Lesson Plan

ICELT
Centre :
Candidate No:
Level:
Main aim:
Subsidiary
aim(s):
Personal aim:

Recent work
done /
Assumptions:

Profile of the
group,
including
affective and
linguistic
needs:

MX002

Date:
8th January, 2016
Candidates Name:

School:

BECENE

INITIAL A1Age Group: 17-19

# of Ss:
30
By the end of the lesson, students should be able to use adverbs of frequency when talking about the frequency of
the activities they do/do not do.
To have practice using object pronouns.

To give clear instructions and check understanding using ICQs and to check understanding of the main topic using
CCQs

They already know some verbs and expressions to talk about activities, for example: go to bed, get up, leave
home, have lunch, work study, etc.
They know how to use the pronouns I, you, he they.
They know how to use simple present.
They know how to use some time expressions such as: at noon, on Sunday, at night, in the evening, etc.
30 students between the ages of 17-19, only one man. They are studying to become elementary and kindergarten
teachers, a couple of them have taken English courses before but in basic levels. The other students have only studied
English in high school where the level is not very good, this is the first English course that they have taken in this school.
All of them participate in the classroom, but the students from kindergarten and elementary do not want to work
together, so it is difficult to plan group activities.
Most students have problems with their pronunciation and their oral fluency, but can extract information when they read
small pieces of articles or conversations according to their level.
All of them have problems with the listening activities and I have to play the audios at a slow speed so they can identify the
key words.
One of my student has had problems because she does not want to speak due to she is a little shy, but know she is more
confident than before. I ask her only short questions and she participates more.

Rationale
How the
needs of the
learners relate
to the main
The Anglo - 2015

aim and
objectives of
the lesson:
Material
referenced:

Mitchell, H.Q. & Scott, J. (2003) Channel your English, Elementary Students Book. MM Publications: EU, pages 66-67

The Anglo - 2015

Lesson Plan
ICELT
Stage / Time
/
Interaction(
s)

Objective

Procedure

Material

Anticipated
Problems

Possible Solutions

Lead-in
To set the
context of
the class

To
set
the T shows Ss 3 pictures and they Projector,
context of the have to figure out what is the laptop &
lesson.
class about. (slide 1)
PPT
presentation

Ss
might
find
difficult discover the
relation
between
the pictures

T gives some clues

about
the
relation
between the pictures,
for example: what is
this? And this? Lets put
the words all together.

TASK 1
Pre-Teach
Vocabulary
(PRE)

To provide S with
vocabulary they
probably do not
know.

Projector,
laptop &
PPT
presentation
Book page 28, 1

Ss do not know how

to pronounce some
words or/and they
do not know the
meaning.

T will show them the

correct pronunciation
and if they do not know
the meaning of a word
T explains it doing
gestures or giving a %
for the frequency of the
activity.

Book page 28, 2

Some Ss might have

forgotten some
vocabulary, for
example: a lot of,
the end, him, her
etc.

T explains the words or

prompts to another
students go give
examples, do gestures,
mimes, etc. to explain
it.

T focus Ss on the line (with the

frequency adverbs, Ss book) and
check they have noticed the 100%
and 0% at each line. Tell Ss that
the words are called frequency
adverbs and when do we use
them.
Always, usually, often, sometimes,
hardly ever, never.

T asks Ss to put them in order,

once they have finished T checks
the order (slide 2), and gives the
correct pronunciation.
Task 1
(WHILE)
Language
clarification
Controlled
activity

To provide the
vocabulary that
Ss need in this
exercise.

T pre-teaches the expression early

bird & night owl, bur first of all
asks Ss if they have an idea about
the meaning of these expression.

The Anglo - 2015

Task 1
Use of ICQs

To have practice
using adverbs of
frequency

T gives the instructions to answer

the questionnaire and asks ICQs
to make sure Ss know what to do.
For example: Are you going to
work in pairs or individually?
How long do you have?
How many questions do you have?

ICQs on the Ts
lesson plan

They might have

problems with some
words for example
the word: long.

I am going show my
wristwatch when I say
the word long and &
and I am going to
explain that the word
long sometimes refers
to time.

Task 2
Semi
Controlled
activity

To check the
answers of the
questionnaire.

T asks Ss to work out their score

and read their profile. Ss compare
their score in groups and they
have to find a new partner who
shares the same profile.

Slide 2

Probably they will

not understand
what they have to
do (the
instructions).

I am going to use some

ICQs, for example:
What are you going to
do?
Are you going to
compare your answers
on your own (doing
gestures) or with your
peers (using both body
and spoken language)?

Task 3
Use of CCQs

To check if Ss
know how to use
frequency verbs
or where to put
it using CCQs.

T asks Ss to put the frequency

adverbs where it goes, (4a) and if
the sentence it is not true for
them, make it.

Page 28, 4a.

They can confuse

the words: before
and after, this is
very common.

I am going to use body

language to show or
explain the difference
between these two
words.

ICQs
Frequency adverbs go
before/after the verb be?
Frequency adverbs go
before/after other verbs?

The Anglo - 2015

Lesson Plan
ICELT

Task 4
(language
practice)
Pair work

To compare the
sentences with a
partner

T will give Ss 2 mins to compare

their sentences
How many are the same?

Page 28, 4b.

POST
(Freer
activity)

The Anglo - 2015

They probably will

use Spanish to
compare their
profile because they
do not have the
confidence to have
an English
conversation.

I am not going to allow

them to express their
ideas using Spanish, I
am going to encourage
them to use their
vocabulary they have
just learnt and the one
they have learnt in
previous sessions.
And I can give them
some examples, for
example: I never get
up at eight in the
morning on Sunday