Here you are going to write a lesson plan for a large class of 60 students. The plan is 60 minutes long, and so don’t forget to put the timing for each stage, and the student/teacher interaction too. Note; S-T & T-S is not suitable for a large class, you need to get the students in small groups right from the start, and interacting in those groups as soon as possible.To write your lesson plan you can use either a PPP structure or a skills-based lesson plan structure. Here’s a quick reminder of the stages you will have to include (don’t forget you can find detailed information on these lesson plan structures in units 2 and 6 of the Methodology course). So first you need to decide which lesson plan structure you will use – you only need to choose one structure here. See below what you should include depending on the structure you choose:PPP1.    Lead-inUse this to warm the students up for the lesson, grab their attention and find out what they already know about the TL. Remember not to teach anything here.2.    PresentationTeach the meaning, pronunciation and form of the TL. Elicit as much as possible and don’t forget the concept questions . Remember you need to find a way for your sts to discover the meaning themselves rather than just tell them.3.    Practice (controlled)Students practise using the TL themselves in structured activities.4.    Production (free)When you are happy the students have grasped what you have taught them they can practise using the TL in a free way using everything else that they know. This should be a speaking activity and students should use the language naturally.Lesson topic ideasYou need to do a lesson based around functions – i.e. how to do something. You can choose any function you like – here are a couple of ideas:Making a complaintGiving OpinionsMaking requestsAgreeing and disagreeingMaking excusesDon’t forget as target language here, you will teach between 8 and 10 useful phrases rather than individual words for the function you choose.Skills1.    Lead-inHere we introduce the theme of the listening or reading to get the students “contextualised”. We don’t need to focus on the skill yet.2.    Pre-teach vocabularyTry to get students to work together to work out the meanings of some tricky or unknown words from your text or listening resource.3.    Predictive activityThe students should predict something they think they will hear or see in listening or text.4.    Listening/reading for gistStudents should do a task that checks their general understanding of the listening or text.5.    Listening/reading for specific informationStudents should do a task where they read or listen for specific information.6.    Follow-on taskThis task is a continuation of the theme and should be a speaking or a writing activity.Lesson topic ideasChoose a listening or reading resource to base your lesson around. You don’t have to include the actual resource here but clearly explain what it is. Here are a couple of ideas:A newspaper headline about a popular musicianA sports commentary from an important national gameA short clip from a film or TV programmeA review of a new games consoleNow you can write your lesson plan. Here are a few things to remember:Your students should be put into groups right at the beginning and they should work in these mini-groups throughout the lesson. You can put groups together for some activities but avoid whole class activities. You need to describe the group work in each of your activities.All the students should participate as much as possible and aim for as much STT as possible.Elicit – don’t lecture the students.Use your group leaders to help you manage the activities, and help with monitoring and feedback.Choose something that is suitable for both the age and the level of the students – they are pre-intermediate level teenagers.The word count for your lesson plan is 600 words.NOTE TO THE TUTOR: – I asked another tutor to help me with this but they did it incorrectly. I attached the Lesson Plan the previous tutor did for me and it was INCORRECT. This is the feedback I received from professor SO PLEASE DONT MAKE THE SAME MISTAKE: Sorry but this still isn’t what the assignment requires. It is too general. You need to teach and practise 8-10 useful phrases for the function you have chosen.Here is a link where you may find useful phrases:https://www.englishclub.com/vocabulary/functional-language.htmYou also need to be clearer on how you will organise the class for each activity. The activities are the easy part – the organisation is the difficult part! This assignment is looking for more information on how you will run your class as opposed to the actual activities you will do. Think about how you would form groups in terms of levels etc …. choosing groups leaders, monitoring and feedback with groups and leaders… using powerpoint, microphone …Here is an example of what is required (please don’t use this example):Pre Plan InfoStudent level:   Intermediate    Duration:             1 hourAim:   To teach the language associated with making complaints,  to a large class of 60.Target Language               “Excuse me”, “Sorry …”,  Unfortunately, etc.                                                can you change, fix, replace, stop, etc. please.                                               Assumptions     Students will have encountered these phrases before but may need understand the British need for politeness in complaints situations.OrganisationSplit the class into groups of 6 with a group leader. The groups should be mixed abilities. Potential leaders can be identified from those who actively participate in class. Speak to the group leaders together before a class to tell them what you need from them as leaders. You need them to be your eyes and ears to make sure that all students have resources and understand instructions. They also need to make you aware of potential problems.In class, students can move the chairs so that each group is sitting together in a circle, with space for the teacher to walk round, listen, monitor and correct where necessary.The groups are around the edge of the room so that a space is available in the middle to do activities where appropriate.The teacher has an overhead projector and IT facilities. A good sound system is available and he has a microphone to project his voice to the back of the room.PLANWarmer (2 mins)Amended “Simon Says” game using “Please” instead of “Simon Says”Lead in  (8 mins)A short, comical video lasting 3 minutes parodying the British love of talking about the weather. The large hall benefits from a large screen, so use the facilities which are available.Talk about phrases used to show politeness.  Elicit examples. Use groups to discuss and list examples of phrases used to be polite.Class feedback, write answers on board but also show prepared list on overhead projector. Want to make sure fonts big enough so people at back can see.Presentation  (12 mins)Talk about my hotel room last night. No heating, noisy neighbours, empty mini-bar.  “ I want to complain.  What should I say?”  Elicit examples of words I should use. Then groups to discuss and think of more examples, for example:I have a complaint to make. …Sorry to bother you but…I’m sorry to say this but…I’m afraid I’ve got a complaint about…I’m afraid there is a slight problem with…Excuse me but there is a problem about…I want to complain about…I’m angry about…Try to Elicit Excuse me, and Sorry at the start of the sentence and elicit reason that it is more polite . More British. Demonstrate difference between using and not using politeness.Elicit a range of other situation the students have experienced where they complained or wanted to complain.Short role play with two group leaders to demonstrate the language to the classPractice (15 mins)Closed pair work in groups to use language concerning specific example of complaining about hotel room ( flash cards). Listening, monitoring and correcting.Class feedback and review of any errors highlighted when monitoring the pairs workOpen pairs within each group using the target language, and the list on the board of things to complain about and sentences to use.Controlled roll play using prepared situations, both polite and impolite complaints (hand-outs). Then discussing in groups, which set of complainers got a better response.  Monitoring and correcting.  Feedback on the board.Production (20 mins)In pairs, back-to-back,  have a pretend telephone conversation where one is making a complaint and the other is answering the complaint. Swap roles after a couple of minutes, then swap pairs partners, and repeat.Teacher monitoring but not correcting.Feedback and homework (3 min)Class feedback where teacher can reinforce problem areas heard during monitoring. Summary points on overhead projector.Homework: Write an email to the hotel you stayed at last week telling them why you are unhappy.
Here you are going to write a lesson plan for a large class of 60 students. The plan is 60 minutes long, and so don’t forget to put the timing for each stage, and the student/teacher interaction too.
Lesson plan template Unit/Course Topic Making Requests Day and date 10/15/2021 Venue Lecture Hall Time 60 minutes Learning Outcomes ●The students should be able to know to make requests ●The students should be able to know the importance of requests ●The students should be able to able to know genuine and false requests Transferable skills developed Attentive listening Non-verbal communication Clearness and conciseness Confidence Empathy Giving and requesting feedback Open mindedness Being respectful Problem-solving Plan of activities Time (in minutes) Teacher Activity Learner activity (What the students will do?) Hand-outs, resources & bookings needed 5 mins Lead In Use Grabbing the attention of the learners Introduction and background of the lesson Linking the lesson with prior knowledge and experience Organizing learners in groups Asking an answering questions Learners discussing in low tones Learners taking notes Learners getting into groups. Coursebook Key ideas of the last lesson 5 mins Introduction of the current topic with learning outcomes and expected developmental skills By the end of the lesson, the learners should know to make genuine requests By the end of the lesson, the learners should know to differentiate genuine and false requests By the end of the lesson, learners should explain the reasons for acceptance and declining of requests By the end of the lesson, learners should evaluate and reflect upon skills they have developed during their degree Learners taking notes Learners asking questions Learners discussing in low tones Learners linking each outcome with the lesson content Projector Videos showing scenarios of requesting Summarized student notes Class textbook 15 mins Presentation Guiding learners to watch videos on making request Guiding learners to go through a case study on making request Presenting ways of teaching making requests Learners watching videos and taking notes Learners going through a case study on making request Videos on making requests A case study on making requests 15 mins Practice Meaning of the vocabularies from the case study and the videos Guiding students to discuss their observations and lesson learned from the videos and case study Guiding learners to asking and answering of questions Learners highlighting the vocabularies from the videos and case studies, and their meaning Learners discussing their observations and key takeaways from the videos and case study Learners asking and answering questions Summarized notes Key takeaways Videos on making requests A case study on making requests 15 mins Production Giving learners a case scenario to demonstrate their knowledge and skills Observing learners and taking Controlling the activities of the learners Learners demonstrating how to make requests Learners conversing with one another in attempt to make requests Learners identifying the mistakes made by others in each scenario Course book 5 mins Concluding the lesson: wrap-up of learning, go over tasks and gather feedback on how the session went. Reflection on the lesson Answering questions to learners Getting learners feedback Giving assignments and homework to learners Learners reflecting on what they have learned Learners answering and asking questions Learners giving their feedback about the lesson Learners taking down notes, assignments and homework. Exercise for learners Summarized notes Course book Total time = 60 minutes




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