paws were blue and her tail was pink! Now he could see her everywhere!
He waved his stick and said, “Abracadabra!” Mimi was black again! Suddenly his house had many colours! The
roof was red, the walls were yellow, the door was green. The chairs were orange and the bed was blue. And
then, Marcello could see where Mimi sat or slept.

4. Production
Retell the story in group

5. H.W
a) Read the text at home underline all all the irregular verbs and draw a table
with three columns to provide their infinitive, past simple and past participle.
 School: Anexa Primary School
Teacher’s name: Oureana Canhanga Date: 27th May 10 Length: 45 Number of Students: 40 Grade: 6
Age Group: 12-16 Subject: English Topic: Daily Routine Skill: Speaking
Context: My Day Activities: drawing a chart of daily routines, group work and pair work
Material: Chart of the teacher’s daily routine, pictures of different daily routine activities, a clock
Assumptions: learners might be familiar Expected Problems: learners might be familiar with Possible Solutions: learners might be
with some of the verbs used to express some of the verbs used to express daily routines familiar with some of the verbs used to
daily routines express daily routines
Objectives: By the end of the lesson learners should be able to talk about their daily routine.
Stages Time Methods/ Content Procedures Material
Techniques
Lead-in 5 min (Elicitation) Daily activities T. Elicits what students do on their day A clock
Pre-teaching Preposition of time to day and pre-teaches prepositions of Picture of
time. periods of day
L. Answer the questions and pay
and daily
attention
activities
Presentation 5 min (Use of chart, Daily routine T. Draws a chart to illustrate their own Chart of daily
involve learners) daily routine, involve learners through routine
Questioning guessing games)
Games L. Pay attention and guess
Practice 8 min (Use of chart) Practice work T. Sets the task, Gives instructions and Set of
monitors the class exercise,
L. Do the exercise Exercise
books
Feedback 3 min Nominating Correction T. Chooses learners to do the work and Exercise book
Correction gives feedback
Reinforcement L. Do the tasks on the board.
Production 20min (pair work and Daily routine oral T. Sets the task, gives instructions and The task
group work) practice monitors the class.
L. Copy and do the exercise
Feedback 4 min Correction Correction, Chooses learners to do the work Exercise
Reinforcement recommendations Gives feedback book,
HW Correct the tasks on the board. learners’ work
Observation:

Chalkboard Plan
Pictures of daily routine activities Teacher’s chart of daily routine Practice
Pre-taught preposition of time Extra class work
 Class Notes
1. Lead-in
1.1 Pre-teaching preposition of time
In the morning, at six o’clock, in the afternoon, in the evening, at night
1.2 Elicitation of daily activities
What do you do on your day to day?
Wake up, make the bed, brush the teeth, take bath, do the cleaning up, make breakfast, take breakfast,
take breakfast, dress up and leave for school by bus, attend classes and then go back home, take lunch,
take a siesta (nap), do the prep, go for a tea, do some physical exercises, take supper, listen to the
news, do the washing up and go to bed
2. Presentation (the teacher’s chart)
Activity wake-up take bath go to school begin classes go back home take lunch go jogging

