International Training Institute TP POINTS

TP1A (09/11/2023) Level: A2 (Elementary) Book: English File 3rd Ed Time: 45 mins TOPIC: Love online
Slot Name Materials Lesson Focus To consider
1 Umut English File Listening This lesson sets the context for both lessons. The students (Ss) practise listening for specific information, detail
Elem SsBk, and, in two tracks. Your listening also provides the source for the target language (TL) in the following lesson. You
Main Aim: By the are free to adapt the material as you choose but you should follow the stages for a receptive (listening) skills
U3C p 24 end of the lesson, lesson (though think about timing).
Ex 1 a-c & g Ss will have had
practice in listening  Lead-in – to get Ss interested in the topic – think of a warmer or game to do this
for specific  Pre-listening 1 - prediction – to engage Ss in the topic and prepare them for listening – Ex 1a – Focus
information & detail Ss on the profiles and give some background. Give Ss time to read the profiles, then ask they to say if
in the context of they think they are a good match. If you think you have time, allow time for pair/group work (pw/gw) first
meeting someone then elicit answers in whole-class feedback (w/c FB). If not, just elicit answers in open class.
for the first time  Pre-listening 1 - vocabulary – to introduce some blocking vocabulary – check the tapescript to decide if
you need to pre-teach any vocab. Think of the most effective technique to do that, e.g. through a
Sub-Aim: To matching task with Ss matching words and pictures in pairs/groups. Think about how to do FB on this,
provide Ss with e.g. with an answer key. If you don’t think there is any vocabulary to pre-teach, then skip this stage.
practice in speaking  While-listening 1 – to start with a less challenging task - listening for specific information – Ex 1b. Give
for fluency Ss some context by explaining where the speakers are. Give Ss time to look at the questions before
listening and set the task clearly. Ss listen, then peer-check before w/c FB.
 While-listening 2 – to provide practice in listening for detail. Again, Ss need time to read the task before
they listen again – Ex 1c. As above, allow time for peer-checking before w/c FB.
 Post-listening - to allow Ss to respond to the text, give their opinions and do some productive skills work,
in this case, speaking – Ex 1g. Make sure you set up pairwork (pw) or groupwork (gw) for this. Monitor
discreetly and then take some general FB.

With receptive skills work), remember to set tasks before Ss listen so that they know what to do and allow
time for peer-checking after each task to build Ss’ confidence before whole-class feedback ( w/c FB). Also
make sure you are familiar with how to use the computer to play the listening tracks.

Look at the notes in the Teacher’s Book for further ideas & see points to remember below.
2 Noura English File Speaking This lesson continues with a similar context to the previous lesson, but moves students (Ss) to a productive skill –
Elem SsBk, speaking – in a role-play based on meeting someone new. It also provides practice in target language (TL) that
Main Aim: By the Ss have been exposed to in previous lessons. You are free to adapt the material as you choose but you should
International Training Institute TP POINTS

U3C p 25 end of the lesson follow the stages for a productive (speaking) skills lesson (though think about timing)..
Ex 3a-e, 4a-b Ss will have had
practice in speaking  Lead-in – to get Ss interested in the topic – think of how to do this to make a link to the previous lesson.
for fluency and will  Useful language (meaning and form) – to highlight useful language. Think about how to focus Ss on
be better able to the meanings of the question words, e.g. with a task for Ss to match the words with their uses, for
speak in a example Ex 3a–b – Ex3b will check their understanding for this. Encourage Ss to work in pairs before
conversation in the listening to check their answers. Remember not to spend too much time “teaching” all this, but
context of meeting simply provide the language for them to use in the speaking tasks. Remember to drill some
someone for the examples for pronunciation, keeping models natural.
first time.
 Rehearsal/Preparation – to help Ss prepare for the speaking stage, through rehearsal and planning – Ex
Sub-Aim: To 4a. Make sure the task is clear so Ss know what the context is and what they are planning for. Ss can
provide Ss with work in pairs/small groups to make the questions. Think about how to monitor and what to give feedback
review and practice (FB) on. You could elicit a few of the questions to check them for accuracy & again drill them.
of simple present  Productive tasks – to give Ss practice in the target productive skill. Ex 4b - Consider regrouping here so
wh- questions Ss are working with new partners & think about how to set this up so Ss are encouraged to show interest,
etc. This is a fluency-based activity, so while Ss are working in pairs, try not to intervene unless they get
stuck. Think about monitoring and taking some notes of language used for delayed FB and correction.
You could open up a Word document for this so you can take notes while you monitor.
 Feedback & error correction – to provide Ss feedback on production and language. If time is short, only
give FB on content and what they learnt about each other, but if you have enough time, you can also do
delayed error correction based on notes taken while monitoring the speaking stage. If you took notes on a
Word document, you could share your screen for this and elicit corrections.

With speaking lessons, Ss do better when they have some kind of model of language they can use, preparation
time when they think about what they are going to say (during which time the teacher can monitor more closely
and help if needed) and rehearsal where they practise the speaking with a partner. They can then work with a
different partner for the actual speaking stage. During this, the teacher’s role is to listen and take notes for FB
and delayed error correction.

Look at the notes in the Teacher’s Book for further ideas & see points to remember below.

Points to Remember
Lesson Plan
International Training Institute TP POINTS

- For TP 1 there is no Lesson Plan required. Please upload your materials into Google Classroom prior to your lesson starting.
- For this lesson you have been given your main and sub-aims.
- The Ss don’t have course books so you need to make a handout that you will share with the students. This could be on Word, or via Google docs,
or some other way. – Remember to put the full course book source (see below) onto all materials (your PPT and student exercises).
- Think about the presentation of your materials – will you use them as in the book or adapt them in some way? How clear are PPTs, etc. on the
screen for the students?

Think about:
 Using the Ss’ names
 Nominating to involve all Ss
 Grading your language
 Varying interaction – using pairs, groups, full class and individual work
 Making your instructions simple & clear – script & rehearse these
 Materials – think about how to handle them

Source for course book: