Name: Vanesa TP Number: 7 Length: 45´ Date: 11/04/2024

Main Aim(s): By the end of this lesson, students will be able to use articles (An, a, the, non-article) accurately in their writing and speaking.
Subsidiary aims(s): To speak about.’ Students will be able to …
- Students will comprehend the basic rules and guidelines for using articles in English, including when to use "a," "an," "the," and when to omit articles.
Evidence: By the end of this lesson students will have developed…
Students will have improved their writing, speaking, error correction, engagement in exercises, feedback reception and article usage, confirming the
achievement of my goals.
Personal Aims:
- To use clear and effective instructions when setting up the tasks, including demonstration and checking questions.
- To engage students actively throughout the lesson.
- To give students feedback on successful and unsuccessful language use.
Materials:
Title: English File Upper-Intermediate Student's Book Third Edition
Authors: Christina Latham – Koening, Clive Oxeden
Publisher: Oxford
Year of publication: 2013
ISBN: 978-0194558747
Exercise A, Page 151 from the SB
Exercise A on page 67 of the workbook
 Procedure
Mins Stage name Procedure (describe how you will Interacti Anticipated Problems and Solutions Comment box for tutors (leave blank
What’s the aim of manage each step) on (with management, learners and when planning)
the stage? (S/PW/ tasks)
GW /OC)
5 Lead-in (5 I will show learners images associated OC Problem: Students may feel unsure
minutes): to with a landscape, elicit what they can about their article usage, leading to
generate interest see in each picture and ask them what hesitancy or reluctance to
in the theme/ type of articles we need to use for communicate.
context of the each description. Solution: Create a supportive and
lesson I will put them in BOR to talk about the PW encouraging learning environment
images. where students feel comfortable
Ask some questions about articles: experimenting with language.
- Can you think of any examples OC
where using the wrong article
could change the meaning of a
sentence when describing a
geographical location? Example
The Arctic vs. An arctic

5 Stage 2: First task I will distribute Exercise A, Page 67 S Problem: Some students may
Aim: to ascertain from WB. struggle to identify the correct article
what language the Ss do the exercise in individually SW to use.
Ss know and don’t Ss compare their answer in groups OC Solution: Offer support by providing
know Ss check in open class. guidance. Encourage peer
collaboration by allowing students to
discuss their answers in pairs or small
groups before checking in open class.
Mins Stage name Procedure (describe how you will Interacti Anticipated Problems and Solutions Comment box for tutors (leave blank
What’s the aim of manage each step) on (with management, learners and when planning)
the stage? (S/PW/ tasks)
GW /OC)
10 Stage 3: Language I will spend some time going through OC Problem: Students struggle to grasp
clarification pronunciation. the nuances between the different
Aim: to clarify the I will give a hand out about usage of PW articles (a, an, the, or none) and
meaning, form articles "a," "an," "the," or none. when to use each one.
and pronunciation We check their answer in open class. OC Solution: Encourage students to ask
of target language questions if they are unsure about
any aspect of the grammar rules, and
provide additional clarification as
needed.
7 Stage 4: Test: To Distribute Exercise A on page 151 from S Problem: The activity is perceived as
provide the Ss SB, circle the correct answer. too easy by the students, leading to a
with controlled Ss work individually lack of engagement and motivation.
practice of the Ss check in pairs or small groups their PW Solution: Introduce variations to the
target language in answer exercise format to add interest and
order to Feedback: elicit and check answers, challenge. For example, students
encourage marking them on the slide. OC could be asked to rewrite sentences
accuracy using the appropriate article or
explain their choice of article in each
sentence.
10 Freer Practice Divide the class into small groups and PW Problem: There might be more
Aim: To provide provide each group with an image students present in class than initially
students with related to story. expected, and the number of images
freer practice of Ask each group to create a short story provided for the activity may not be
the target about the image, using articles sufficient to accommodate all
language in a correctly throughout. groups, potentially leaving some
more authentic I will provide a list of questions to students without an opportunity to
context to guide the groups in their history participate fully.
promote fluency. creation, such as: Solution: Prepare additional images
What is the name of the image? related to story to ensure that there
What can we learn from the image? are enough options available for
Ask each group to present their history every group in the class
Mins Stage name Procedure (describe how you will Interacti Anticipated Problems and Solutions Comment box for tutors (leave blank
What’s the aim of manage each step) on (with management, learners and when planning)
the stage? (S/PW/ tasks)
GW /OC)
to the class.
Ss share their ideas in open class. OC

Language Analysis

Target language: Present Continuous for Future Arrangements

How will you deal with meaning, form and pronunciation in the lesson?
What is the meaning? How will you convey How will you check if students What is the form of the target Analyse the pronunciation of your
(e.g. definition and model meaning to students? understand the meaning? language? target language: use the phonemic
sentence) (e.g. a visual, a context) (plan your CCQs) How will you analyse it for alphabet and highlight word or
students on the whiteboard/on a sentence stress and other relevant
handout? phonological features (silent
letters/linking/tricky sounds etc)
The: is used to refer to a Provide examples of What article do we use to refer Article We pronounce the in two ways
specific noun or a noun that sentences "the" in to a specific noun or a noun They are a type of determiner depending on whether the
has been mentioned before. context and non- that has been mentioned and they go before a noun. sound which comes after the is
Non article: Don’t use an article. before? "The" a vowel or a consonant:
article no speak in general Can you give an example of a
with plural and uncountable sentence using "the" in /ði:/ before vowel sounds
nouns or in phrases like at context? "I read the book you /ðə/ before consonant sounds
home/ work, go home/ to recommended."
bed, next…
Example: The river Danube
flow into the Black Sea.
Tunisia is in North Africa
My father is in hospital.

An/A: It is used at the Use context and Can you give an example of a Article /ə/
beginning of noun groups examples of sentences sentence using "an" in context? They are a type of determiner
which refer to only one using an and a. "She is eating an apple." and they go before a noun. /ən/
person or thing. The form Can you give an example of a
“an” is used in front of sentence using "a" in context?
words that begin with vowel "He saw a dog in the park."
sounds, “A" is used before a
word that starts with a
consonant sound.
Example: A lake, An island.
Analysis of problems & solutions
What’s the target language / key vocab? What difficulties/problems do you expect students to Suggest solutions for each problem.
have with meaning, form and pronunciation?
Some students may struggle with knowing when to use Provide clear explanations and examples of when to use
The "the" at the beginning of a phrase or in specific "the" at the beginning of phrases or in specific contexts,
A/An contexts. such as with plural or uncountable nouns.
b. Offer practice activities that focus on using "the"
correctly in various contexts, including sentence
beginnings and specific phrases like "at home" or "to
bed."

Analysis of appropriacy
Is the language specific to certain situations? E.g. formal. Informal, slang. What difficulties/problems do you What are the solutions to these
expect students to have with problems?
appropriacy?

NA