2 TP Lesson Plan Sample Grammar
2 TP Lesson Plan Sample Grammar
The students may be familiar with the form of the Indirect questions, but may be confused about its usage .
Professional development goals Professional development strategies
Refer to previous TP feedback & self-evaluation How have you planned to address these in your lesson? Say where you have written these things in your
language analysis or lesson procedure.
I will focus on the main aim of my lesson(grammar) and plan my stages in such a way I will focus on all stages of MFP. I have prepared various materials to let the students focus on the new
that they all support this aim. grammar and practise..
I will give the students sufficient time to work in pairs, so that they can deal with I have planned my stages in such a way that the students will have enough time to work in pairs.
grammar, check, share their ideas and discuss some details.
Context of your lesson: Student will be talking about spending money issues.
Language item New Meaning, form and pronunciation Anticipated errors and solutions
Identify the target language item and language Describe the language and how you will clarify it. Include any further Include errors of meaning, form and pronunciation.
give the example you will use as a model or examples, CCQs or questions for eliciting further information. Mention any Refer to CCQs and lesson stages as appropriate.
(this could be an eliciting question). revision? contrasting language here and include an analysis of all contrasting items.
Pronunciation:
Pronunciation: SS might omit pronouncing the contraction
When I got to Wembley, the concert had started. ‘d, as in “concert’d finished.”
/ðə'kɒnsətəd'stɑːtɪd/ Solution:
i.e. sentence stress on ‘con’ & ‘start’, weak form of ‘had’ & ‘id’ I’ll model and write transcription on the w/b
sound for ‘started’. to highlight the correct sound. Drill.
Procedure
Stage & aim Timing & Student activity Teacher activity Possible problems & solutions
What is this interaction What will the students be doing? Instructions, monitoring and feedback. You can also What could go wrong with this
stage for? e.g. describe CCQs & clarification here, but you must activity? If it does, what will you
5m/pairs include these in your language analysis. do? Consider timing issues here.
Lead-in: T-Ss SS answer the questions as a whole . Instructions: Ask SS to recall audio recording that Problem: Ss might not know
bridge to the 2” they have listened to at the previous lesson. who the singer is.
previous lesson 10.15-10.17 Solution: Provide details about
the singer.
Test -based T-Ss SS listen to the story and answer the Instructions: Ss complete the conversation extracts. Problem: Ss might not be able
presentation: to questions about the posters. to provide the model sentence.
provide a context 4” Elicit the model of question 2,3,4,5,6. Solution: Provide the sentence
for the new 10.17-10.22 and put it on the board.
language
Clarification: T-Ss Students answer the questions and make Instructions: Problem: Ss may confuse Past
To check SS’ T-Ss the rules.. Teacher asks concept questions: Perfect and Past Simple.
understanding of 10” Where is a short question with preposition at the Solution: Contrast with same
meaning, 10.22-10.32 end? (3) situation if I arrived at 8.00 – i.e.
highlight the Could you find the question with a question word as a when I arrived, the concert
form and subject ? (1) started. 2 x past simple because
pronunciation of What is a direct question with an auxiliary verb ? (6) simultaneous. Ask CCQs from
the TL What type of questions are questions 2,4,5? (indirect) LA.
Ss complete the rules ,check the answers in pairs. Problem: SS might not
Open-class feedback, highlight the most important remember the form correctly.
points. Solution: Ask them to write it
down.
Controlled T-Ss SS (in pairs) reformulate direct questions Instructions: Look at the prompts and make full Problem: Quieter students may
Practice: Ss-Ss in indirect.. sentences with opening phrases. not take active part in the task.
to give S-T To monitor.
controlledpractic 13” Feedback – SS present check the answers in pairs. Solution: I will ask them to
e. To consolidate 10.32-10.45 FB:Ss listen to the audio and check their answersю report the answers at the end of
the form of the the task.
TL SS answer the questions, take notes of the
TL.
practice: to give T-Ss SS take part in the demo first and then Instructions: Demonstrate the task and elicit the Problem: SS might have
SS opportunity to Ss-Ss work in pairs or groups to make up their dialogue learners are going to use. problems pronouncing the
create examples 10” dialogues. Focus on pronunciation. questions.
of the target 10.45-10. 55 Briefly drill “Why? What had happened?” Solution: Elicit the
structure in emphasising ‘question’ intonation. Check instructions: pronunciation, highlight and drill
context Is the answer on the paper? No, you invent it. it.
To monitor. Problem: SS might struggle with
the ideas how to finish the
dialogues.
Solution: Monitor and provide
with some help if necessary.
FB on content T-Ss SS present their dialogues. Ask SS to stop the activity. Ask one or two pairs to Problem: Lack of time
and on accuracy S-S Answer the teacher’s questions and write demonstrate their dialogues. Solution: Will elicit just some
T-Ss down the TL. answers.
To encourage Ss 5” Write up question form for SS to add to their record.
and provide them 10.55-11.00 Re-elicit the pronunciation.
with FB
Materials
Lead-in
Simply Red - Stars (Official Video)
https://www.youtube.com/watch?v=izOdvBmTDh0
Google images
Language Focus stage.
CP
Self-designed.
FP
I was happy. John was happy. My friends were upset.
My mom was surprised. His wife was angry. Their daughter was excited.
We were terrified. They were disappointed. Mary was shocked.
Self-designed.