1.

Teaching Practice lesson plan template

Centre Candidate
number: number:
Candidate
name:
Lesson Level: Upper-Intermediate/B1
number:
Lesson l 40’ Lesson type: Grammar and Skills
length:
Date:

Information about the class: Summarized description of the class – must have
 number of students, age group,
 main characteristics.
 Strengths and weaknesses of the group
 Why this lesson was chosen (how students will relate to the context and lesson
type)

Main aim: By the end of the lesson, students will be able to use GRAMMAR POINT to
express SOMETHING.
 Include the context in which the language will be presented

Subsidiary aim:
 List all SUBSKILLS that will be used.
 Give details of the type and topic of the text that would be used to present the
skill

Personal aim: Self-explanatory. Format “To + action verb” (e.g. To grade my language)

Materials (including source):

Detailed list of all materials that will be presented to the students. This list should
include books (with name, edition, publisher, page), internet resources, as well as
physical materials, such as “poster, game, etc”.

Assumptions:
List the background knowledge your students should know prior to this class in order
to understand the new teaching point.
E.g. Students already know the use of simple present to talk about routines and vocabulary related to
leisure activities

Anticipated difficulties with tasks: Solutions:

The keyword here is “tasks”. It’s NOT Write a solution for every anticipated difficulty,
about general difficulties or difficulties each number referring to the problem anticipated
with the grammar point, but with the 1. Solution to difficulty 1
specific tasks of your plan. Format: 2. Solution to difficulty 2
Students might ….. (never “will”)

Declaration:
This lesson plan is my own work …….……………………………..(candidate’s signature).
 Language analysis

Form Meaning Phonology Anticipated problems

Structure AND List ALL relevant uses of the grammar point. Format: Write JUST the phonemic script 1. Students may have problems
keywords of the The GRAMMAR POINT is used…. of the keywords of the grammar with ANY part of the structure.
grammar point. point. 2. Pronunciation problems
Include marker sentences Add any phonology point such
as stress, weak/strong form. Format: Students may…. (never
If it is a comparison type of grammar (tense A vs. tense B), list all
“will”)
uses of both tenses and then include a section of specific
comparison.
Vocabulary Write the definition of each word from the vocabulary Write JUST the phonemic script Solutions
of the vocabulary section Write a solution for every anticipated
Write the problem, each number referring to the
vocabulary from problem anticipated
the skill text you 3. Solution to problem 1
think your 4. Solution to problem 2
students may
have problems
with
 Skills analysis

Skill /Subskill Tasks for skills development Preparing learners for Anticipated problems
tasks

Name the skill Describe the task you use.  Brainstorm possible 1. Students may have
and subskills e.g. activities to do in summer. problems with ANY part of
(e.g. Students answer two general questions. (Played twice) Pre-teach new vocabulary the skill development.
 Listening for that will appear in the 2. ………..
gist Students listen and complete four questions with information from listening text.
 Listening for the listening text. (Played twice)  Check gist activity before Format: Students may…. (never
specific moving into listening for
“will”)
information specific information
 Give students time to read
the text and imagine what
could go in the blanks
before they listen,
Stage Stage aim Procedure Inter- Time
action
The practice of the skills provide your situational context and then you will link your presentation to it. How? Get marker sentences from it (they don’t
have to be literally the same).
If you’re going to pre-teach vocabulary, create a line called “Pre-Listening / Pre- reading”, and the stage aim is “To pre-teach vocabulary”.
Make sure you include a “Feedback” row after each exercise that is not done instantly. Basically, if you gave them time to think, include “feedback”.

Skills Try to divide this section into as many subskills as possible. So it’s one line, one t-s 1’
minute for gist, but it doesn’t matter. s-s
pair
 Gist is SIMPLY “what is this about” work
 Specific information is whatever can be answered in two words (think group
“fact”: names, numbers, addresses, etc) work
 Detail is “concept”

Presentation Include a detailed description of how you’re going to explain the grammar point
and which order you are going to follow.
Include the marker sentences you are going to use in this section, as well as any
aids, if necessary.
Practice Try to get your practice section structured in such a way that it goes from easiest
 Move from to hardest.
controlled Describe how the activity will be done – “In pairs, students will do this this and
practice to that”.
freer
practice. If possible, write how you are going to actually give the instruction for each
 include one activity.
exercise for
each of them
PRODUCTION Describe how the activity will be done – “In pairs, students will do this this and
Include one that”.
exercise for
production If possible, write how you are going to actually give the instruction for each
activity and the demonstration
 Board plan

Write everything you plan to write on the board. Include pictures or charts you will used.
this is like a photo of your whiteboard the day of the class

If you plan to erase the board and write something else entirely, or if you plan to split your
board and have a vocabulary section, divide this cell by right-clicking on it and choosing “split
cell”. The goal is to make this segment as clear and as close to your idea as possible.

√
Checklist

1 I have completed the lesson plan template.

2 I have attached copies of the handouts and materials used in the lesson.

3 I have included details of copyright photocopies of published material.

4 I have signed the declaration to confirm that this lesson plan is my own work.