Time at 6 at 6:30 In the morning at 7:30 12:45 at 1:30 In the evening

1. I wake up at 6; I take bath at half past six and then go to school in the morning……
3.Practice
Task-1 Draw your own chart and illustrate your daily routine activities
Task-2 Make up sentence from the chat
4. Production
Learners talk about their daily routines with a partner and then in groups without the aid of the chart.
4. H.W
a) Prepare to speak about your weekend routine.
 School: Unidade-5 Primary School
Teacher’s name: Mira de Jesus Canhanga Date: 27th May 10 Length: 45 Number of Students: 40 Grade: 6
Age Group: 12-16 Subject: English Topic: informal letter Skill: Writing
Context: Dear Mary Activities: reconstruct a jumbled letter, writing a letter
Material: a letter, an envelop, a stamp
Assumptions: learners might be familiar Assumptions: learners might be familiar with the Assumptions: learners might be familiar
with the use of present continuous use of present continuous with the use of present continuous
Objectives: By the end of the lesson learners should be able to write a friendly letter.
Stages Time Methods/ Content Procedures Material
Techniques
Lead-in 4 min (Elicitation) Pre- Letter vocabulary T. Elicits the word letter, envelope, stamp, Realia (letter,
teaching post stamp, picture
L. Answer the questions of a post office)
Test 5 min (Gap filling) Test T. Writes a letter omitting some of the Task
parts and asks learners to fill in)
L. Copy the letter and fill in
Teach 7 (illustration, Structure of the T. Leads the presentation of the structure Set of exercise,
interaction) letter of the friendly letter, involving learners Exercise books
L. Give them contribute
Test 4 min (Gap filling) Practice T. Sets the task, gives instructions and Task and
monitors the class Exercise book
L. Do the exercise and compare with a
partner
Feedback 3 min Nominating Correction T. Chooses learners to do the work and Exercise book
Correction gives feedback
Reinforcement L. Do the tasks on the board.
Production 20min (individual work) Practice T. Sets the task , gives instructions and Exercise book,
monitor the class. learners’ work
L. Write a letter to a friend in a different
school
Feedback Correction Correction, T. Nominates learners to read and gives Learners’ work
Reinforcement recommendations general comments on their performance
HW
Observations:

Chalkboard Plan
Pre-taught vocabulary The structure of the letter Practice
Extra class work
 Class Notes
1. Lead-in
1.1 Pre-teaching vocabulary
Stamp, post, post office, address, envelope, Mr, Mrs, Ms
2. Test
Fill in the gaps using the expression below.
____________________________
____________________________
____________________________
____________________________

__________________________
How are you and Tom? It seems ages since we saw you. I hope you like the new school. We have got
a new teacher is he is very good, his name is Mr. Medard. He is from Congo and he loves us very
much.
Next holidays I will visit you.
____________________________
____________________________

Rafike, Best wishes, 26 Indmill Road Soweto Kent 298 ,23th April 2009, Dear Mary

3.Teacher (teacher presents the following structure to learners)

26 Indmill Road
Soweto
Kent 298

23th April 2009

Dear Mary
How are you and Tom? It seems ages since we saw you. I hope you like the new school. We have got
a new teacher is he is very good, his name is Mr. Medard. He is from Congo and he loves us very
much.
Next holidays I will visit you.
Best wishes
Rafike
4.Test
Task-1 Fill in gaps with appropriate expressions
26 Indmill Road
Soweto
Kent 298

(1)___________________

(2)__________________
How (3) ________ you and Tom? It seems ages since we saw you. I hope you like the new school. We
(4)__________ got a new teacher is he is very good, his name is Mr. Medard.(5) ________ is from
Congo and he loves us very (6) _____________.
Next holidays I will visit you.
(7)________________
Rafike
5. Feedback
1. Any date ; 2nd May 2009 2. Dear 3. Are 4. Have
5. He 6. Much 7. Best wishes

6. Production
Learners write a letter to a friend who is studying in a different school from their own.
4. H.W
a) Write a letter to one of your relatives who are not in Gaza.
 School: Anexa Primary School
Teacher’s name: Sinibaldo Canhanga Date: 27th May 10 Length: 45 Number of Students: 40 Grade: 6
Age Group: 12-16 Subject: English Topic: Betrayal Skill: Listening
Context: If my love wasn’t here (song) Activities: brainstorming, group work
Material: lyrics, CD-player, CD
Assumptions: learners might be familiar Anticipated Problems: learners may find difficult to How to help learners:
with the song understand some of the words from the text. Pre-teach vocabulary.
Objectives: By the end of the lesson learners should be able to listen and answer some comprehension question from the extract.
Stages Time Methods/ Content Procedures Material
Techniques
Lead-in 5 min (brainstorm and Vocabulary teaching T. Leads brainstorm on love and betrayal, Love vocabulary
pre-teaching) pre-teaches pronunciation of contractions.
L. Answer the questions and pay
attention
Listen for gist 6 min comprehension Listening for Gist T. Sets the task, gives instructions and The song and
question) monitor the class. Comprehension
L. Do the exercise tasks
Feedback 3 min Nominating Correction T. Chooses learners to do the work and Exercise book
Reinforcement gives feedback.
L. Correct the tasks on the board.
Listen for 15 min (Ordering lines, Listening for Details T. Sets the task, gives instructions and The song
details gap filling) monitors the class. And the tasks
L. Copy and do the exercise
Feedback 5 min Nominating Correction T. Chooses learners to do the work and Exercise book
Correction gives feedback
Reinforcement L. Correct the tasks on the board.
Production 7 min (random groups) Oral Practice T. Sets the task gives instructions and The task
monitors the class
L. Do the task in groups
Feedback 4 min Correction Correction, T. Gives feedback and gives HW Comments written
Reinforcement recommendations L. Listen to feedback and take the HW
HW
Observations:

Chalkboard Plan
Vocabulary on love and betrayal Contracted form and their respective Practice
pronunciation Extra class work and H.W
 Class Notes
1. Lead-in
1.1 Brainstorming on love and betrayal
What comes to your mind when you hear the word love?
Possible answers: girlfriend, couple, love affairs, sex, kiss, my sweetie, my honey, betrayal, happiness.
What comes to your mind when you hear the word betrayal
Possible answers: fear, pain, unfaithfulness, infidelity…
1.2 Pre-teaching of contracted form pronunciation
Can’t / ka:nt/, wasn’t /wnt/…….
2. Listening for Gist and Feedback
Answer the following questions according to the song.

1. What is the song all about?

The song is about betrayal
2. Replace the word love either by the pronoun he or she.
He
3. Is there any other chance for the two to meet?
Yes
3. Listening for Details
Task-1 Put the following verses in order according to the song.

Though I want to hold you in my arms tonight

If my love wasn’t here with me tonight
But I love him the same way as I love you now
I couldn’t take the chance because it won’t be right
Because tonight I will only share my love with him
I would live with you for just a little while
May be when we meet again some another time
And I am sorry I can’t be with you tonight

Answers (2, 6, 3, 8, 1, 4, 7 and 5)

Task-2 Fill in the gaps according to the information from the song

If my _______ wasn’t here with me ________

I _________ live with you for just a _______ while
But I love ______ the same way _____ _____ love you now
And I am _______ I can’t be ________ you tonight
Though I want to hold you in my arms tonight
I ___________ take the chance because it __________be right
________be when we meet again some another _________
Because tonight I ________ only share my love with him

So ________ understand my situation

I love you but I _________ be with you
If ____ _______ be in two places at the same time
Believe me I ________ share my love with you

So ________ understand ________ situation

I love you but I cannot _____ with you
If I _______be in two places at the same time
Believe me I ________share my love with you
Believe me I ________ share my love with ______
Believe me I would share my love with you

5. Feedback
If my love wasn’t here with me tonight
I would live with you for just a little while
But I love him the same way as I love you now
And I am sorry I can’t be with you tonight
Though I want to hold you in my arms tonight
I couldn’t take the chance because it won’t be right
May be when we meet again some another time
Because tonight I will only share my love with him

So please understand my situation

I love you but I cannot be with you
If I could be in two places at the same time
Believe me I would share my love with you

So please understand my situation

I love you but I cannot be with you
If I could be in two places at the same time
Believe me I would share my love with you
Believe me I would share my love with you
Believe me I would share my love with you
Believe me I would share my love with you

6. Production
Imagine that you had a girlfriend who betrayed you would you prefer her to be honest with you or hide
the whole issue?

4. H.W
What do you think are the causes of betrayal?
 The lyrics

If my love wasn’t here with me tonight

I would live with you for just a little while
But I love him the same way as I love you now
And I am sorry I can’t be with you tonight
Though I want to hold you in my arms tonight
I couldn’t take the chance because it won’t be right
May be when we meet again some another time
Because tonight I will only share my love with him

So please understand my situation

I love you but I cannot be with you
If I could be in two places at the same time
Believe me I would share my love with you

So please understand my situation

I love you but I cannot be with you
If I could be in two places at the same time
Believe me I would share my love with you
Believe me I would share my love with you
Believe me I would share my love with you
Believe me I would share my love with you