Lesson

Plan Template

Date: December 5 2024 Teacher: Antonia Le

Time: 7:45 Observer: Indeewari Mendis
Class: Sec 5 Class size: 7

Class profile There are seven learners in the class at intermediate level, from
the age of 10 to 14. In general, the students get along well with
each other, and they are particularly keen to participate in
A brief description of the
competitive activities, solving problems, etc. They also prefer
class Including learning
needs. activity that encourage them to move around and interact with
each other. Even though the class finished quite late at night,
but their energy level has never seemed to be low. The students
are very interested in learning words and expressions. Most of
them keep a very clear record of what they are learning for
future self-study. Some boys are not fond of the ideas of
working with some of the girls and have specifically asked me if
they can work alone. On occasions, I did honor their requests
as it is a way of respecting their learning preferences. Having
said that, it is obviously important for them to understand the
importance of working with other people in a respectful manner.
All in all, the class gels as a group and participate in class
activities very enthusiastically.
Outcomes for the By the end of the lesson, the students will have been better able
learners to read for gist to identify the writers’ opinions and for details in
the context of opinions in animal hunting.

What will change for the They will also have been better able to:
students as a result of this + use different expressions in giving opinions.
lesson, e.g. ‘By the end of the
+ give opinions on a controversial activity, i.e., hunting.
lesson students will be better
able to…’

Language / Skills To skim and identify the writers’ viewpoints, students need to
analysis focus on key sentences that they writers give their opinions.
These sentences can be put at the beginning or the end of the
paragraph.
It is also very useful to focus on expressions:

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 Lesson
Plan Template

I think/aɪθɪŋk/ …
I believe /aɪbɪˈliv/…
In my opinion /ɪnmaɪjəˈpɪnjən/…
If you ask me /ɪfjəwæsmi/…
Differentiation -Some students might prefer to move around, kinesthetic
activities are included.

Consideration of any -for tasks where

individual/sub-group needs

Course fit Second lesson: Big or small protect them all

Why you are teaching this

content at this point in the
course

Anticipated problems Anticipated problem 1:

& solutions Some students might be late.
Anticipated solution 1:
Language / behaviour / things
which may disrupt your
Review activities where students can work on words and
lesson expressions that they have learned in previous lesson.
Anticipated problem 2:
Some students might not be willing to work with a partner.
Anticipated problem 2:
Students can have the option of working with a partner of their
choice.
OR
Offer a variety of individual, pair and group work.
Anticipated problem 3:
Students might not have a lot of ideas or do not speak as much
during the speaking tasks.
Anticipated solution 3:
Make sure students have enough thinking time before they
speak and design questions in a way that is suitable for learners

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Plan Template

of this age group.

Reference for Magazine

materials / resources,
and a brief rationale for
why they have been
chosen / adapted
Coursebook pages,
supplementary resources,
etc.

Teacher learning focus Working with young learners from age 10 to 14.

Classroom management
Area(s) you’d like observer to
pay particular attention to for
your personal development

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 Lesson Plan Template

Stage Stage Aim Procedure Interaction Timing

warm up To review what Show different unscrambled words on the topic of animal T-Ss 7:45-7:55
they have learn in protection. Students work in pairs to write down the correct S-S
the previous words. They they have to make sentences using the words.
lesson T-Ss

Lead-in To activate -Show the pictures of three different animals on the board. T-Ss 7:55-8:05
students’ -Give students time to note down words that describe how S
schemata. they feel about these photos. Ask students to describe the S-S
photos and their feelings.
-After the students have done with the photos, ask them to
write down a minimum of three questions that they would S
like to ask the one of the animals.
-Assign students into pairs. Their partners will ask them S-S
using the questions that they have written before.
T-Ss
-Whole class-feedback.
-Focus students’ attention on the question:
‘How can humans be a danger to animals?’
S-S
-Students work in pairs to discuss the questions and to rank
the most dangerous to least dangerous activities.
T-Ss
-Whole class feedback.
Reading To help students -show an opinion on the board. Ask students to read quickly T-Ss 8:05-8:15
for gist- with reading for

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 Lesson Plan Template

identifying main ideas and to and to decide if the writer is for or against hunting?
the writer identify the -highlight words that help them identify the opinions and the
opinion writers’ opinions supporting reasons
-Go through the exam skills with gaps. students work with
partners to guess what the words are.
S-S
-students do the same for other opinions.
For early finishers, they will write a sentence or two to
share if they agree or disagree with any one of the post S
writers. T-Ss
-Whole class feedback. S
-Reflection: How can we identify writers’ opinions? Why is it T-Ss
useful to identify writer’s opinions?

Reading To help students -Focus students on the task where they match the names 8:15-8:25
for details improve their with the sentence endings.
abilities in reading -Demonstrate the tasks. One student will tear the parts of
for more details the paper, run back to their parner and complete it.
using their
scanning and -Reflection: how did you find the answer? how useful is it to
intensive reading work in pairs?
skills.

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 Lesson Plan Template

Write a To help students -Draw students attention on the task. 8:25-8:40

post better able to ‘Is it wrong to hunt?’
express opinions
in writing. -Ask students to write a post to give opinion on this matter.
-Set time limit at 7 minutes.
-Together set success criteria for a post giving opinion
-Peer feedback based on success criteria.
-Whole class feedback.
Second To provide -Draw students’ attention to the phrases. T-Ss 8:55-9:05
hour students with -Students work in pairs in categorise them into groups. S-S
more phrases to
language
give opinions, to -Whole class
inout
check and -Drilling pronunciation T-Ss
confirm, to agree
and to disgree
Debate To provide more -focus students on the task: students will work in groups of T-Ss 9:05-9:30
freer practice on 3 and 4 to choose a topic for their debate. Ss-Ss
the topic. -set time limit for preparation
-set criteria for a successful debate.
To help students -Whole class feedback
develop their T-Ss
fluency -reflection

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 Lesson Plan Template

Review To consolidate -A vocabulary game where students write down T-Ss 9:30-9:40
what students words/phrases that have been introduced during the lesson
have learned

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 Lesson Plan Template

Post observation reflection (Teacher)

You can use these questions to structure your thoughts for post lesson reflection:

What learning outcomes were achieved by the students? How did they benefit from the lesson? Comment on specific teaching
techniques, activities, resources and materials.

What do you think you did well? What are your strengths?

If you were teaching the lesson again, how would you change it and why?

Did you have a Teacher learning focus? To what extent did you achieve your goal in relation to the focus; again, as evidenced by the
learning outcomes of the students?

Did you feel your teaching developed during the lesson and/or its planning? What would you like to work on in the future?