4.2. План урока на английском языке
Teaching Practice № _______________Date: ________________Time: _____________min
English Lesson Plan ______________, class _______________, school _______________
Student’s Name: __________________________________ Tutor name: __________________________
Lesson Topic __________________________________________________________________________
Lesson Type: _____________________________________ (i. e. reading / speaking / listening / writing // lexis / grammar)
Communicative aim ____________________________________________________ (i.e. telling stories / listening for gist…)
Language Focus __________________(i. e. sense verbs / descriptive adjectives / Present Continuous for future arrangements)
Lexis ______________________________________________________________________ (list of words and expressions)
Personal Aims _______________________________________________________ (i. e. keep the pace brisk (don’t explain ->elicit) / Reduce TTT1(don’t repeat pls’ answers / get time for feedback and delayed correction…)
Materials _________________________________ (i. e. TOTAL ENGLISH Pre-Intermediate, Richard Acklam, Araminta Crace, Longman, 2005, p. 31,)
Anticipated Problems and Solutions
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Problems |
Detailes |
Solutions | |||
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Language |
immediately / suddenly obviously / naturally |
Distinguish the meaning using pictures, concept check questions | |||
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Classroom management |
1) Dealing with pupils who are bored 2) There are not enough copies |
Give them extra tasks set pairwork | |||
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Personal |
Error correction after freer practice |
Record typical errors, then let the pupils correct themselves, if they can’t ask the class | |||
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Stage Time/ Aims/ Interaction |
Teacher |
Board |
Pupils |
Notes | |
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1) 9:00 Greetings Teacher – pupils (tch – pls) 1–2 min |
1) Good morning! 2) How are you? 3) Are you ready for the lesson? 4) Who is absent? 5) What’s the date / day today? |
the …th of September, Wednesday |
1) Good morning! 2) How are you? 3) Yes we are! 4) X is absent. 5) It’s the …th of September, Wednesday |
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2) 9:02 Pronunciation warm-up Tch – pls 2–3 min |
Let’s start with pronunciation warm-up! Listen and repeat! (the list of last lesson lexis that caused pronunciation problems) |
Could be written on the board before the lesson! |
Pupils (pls.) repeat in chorus |
Keep an ear on weaker pupils! | |
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3) 9:05 Revision Tch – pls 5–10 min |
What was your homework (HW)? Did you have any problems? Let’s check! Invite pls to read the HW, if there are problems / mistakes, encourage peer-explanation / correction – Does everyone agree? Who can explain? |
Problems could be written on the board |
Pls. read their homework one after another |
Course book page (p.) … exercise (ex.) … Possible problems … Possible solutions …
Keep
an eye on the following pls …. (names) | |
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4) 9:15 Lead-in – to prepare pls for the topic to come, – to pre-teach vocab Tch. – pls. 2–3 min
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Tell a short story about myself using the target language / encourage pls to ask me questions / contextualise the target language. |
Draw pictures or visualise the target language other way. |
Pls. listen and ask questions. |
No correction at this stage or encourage self-/peer-correction | |
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5) 9:18 Pre-listening/ reading gist task – to make pls predict what they are going to hear/read pls.– pls.
5–7
min |
1) Discuss in pairs: – number of close friends you have –changes in friendship in the last .. years – computers’ effect on friendship 2) How many questions are you going to discuss?
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P. … ex. … Or – number of close friends, – changes in friendship in the last … years, – computers’ effect on friendship.
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1) Pair work
2)three questions
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Course book p. … ex. … Monitor and help if necessary, but DON’T INTERRUPT or CORRECT Get feedback from 2–3 pls. Get CD player ready if necessary. | |
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6) 9:25 Listening / reading 1 – for the main idea 3 min |
Open your books on page … ex. … listen to the text / read the text for the first time to check your predictions. Do not worry about any unknown words! (Check answers in pairs or check answers as a class) |
P. … ex. …
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Pls. first check answers in pairs then …(name)… gives the answer …
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Course book p… ex. … / play the CD. | |
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7) 9:28 Detailed Task – Teaching listening / reading for specific information 10–12 min |
1) Ex. … read the task and try to do it by memory. Check if the task is clear. Now listen to the text / read the text for the second time to do the task. Do the first together as an example, ask a stronger pl. (name). 2) Go through the answers, check understanding, asking Y/N questions clarifying the meaning. i. e. You’ll probably only have about three close friends, as well as a few ‘semi-detached’ ones. Do I have semi-detached friends? Drill pronunciation; Elicit syntax function in the sentence (linking, addition). |
Ex. ….
The answers …………… |
1) Pls. do the task.
2) Check in pairs Х gives the answer … …………… |
Course book p. … ex. … Possible problems …………………. Possible solutions …………………..
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8) 9:40 Summarise the lesson give HW |
Today we have learned …………..(target language). Names – You have worked very well. Names – could have been better. The homework – p… ex… Prepare a story about… That’s all for today! Thank you! Have a nice day! See you! |
The homework – р. … . ex. … |
Pls. take notes. |
Check that everyone takes notes correctly. | |
