Lesson plan

Lesson plan

Send a plan for a lesson of 60-90 minutes, for any level of adult learners. The lesson should include some specific focus on a new language point – note that you need to include a thorough analysis of this language point as this will be discussed in the interview. State the overall aims of the lessons precisely. Bear in mind that the reader of these plans cannot infer what is not stated, so be as explicit as possible – for example, if you intend to clarify the meaning of an area of grammar, show how you view the meaning and how you will deal with it. Give a thorough account of your procedures in the classroom, including information about classroom management, patterns of interaction and estimated timings. Be sure to include a copy of any materials you are using. Feel free to use a lesson that you have taught before! A template for a lesson plan cover sheet and procedure is included at the end of this document
The following test will be used as a basis on which to judge your suitability for the course. Please write all your answers ON THIS SHEET. Where appropriate, you should answer in note form.

1.
Look at the verbs underlined in the following incorrect sentences. In each, a) correct the tense / structure, b) name the correct tense / structure, and c) say what the meaning of the correct tense / structure is. The first one is done for you.
1. I read a book at the moment.

a. I’m reading a book at the moment.
b. Present Continuous.
c. Used here to describe an action happening now, or around this time.

2. How are you? I didn’t see you for ages
a.

b.

c.

3. A: There’s the phone! B: OK, I’m going to answer it.
a.

b.

c.

4. She’s been to the bank yesterday.
a.

b.

c.

5. (reminiscing about childhood) I would have a pet dog.
a.

b.

c.
2.
Look at the following student errors. decide a) what the problem is b) the possible reasons for the error. The first has been done for you.
1. He was walking down the road and he fell off
a) the verb choice is correct but the particle is wrong – should be fall over
b) student knows that it is a 2-part verb but does not seem to know the collocation, or the difference in meaning between fall off and fall over.
It’s possible that 2-part verbs do not exist in the st’s language, or different particles are used.
2. Do you have got any brothers ?
a) problem with form – student realises that he/she needs to use an auxiliary verb but
b) seems to be confusing ‘do you have’ and ‘have you got’ – both of which can be used.
3. (to an acquaintance) What is your weekend programme?

 

4. (student to teacher) Give back my homework !

 

5. (talking about a light) Please turn on it.

 

6. He gave me some good advices.

 

 

3.
Look at the following pieces of language. Briefly describe how you would convey the MEANING of the word or words underlined to a group of early intermediate students, and how you would CHECK THEIR UNDERSTANDING. Assume the items came up spontaneously, i.e. you hadn’t planned to teach them.
She stumbled at the curb.
He didn’t know whether he was coming or going.
He should have finished this by now.
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