Name: Vanesa TP Number: 1 Length: 45min Date: 27/02/2024

Main Aim(s): To develop reading skills for gist and detail through the reading of a short interview text.
Subsidiary aims(s): To speak about.’
- Students will be able to introduce vocabulary related to interviews and personal information.
- To improve speaking skills through pair and group interviews.
Evidence: students can succefully complete…(link with the main aim)
If learners can successfully demonstrate comprehension of the main points of the "short Interview" through a summary or discussion.
Personal Aims:
As a teacher, I aim to provide clear instructions, foster a supportive learning environment, and actively monitor student progress throughout the lesson.
Materials: pre-intermediate, pag x exercise…
- Power point with: Images of Freida Pinto and True/False statements and exercise from the book.
- Title: Cutting Edge Pre-Intermediate
- Authors: Sarah Cunningham, Peter Moor, Frances Eales
- Publisher: Pearson Longman
- Year of publication: 2013
- ISBN: 978-1-4479-2996-2
- Exercise : Text of the "60 Second Interview" from pg. 12-13
 Procedure
Time 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: To - Welcome the learners asking Anticipated Problem: Some learners
engage learners' questions (2min) and display images OC may feel unsure about generating
curiosity and of Freida Pinto. questions.
activate their prior - Engage learners by asking if they Solution: Provide prompts or
knowledge about recognize her and why she might be examples to scaffold their thinking
Frida Pinto, famous. and encourage creativity.
leading into a - In groups, instruct learners to PW
discussion about
generate 5 questions they would like
her background
to ask Freida Pinto based on the
and significance.
images. (3mint) OC
- Facilitate group discussions and
collect questions for feedback.

10 Pre-teach - I will tell the group that they are OC Problems: Learners may struggle
vocabulary : To going to read a text about Freida but with pronunciation or
ensure learners first we are going to check some understanding the meanings of
grasp and are vocabulary together. (2min) new vocabulary.
familiar with key - Introduce the meaning, Solution: Incorporate interactive
vocabulary pronunciation, and part of speech of activities, visual aids, and context-
essential for each new word (ambition, suitcase, OC rich examples to enhance
understanding the nickname, possession, and training). pronunciation and vocabulary
upcoming text - Use various techniques such as comprehension.
about Frida Pinto, definitions, pictures, and examples.
including (5mint)
pronunciation, - Provide opportunities for learners to
meaning, and part practice pronunciation and ask
of speech. about the type of word (noun, verb, OC
and adj). (3mint)
Time 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 Initial reading: - Briefly explain the task: learners will Anticipated Problem: Learners may
Encourage read the interview quickly to see if S take too long to complete the
learners to rapidly their prepared questions are reading task.
skim the interview answered. (3mint) Solution: Set a clear time limit and
text to verify if - Distribute the text and set a time encourage learners to focus on
their questions are limit. (share screen) getting the main idea rather than
answered, - Conduct pair discussions to compare every detail.
promoting findings. Break out rooms. (5 mint) PW
engagement and - Conduct whole class feedback to
understanding check comprehension and address OC
through group any difficulties. (2mint)
discussions and
feedback.
9 Specific task: - Introduce the task: learners will read Anticipated Problem: Learners may
Strengthen the interview again to answer have difficulty understanding or
understanding of true/false statements. (2 min) S interpreting the true/false
the interview text - Distribute the statements and statements.
by having learners explain the task. Solution: Provide clarification if
identify true/false - Allow time for individual work, then PW needed.
statements. assign learners to breakout rooms
Encourage for pair discussion. (3mint)
collaboration - Bring learners back for whole class
through pair feedback, correcting any OC
discussions and misconceptions and reinforcing
provide whole- understanding. Using the text to
class feedback to show them the correct answer.
correct (4mint)
misunderstanding
s and reinforce
comprehension
using the text for
clarification.
Time 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 Follow up task: - Explain that learners will now OC Anticipated Problem: Learners may
Facilitate peer-to- interview each other using the same struggle to conduct interviews
peer interviews set of questions prepared earlier. effectively or may feel shy about
using previously - Arrange learners into pairs or small speaking in English.
prepared groups. (5mint) Solution: Offer encouragement and
questions to - Monitor the interviews, providing PW support, provide example dialogues
promote active support and guidance as necessary. or prompts, and create a supportive
engagement and - After interviews are complete, atmosphere where mistakes are seen
communication facilitate a brief whole class as part of the learning process.
skills. discussion where pairs can share OC
interesting findings. (5 mint)
Language Analysis

Target language (e.g. past continuous, adjectives describing personality): Vocabulary?

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)
What is your ambition? Form: Ambition is a noun. Ambition: /æmˈbɪʃən/ - Stress
Ambition She has a strong on the second syllable.
ambition to succeed in
A strong desire to achieve her career.
something or succeed in Her ambition is to
reaching a goal. become a successful
entrepreneur

Suitcase I always use my What do you use a suitcase for? Form: Suitcase is a singular /ˈsuːtˌkeɪs/ - Stress on the first
A rectangular container with suitcase when I travel countable noun. syllable.
a handle for carrying clothes for a long time.
and personal belongings
during travel.
Nickname My name is Vanesa but Can you give an example of a Form: Nickname is a singular /ˈnɪkˌneɪm/ - Stress on the
Is an informal name for my friends call me vane nickname? Do you have a countable noun. first syllable.
someone or something nickname?
Red got his nickname for his
red hair

Possession My most prized What is your most important Form: Possession is a singular /pəˈzɛʃən/ - Stress on the
Something owned or possession is my possession? countable noun. second syllable.
possessed by a person. computer.

Training I want to be a teacher Can you give an example of Form: Training is a singular /ˈtreɪnɪŋ/ - Stress on the first
and this is my training. something you've learned uncountable noun. syllable.
The process of teaching or through training?
learning a skill or profession,
often through structured
instruction or practice.
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?
Meaning: Students may not fully understand the Meaning: Provide clear definitions and examples for
"ambition," "suitcase," "nickname," concept of some words. each word, using visual aids or real-life scenarios.
"possession," and "training Form: Students may have difficulty understanding Form: Explicitly explain whether each noun is countable
whether each noun is countable or uncountable. or uncountable, and provide examples to illustrate this
Pronunciation: Students might mispronounce certain concept.
sounds in the words, especially if they are not familiar Pronunciation: Model correct pronunciation of each
with English phonetics. word, paying attention to stress patterns and vowel
sounds. Break down the words into syllables and
practice pronunciation with the class.

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?
- Understanding Formal vs. Informal - Offer examples of formal and
The target vocabulary ("ambition," "suitcase," "nickname," "possession," and Language. informal contexts where each
"training") is versatile and generally neutral in terms of formality. However, - Some students may find it word might be used.
certain words may be more suitable in specific contexts. For instance, challenging to select the most - Engage students in role-plays
"ambition" and "training" are commonly employed in formal settings, such as appropriate word for a given or discussions where they
academic or professional contexts, whereas "nickname" is often utilized in situation, especially if they are not must use the target vocabulary
informal or personal conversations. familiar with the nuances of in appropriate contexts.
English vocabulary usage.