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Upper-Intermediate Story Lesson Plan

Here are some suggestions for your next lesson: - Spend more time on the vocabulary. Do activities to check understanding like having students use the words in sentences or do drawings to illustrate meaning. - For listening, give students clear tasks before playing the audio like making predictions or filling in a chart. Have them discuss in pairs before playing to generate interest. - Include more opportunities for student speaking like discussions, role plays or debates. Ask open questions to get a variety of opinions rather than yes/no answers. - Monitor groups more closely to ensure all students participate and understand the tasks. Provide feedback and encouragement as needed. - Vary your teaching methods - include visuals, movement, games to keep energy

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Hans-Peter Lauer
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89 views7 pages

Upper-Intermediate Story Lesson Plan

Here are some suggestions for your next lesson: - Spend more time on the vocabulary. Do activities to check understanding like having students use the words in sentences or do drawings to illustrate meaning. - For listening, give students clear tasks before playing the audio like making predictions or filling in a chart. Have them discuss in pairs before playing to generate interest. - Include more opportunities for student speaking like discussions, role plays or debates. Ask open questions to get a variety of opinions rather than yes/no answers. - Monitor groups more closely to ensure all students participate and understand the tasks. Provide feedback and encouragement as needed. - Vary your teaching methods - include visuals, movement, games to keep energy

Uploaded by

Hans-Peter Lauer
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Name: Frederic Date: 18/6/2020 Level: upper- TP: 1 # Ss: 10-12

intermediate

Communicative aim (What is the conversation the students will have at the end of the lesson):
By the end of the lessons, students have read, listened, and talked about a story.

Main aim (skills or systems): By the end of lessons, students have improved listening for details Commented [NB1]: ✓

Sub aim (skills or systems):


Vocabulary – I ‘ll pre-teach some words
Speaking (about stories) Commented [NB2]: ✓

Target language (examples of sentences and/or vocabulary):


Vocabulary- clairvoyant, fortune-teller, spot on, laid-back, weird, spooky coincidence, sceptical
language Meaning Potential difficulties
Include examples Form Possible solutions Commented [NB4]: Think about how you’ll help ss –
Pronunciation practical ideas for in class
Eg what does a fortune-teller do? (tell one’s fortune- ie,
fortune-telling M: the practice of predicting the vb)
(clairvoyant)/ fortune-teller M: a person who believes he is able
to see future events
F: noun
P:/kleə’vɔɪənt/ and /’fɔ:tʃu:n ‘telə/

spot on M: exactly right (informal)


F: adjective
P: /spɑt/
Time Student activity (including interaction pattern Stage aim My role
eg. Individual, pairs, small groups, whole class)
3’ Ss introduce themselves. Lead-in: to establish • Introduce himself.
Ss say what they think about “coffee cup rapport with the • Elicit what coffee cup reading means, pre-teach vocab. Commented [NB6]: ✓
reading” students and motivate
them.

8’ Ss read the first part of the story silently and Reading for gist • Put into BOR
try to guess the setting of the story. Personalizing • Elicit answers and ask the students if they like that
whole class Fatos read their coffee cup.

8’ Ss read the nine questions beforehand Listening for details • Tell the students that they are going to hear the second Commented [NB7]: Here we listen for the gist- ‘were
Ss answer the questions in EF p. 9 ex 1d. pairs part of the story, and should take some notes. we right?’
• Put ss in BOR to compare answers. Divide into pairs. Commented [NB8]: Or check their predictions?
• Play the audio. Check the answers.

8’ Ss should guess the missing words first, Listening to infer • As a support, the teacher writes the missing words on
time
is left

Lesson materials
(include here the materials / board plan for your lesson. Remember to source them)

Own PP
What were the learning outcomes? How much did the students learn? How do you know?

Your lesson got cut into 2 due to technical problems- nevertheless, you picked up smoothly from where you’d left off!
Ss listened to the audio & answered the Qs- good, you worked through them at a reasonable pace, but try to keep it ‘real’-
ss need to discuss the text, predict what might come next, listen & find out.

Make sure ss have clear tasks to do before they listen & chances to discuss their answers in groups (when possible).
You started to get a little ‘debate’ going at the end- good- more of this- ss expressing their ideas/opinions- not just doing
‘exercises’.

A good first lesson with the group Frederic.

What was the atmosphere like in the class?

Ss worked through the tasks. Good, but think about trying to raise interest & engage them a bit- what do they think will happen next? Do they think
it’s true? Etc.
Satisfactory pass? Yes

(TO BE FILLED IN BY TUTOR)

What happened? How well it worked and why? Comments

Intro • A quick link to Lou’s lesson • ….not too quickly-


• Showed a slide to set context T: what does this person do/why?- ask
• Explained words…. them about it
• Clairvoyant vs fortune teller- do we
• ask some checking Qs? Confirm they’ve
followed it? T: do you think…X?

vocabulary • showed slide & elicited answers • Again- discuss in groups


• you explained some of the words • …more thorough. Get something from the
ss- don’t just tell them. Eg what does a laid
back person do in a stressful situation?

Gap-fill • Told them what to do • Can we see an eg?


• Good- ss finally in groups to speak • Monitor? Visit the groups

Feedback • Played the audio- ss confirmed the answers • They simply hear the word- this isn’t really
a task….- it doesn’t help us understand the
words

Speaking • Asked them about the 3 stories- their opinion • T: heard of anything similar? (since they

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