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Lesson
Plan Index 2 - Plans from the Articles section
If
not otherwise stated, plans by Developing Teachers.com
Plans are copyright of their respective authors
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Plan
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Author
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Level
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Main
aims
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Jane
Herbertson
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Upper
Intermediate
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To
direct students to noticing lexical items as chunks of
language
To sensitise students to the grammar/usage of multi words
To introduce students to a lexical set connected to money |
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Sam
Smith
|
Elementary
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To
raise awareness of and practice features of conversation
for showing interest in what another speaker is saying.
To practice narrative skills in the form of an anecdote
about a childhood memory and help students tell it better
by giving them preparation time, an example to compare
with and follow, and a 2nd chance to tell the anecdote.
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Sam
Smith
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Upper
Intermediate
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To
raise awareness of 'would' and 'used to' signify repeated
actions and habits in the past, 'used to' for states and
past simple for 'one off' events.
To provide receptive (aural and written) and productive
(spoken) practice of above forms.
To highlight the difference between 'used to' in the past
and the present. |
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Sam
Smith |
Upper
Intermediate
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To
provide practice in listening to identify topic areas
and also phrases key to meaning in fast connected speech
at different rates, containing pauses, errors and corrections.
To raise awareness of listening strategies and students'
own strengths and weaknesses in listening.
To raise awareness of speech features; fillers, repetition,
correction, clarifyers and phrases for agreeing.
To practice integrating real world knowledge into the
listening process to aid comprehension. |
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Sam
Smith
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Upper
Intermediate
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To
revise and provide spoken and written practice of modal
verbs in the past for criticism.
To raise awareness of the importance of the connection
between linguistic and paralinguistic aspects of language.
To practice listening skills, listening to the fast speech
of a native speaker.
To practice speaking in the forms of discussion and organisation.
To facilitate proceduralisation of target structures by
responding and adapting in real time to a partner's message. |
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Ceri
Millwall
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Intermediate
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To
highlight the use of discourse markers in context, I shall
use a written film review taken from the Internet.
To clarify the meaning, form and appropriacy of each discourse
marker.
Help
students to infer meaning and correct usage of target
language through context by means of inductive exercises.
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Alexandre
Dias Pinto & Carlota Miranda Dias Pinto
|
Intermediate
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To
promote the practice and the development of the students'
linguistic skills (speaking, listening, writing and reading);
.To teach the form, use and meaning of one of the following
grammar items: the present perfect tense, prepositions,
the imperative, word-formation or phrasal verbs
.To promote the students' interest for art in its different
forms of expression (literature, painting, sculpture,
photography, etc.);
.To develop the students' critical awareness about issues
related to the contemporary world;
.to expand the students' knowledge of the culture of the
English-speaking world, in this case, the Liverpool poets |
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Jake
Haymes
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Upper
Intermediate
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To
present and give controlled practice in ten frequently
used multi-word lexical items
To provide learners with speaking practice to activate
personal engagement with the target language |
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Katherine
Byrne
|
Advanced
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To
develop reading for gist and reading speed and foster
interest in reading authentic texts
To train learners in inferring meaning in figurative language |
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Scott
Shelton
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Intermediate
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To
raise awareness of how voice quality and intonation can
convey meaning |
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Scott
Shelton
|
Advanced
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To
provide input on CAE listening tasks through the vehicle
of a listening task itself, i.e. "Loop input",
and provide practice in listening for specific information
in an exam type format |
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Scott
Shelton
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Advanced
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To
promote fluency through planning and noticing language
though transcribing and correcting recorded anecdotes |
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Scott
Shelton
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Advanced
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To
encourage extensive reading outside of class time
To create student interest in the story |
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Jeanette
Corbett
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Advanced
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To
develop student's listening strategy, by raising their
awareness of intonation at discourse level, particularly
pitch level
Exam focus: develop their listening strategy for listening
tasks - matching |
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Jeanette
Corbett
|
Upper
Intermediate
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To
introduce and review comparisons through a text, then
heighten students´awareness of the use of modifiers
and nouns with comparatives |
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Jeanette
Corbett
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Advanced
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To
develop students understanding of a narrative text, focusing
on the literacy use of words, allowing students to infer
meaning |
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Katie
Riley
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Advanced
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To
practise listening out for the main items in the news
without any visual support.
To practise selective listening of planned monologues/
listening for more specific information |
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Alex
Case
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Advanced
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To
give CPE students exam practice with the speaking section |
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Emma
Metcalf
|
Advanced |
To
develop reading strategies: inferring meaning from context.
In turn this will promote learner autonomy in that the
questions I have asked the students are the type of questions
the students should be asking themselves when faced with
a difficult text
To encourage students to read a wide variety of texts
in English and how reading children´s literature
or popular fiction is still a valid source of text to
learn from
To expose students to some authentic texts which contain
colloquial vocabulary |
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Emma
Metcalf
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Advanced
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To
practice expressions used for telling a story or presenting
facts in an interesting or dramatic way in the context
of life as a teenager |
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Nicola
Holmes
|
Beginners
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To
review and consolidate past simple yes/no question forms
and short answers, extending their use to a variety of
different regular and irregular verbs
To introduce and familiarisation with past simple positive
and negative forms:
regular 'ed' endings /I/ and /t/ pronunciation only at
this stage) and with six common irregular verbs (including
'went' and 'had' which were introduced in the previous
lesson). Some initial controlled practice little production
at this stage |
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Nicola
Holmes
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Upper
Intermediate
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To
develop, discuss and practise listening skills in English,
focusing mainly on prediction activities and a general
awareness-raising of strategies for coping with difficult
listenings
To review and practise a set of sixteen vets appropriate
to the discussion of different stages of life, enabling
students to talk more fluently about their own lives or
the life of another person |
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Nicola
Holmes
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Upper
Intermediate
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To
familiarise students with a set of linkers of addition,
concession, cause/effect and conclusion, and encourage
them to begin to use these linkers in their writing
To prepare and motivate students to write a discursive
composition, with particular attention to generating,
selecting, ordering and organising ideas, and paragraph
planning |
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Sarn
Rich
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Elementary
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To
make it easier for the class to manage and to communicate
in class and outside without resorting to Spanish, focussing
on
- language for agreeing, disagreeing and asking opinions
(Yeah, Yes,
Of course, Mm, Well.., Hmm.., I don't know.., Maybe..,
What do
you think?, Well?)
- language of paraphrasing
- language for use when thinking (fillers) (Hmm.., You
know, Er..) |
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Sarn
Rich
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Intermediate
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To
explore suprasegmental approaches to improve English voice-setting,by
- raising awareness
- noticing
- imitating |
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Sarn
Rich
|
Pre-Intermediate
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To
review and give oral practice of present perfect for life
experiences in contrast to the past simple for specified
time |
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Darron
Board
|
Pre-Intermediate
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To
revise use of past continuous/simple past
To give learners writing sub-skills practice in editing
and drafting
To give learners fluency speaking practice |
