Name

Jiten Bhagat

Week

TP No

Length

45

Level

Upp-Intermediate

Date

07/02/2015

Class Profile

A group of 15-20 monolingual students in upper-intermediate level

They are keen, attentive learners
This lesson should stimulate their reading, writing and speaking skills

Primary Aim(s)
By the end of the lesson Students will have practiced and improved their reading skills
Reading for gist
Intensive reading
Secondary Aim(s)

Teach text related vocabulary and pronunciation of new lexis

Develop Ss speaking skills and oral fluency
Work on the Ss writing skills by asking them to write one quiz question

Personal Teaching Aims

1

1.
2.
3.
4.
5.

To deliver the full contents of the lesson within the time limit.
To be able to undertake all the exercises smoothly.
To assess the learners understanding and give accurate feedback.
To help learners with the meaning and pronunciation of new lexis.
To be able to use my power point presentation and the projector without problems.

Source Aids/Handouts

Language to go. Longman. students book upper-intermediate, Unit 40, pp 82,83

Ts material (ppt and H/Os)
Data projector
Laptop

Anticipated Difficulties
Meaning

Students may not know the meanings of some of the words

Suggested solutions
Give handouts of words that might be a problem for the
students along with their meanings

Form
Phonology

Management

Learners

Students may not know how to pronounce some words.

Some activities might take longer than planned for.

There could be a technical hitch. Projector not working.

Model the sounds clearly and help the learners say the
words using phonemes. Ask the Ss to repeat the correct
pronunciation individually.
I will plan my lesson by adding some more minutes for
each activity. I will also have an extra activity in case I
have more time than needed. In case I run out of time, I
will skip one activity and give it for homework. Make
handouts of P/P presentation.

Language Analysis Sheet (vocabulary)

Vocabulary item

Meaning

Awful

very bad or unpleasant

Congratulate

praise (someone), give (someone)

one's good wishes

Rubbish

worthless

Spill

cause or allow (liquid) to flow

over the edge of its container

apology

an expression of regret, to be sorry

Manners

way of behaving toward others

Polite

Having or showing behaviour that

is respectful and considerate of
other people.

Rude

Impolite(not polite) or ill-mannered

Particular

Specific

Form
(irregularities
)

Pronunciation

fl

knrajlt

rbiSH

spil
plj

Manr

plt

rood

p(r)tikylr

How will I convey

meaning?

How will I check

understanding?

Example

You pass by a garbage

truck. How does it
smell?

Through the
pic/example

Your friend wins the

marathon.. What would
you do?

Example

The last book you read

was really bad..You did
not finish it..

Through the
pic/example

This morning I dropped

some coffee on myself

Through the
pic/example

I shut the door on

someones face without
knowing

Through pics

That boy always says

please and thank you

Through the
pic/example

That boy always says

please and thank you

Examples/pics

Lady screaming at the

poor waiter.

Examples

You always go to the

bakery to buy a specific
pie.

Procedure of the lesson

Stage

Teacher Activity

Student Activity

Aim

Greeting

Introduce myself. Ask S if they

remember me. Write my name on the
WB in case needed. Ask them if they
had a good week.
Ss respond and try and
guess the topic

To try and get the Ss guessing as to

what todays topic is.

T-S, S-T

Lead in

T shows Ss a few pics and asks S to

try and identify the topic. What do all
these people have in common?
T shows Ss a slide with pics from the
days lesson. Asks Ss to describe what
is happening and get responses to the
situations shown. T uses this to teach
and clarify vocabulary needed to
complete the quiz.

Ss respond with their own

suggestions as to what
happened.

To get the Ss talking about the

various situations and outcomes of
the scenes shown.

T-S, S-T

Drills Ss in pronunciation of unknown

lexis with a vocabulary slide and then
gives Ss a vocabulary H/O.

Ss repeat the pronunciation

as a group and then
individually.

To teach new lexis and how to

pronounce them

T asks what kind of people are they?

Angry..rude..?

Ss respond

Pre- reading
stage

To break the ice

Interaction

To get the Ss to use the word Polite

T-S

Time
allocatio
n

Materials
used

WB

WB/PPT

WB/PPT

T gives out H/Os of the days lesson.

Asks the Ss individually to complete
the quiz by just skimming through the
text.
While- reading
stage

T pairs the Ss and now asks them to

compare their answers and discuss
which choice was the most polite one
and why.

T asks who the most polite student is.

What is being polite all about/ how do
you say a person is polite?

Post- reading
stage

Ss skim through the text/

mark the answers to the quiz.

To improve their gist reading skills.

T-S, S-T

H/Os

S-S

H/Os

Ss go through the text in

detail and discuss their
choices with their partners.

To improve their intensive reading

skills

Ss respond

To get a conversation started

T-S, S-T

Ss respond

To get the Ss views on what being

polite is.

T-S, S-T

T-S, S-T

WB/PPT

T-S, S-T

WB/PPT

T shows slide with Good manners. Asks

Ss to read the various points from the
slide. Asks the Ss if they follow any of
the points on the slide in their daily
lives.

Ss respond

T asks Ss to guess which country is

the most polite. Shows Ss a slide with
a survey of polite countries.

Ss respond

To keep in touch with the topic and to

get the students to speak.

To continue with the topic

In pairs students compose one scenario

for the quiz with three answers as
options. Ss then post these questions
to the class and other Ss choose the
correct option. ( could be given as
homework if time is not sufficient)

Ss do the activity amongst

themselves

To improve Ss writing and speaking

skills

S-S

5-7

T-S, S-S

Freer activity
T gives the Ss a set of cards. Ss are
divided into groups of 4/5. One S in the
group calls out the first prompt. The first
S to call out the correct guess wins the
card. Cards are passed around the
group so that each student takes a turn
at calling out a prompt. The S with the
most cards wins the game.

To make the Ss practise using

appropriate responses