TP3-8 Lesson Planning Paperwork
TP3-8 Lesson Planning Paperwork
Main Aim(s) (state from the students’ perspective; include context and, where appropriate, specific language items, sub-skill terminology and how
students will use the language):
By the end of the lesson students should be able to differentiate between obligations and permissions.
Evidence:
I will know if my aims have been achieved if the students were able to complete the controlled written
practice and justified their answers, and if they were able to complete the final communicative activity.
Personal Aims
In this lesson, I, as the teacher, will be working on improving: I hope to achieve this by:
My time management of the class. Giving every stage a reasonable time.
Having a more student centred class. Applying the guided discovery method when
clarifying the meaning to the student.
Materials (including source – book, author, publisher, year, page / section numbers). Please submit all handouts with your plan as they are going to be given
to the students and with copyright where required.
Doff, Adrian, et al. Cambridge English : Empower, Upper Intermediate Student’s Book. B2. Cambridge, Cambridge University
Press, 2015. /power point/
Assumptions (i.e., points which are important for the lesson but which I think the students already know or can already do and which I will therefore not be
focusing on in my lesson):
This lesson is based on the assumptions that: This is relevant because and/or this is important at
which point of the lesson:
Students already familiar with concept of This important for students to know in the stage of
model verbs. clarifying the form.
Anticipated Problems and Solutions (i.e., issues with incidental language, procedures, tasks, skills, materials, culture, classroom management,
dynamics, timings, technology, etc., which are not included in my plan but which might arise during this lesson) and solutions to them (i.e. how I will react if
these problems arise).
Please write anticipated problems with target language on your LA sheet.
Please indicate anticipated problems which are already incorporated into your plan in the Rationale column of your procedure
page.
Possible Problems Proposed Solutions
Having a hard time dealing with the For The lead-in I tried to include
students, as it's our first lesson with speaking for a few minutes as an ice-
them. breaker.
Language area:
giving obligations and permissions.
Context:
Two pictures one is for a nice boss, and the other for a mean boss. Students have to elicit the meaning of
obligations and permissions, by the idea that the nice boss always give you permission, and the mean boss
always giving you obligations to do.
Target sentence(s) from the lesson (include affirmative, negative and interrogative if relevant):
Describe how you will convey and elicit the language and how you will check students have understood:
I will present to the students Two pictures one is for a nice boss giving permission to an employee and the will
ask them to find the differences between the two picture, i will ask the students what is the mean boss doing?
Giving the employee so much to do, do you think that the employee have a choice of saying no, or he does he
have to do it? He can't say no because it an ---teacher elicits obligation,
obligation, teacher now moves to the second
picture, what do you think about the second boss? He is nice. Why? because he is giving the employee a day
off? Can the student take the day off by himself? No. What does he need to take the day off? Teacher elicits—
permission.
You are supposed to work this Saturday.
You are allowed to take the next Saturday off.
I will ask students CCQs to check for their understanding.
Anticipated problems and solutions with the target language (Meaning / Appropriacy) :
Possible Problem Proposed Solution
Students may confuse between what model/verb To guide students to know the difference between
to use when giving permission and what obligations and permission using CCQs.
model/verb to use when making an obligation
phrase.
Analyse features of pronunciation: (e.g., sentence stress, weak forms, contractions, phonemic transcriptions):
You' re supposed to go the doctor : /ˈyu̇ r sə-ˈpōzd ˈtü ˈgō ˈtü t͟hə ˈdäk-tər/.
ˈdäk-tər/.
You're allowed to take next Saturday off :/ jʊər
jʊər əˈlaʊd
əˈlaʊd tə
tə teɪk
teɪk nɛkst
nɛkst ˈsætədeɪ
ˈsætədeɪ ɒf/
ɒf/.
They let me do it :/ ðeɪ
ðeɪ lɛt
lɛt mi
mi dʊ
dʊ ɪt
ɪt /.
They made us work on extra movies:/
movies:/ ðeɪ
ðeɪ meɪd
meɪd əs
əs wɜːk
wɜːk ɒn
ɒn ˈɛkstrə
ˈɛkstrə ˈmuːviz/.
ˈmuːviz/.
Sources used:
Lexical item / written record Definition (in student-friendly What context will you use How will you check Any other Form information, Anticipated problems with Solutions to all listed
(spelling, part of speech, language) and appropriacy and how will you convey understanding of Meaning, e.g., collocations? MPFA. problems.
syllables / word stress, (if applicable). and elicit?
elicit? e.g., CCQs?
phonemic transcription).
Example: A game played by 2 or 4 Show a picture of a player / The picture will be enough to play tennis M/A: None. M/A –
players on a tennis court, game and ask “What sport?” but I could ask: to have a game of tennis P: Ss may stress both P: Draw attention to the
tennis (noun – non-count) e.g., at Wimbledon, using How many players do you tennis player syllables and pronounce the board record and model and
/tenIs/ rackets and balls. need to play? (2/4) tennis court final [i] as a long /i:/ drill chorally / individually.
What else do you need? tennis racket F: Ss may say to ‘play at F: Elicit peer correction or
(rackets, balls, a court, etc.) tennis balls tennis’ or ‘to have a play of give and board the correct
Do you know any tennis etc. tennis’ form.
tournaments/players? (open)
5-7 min 1-Lead-in To generate interest on the T presents a picture of a boss and an employee. OC
topic of the lesson. T asks the students the following question:
Is it funny when you boss makes you water flowers for T
him? Or order sandwiches? Discuss in groups of three
what else a new employee might be asked to do at S-S
work?
T asks Ss to discuss their answers in pairs.
T discusses the answers OC.
Tutor’s comments on the execution of the above stage (strengths are underlined and areas to think about are in bold).
8 min 2- Clarification To provide context for the I will present to the students Two pictures one is for a T - Ss
of the target language through a nice boss giving permission to an employee and the
meaning. situation and elicit the idea of will ask them to find the differences between the two
obligation and permission. picture, i will ask the students what is the mean boss
doing? Giving the employee so much to do, do you S-S
think that the employee have a choice of saying no, or
he does he have to do it? He can't say no because it S
an ---teacher elicits obligation,
obligation, teacher now moves to
the second picture, what do you think about the
second boss? He is nice. Why? because he is giving OC
the employee a day off? Can the student take the day
off by himself? No. What does he need to take the day
off? Teacher elicits—permission.
elicits—permission.
5 min 3. Clarification To clarify the pronunciation Teacher presents the following sentences : T -Ss
of to the students. I am supposed to go to the doctor.
pronunciation I'm not supposed to go to the doctor.
T presents the full sentence and says it three times,
then asks Ss to chorally say it 2 times, and then
choose individually – 321 drilling
Tutor’s comments:
6 min 4. Clarification To guide the students to Teacher presents the following sentences to the Ss T
of the form discover the form. Teacher tells Ss you have 4 min to answer the
using guided following questions with your partner.
discovery. Where is the model verb? T-Ss
Where is the verb be?
Where is the infinitive?
Where is the positive, negative , and question form?
Tutor’s comments:
7 min 5. Controlled To provide the students T presents a group of sentences and ask them to work T
written controlled practice of the in pairs, and decide if the sentence is an obligation or a
practice. target form. permission, S-S
T tells students you have 5 minutes to find out which
sentence is obligation and which one is permission.
Tutor’s comments:
T-S
Tutor’s comments:
8
Tutor’s comments: