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Lesson Plan Completion Notes: Stages and Aim Procedure Interaction and Time

This lesson plan aims to help IELTS students understand the listening section by practicing relevant skills. The main aim is for students to understand IELTS listening fundamentals. Additional aims include improving writing skills like informal letter writing, speaking skills like discussing hypothetical situations, and listening skills like understanding gist. The plan reviews conditionals and introduces mixed conditionals. Materials include textbooks, worksheets, and dice. Anticipated difficulties like late students are addressed with solutions. The lesson involves a warmer activity, aim presentation, and a procedure with interaction types and estimated times.

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Shujauddin Jalali
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170 views

Lesson Plan Completion Notes: Stages and Aim Procedure Interaction and Time

This lesson plan aims to help IELTS students understand the listening section by practicing relevant skills. The main aim is for students to understand IELTS listening fundamentals. Additional aims include improving writing skills like informal letter writing, speaking skills like discussing hypothetical situations, and listening skills like understanding gist. The plan reviews conditionals and introduces mixed conditionals. Materials include textbooks, worksheets, and dice. Anticipated difficulties like late students are addressed with solutions. The lesson involves a warmer activity, aim presentation, and a procedure with interaction types and estimated times.

Uploaded by

Shujauddin Jalali
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Lesson Plan Completion Notes

Teacher Shujauddin Jalali Centre Jamat Khan-e-Omomi Date 16-10-2015


Level IELTS Introduction Coursebook IELTS Presentation Age Teenagers
Time 8:30 Length 3 academic hours

Aims
Main Aim: Students will be able to understand the fundamentals of IELTS listening section.

Skills Aims: writing –to write informal letters about hypothetical situations and giving advice based on them
speaking – to practice fluency in discussing hypothetical situations and solve problems based on them
listening – to listen for gist to teenagers in Britain discussing what they’d have done in various situations

Functional Aims: to revise the third conditional and to introduce the mixed conditional
to practice language of advice

Lexical Aims: to review language of classroom situations

Structural Aims (receptive): students should be able to understand the colloquial expressions used by the British teenagers
in the listening task

Structural Aims (productive): students should be able to produce various constructions using modals to give advice, such
as ‘should have’

Materials
Textbook, CD, teacher’s book role play worksheet worksheet for homework (Murphy p.28)
Game board (3) + dice/counters conditionals DVD + player register

Anticipated Difficulties Planned Solutions


Some students will be late Put them in a group with a pair that has started the warmer task and get one of the
students to explain what to do.

Students will find some vocabulary in the listening text difficult Elicit words from context after the comprehension task. Potential problem words:
manipulate, attest, magnify

Stages and Aim Procedure Interaction and


Time
Warmer: to engage student in Elicit topic of last lesson. Put students in pairs. S-S
the lesson and review Each pair has some cards. In turns, take one card. Describe the word to your partner. Don’t say the 5-7 minutes
previously learned vocabulary word. Your partner must guess.
ICQ: who’s your partner? What do you do with the card? What don’t you say? What does your
partner do?
Monitor, note errors. Feedback.

Aims There are several aims to be considered:


The main aim of the lesson takes into consideration the overall goal of the lesson, the overall theme and what the
students will be able to do with it.
The skills aims are regarding reading, writing, listening, speaking and what exactly you will do with them, such as
practice scanning skills, practice listening for gist, build on report-writing skills, etc.
The functional aims look at the main reasons for using the target structures
The lexical aims look at the vocabulary topic of the lesson, as well as vocabulary which is being reviewed.
The structural aims look at the grammatical constructions that you expect students to be able to recognise (receptive
– through listening and reading) and produce (productive – through writing and speaking). This section is particularly
important to consider for teaching young learners as well as low level students of any age.
Materials Here, it is necessary to write down all the necessary things needed for the class such as: CD, player, board
markers, DVD, player, copies of supplementary worksheets (note the source and page numbers), dice, game board,
counters, coursebooks, register, any realia to be used, etc.
Anticipated Difficulties / Planned Solutions What problems can you forsee? What will you do if they happen?

Stages means the part of the lesson, for example, warmer, lead-in, presentation, etc
Aim means which of your aims above you hope to achieve with this particular task
Procedure: In this section you should write what you are going to do. This can include: board work plan, instructions
for yourself, instructions that you will say, what you’re going to elicit and how, answers, grammar rules, phonetic
transcriptions, good examples that you want to use, and so on...
Interaction means who will be working with whom, e.g. T-Ss (class), S-S (pairs), Ss-Ss (groups), S (individual)
Time means how long you expect the task to take

[V6: 2012]

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