Anticipated Problems + Possible

Stage/time Aim(s) Procedure Interaction

Solutions

Intro To greet the Ss and to set the Say hello to the students ask the class for the day and date T-Ss P: Ss cant easily see that he is
context for the lesson write it on the board (usual start to the lesson) talking on the phone
S: Have an enlarged picture of
3 mins Project the image on the board (OHP) his upper body (showing he is
talking on the phone) Put it on
Indicate Dan and ask: the projector for the question
Where is he? part if needed.
What is he doing? (see if they understand Pres Cont)
What is he saying?

Conversation in To expose Ss to the TL by Tell the Ss Dan is talking to his girlfriend Jane. T-Ss P: Many people here say only
order having them put a Elicit what you say when you answer the phone their surname or their surname
conversation in order Write 1 on the board - Show card number (Dan: Hello) and please when answering the
6 mins stick it to the board phone.
Write 2, 3, 4, 5, 6 in a line down the board S: If no one says hello- tell the
Stick Jane: Im fine at number 6 (indicate that the Ss
conversation continues after number 6 this is part of it P: Ss may want to know what
gesture) just outsidemeans
Show the Ss the smaller versions of the cards have them S-S S: Elicit that he can easily see the
put the conversation in order post office that he is close to it.
No FB its done through the listening Dont spend too long on this.

Listening to To practice listening for Set the task for Ss to listen and check the order
check specific information Ss Listen and check S-S
4 mins No paircheck (they were working in pairs)
FB give different Ss the large cards and have them put T-Ss
them on the board in the correct order
Ask everyone if they agree

Language To clarify the m/f/p of the Focus Ss on Im waiting for a bus. (i.e. in red on the card) T-Ss P: Ss arent familiar with
clarification present continuous (for Draw a timeline on the board indicate past, present, now timelines and have no idea what I
12 mins actions happening around and ask Ss in pairs to decide how theyd show Im waiting S-S want.
now) for a bus. Monitor closely choose someone who has a S: Ask the CCQs and draw the
good idea get them to the board to complete the timeline timeline bit by bit as the Ss are
Ask everyone if they agree answering them (include a

Name: Sal Tatrainee Page 1 of 3

 Anticipated Problems + Possible
Stage/time Aim(s) Procedure Interaction
Solutions
CCQ: T-S question about now)
o Was he at the bus stop before now?
o Will he be at the bus stop in a few minutes? P: Grammar box negatives.
Summarise So we use this for actions happening now or Some students put the
around now(gesture to timeline) contraction with the pronoun
some with the negative auxiliary.
Ask if anyone knows what the tense is called? (Tell if S: Highlight that both are
necessary) possible. If it doesnt come up
Have Ss complete the grammar box that focuses on the S see how the Ss are doing. If they
auxiliary verbs. S-S are coping fine introduce it. If
Paircheck they are struggling stick to
FB Ss to board to complete the table blue pen (projected) putting the contraction with the
auxiliary for now (its more
Clarify the full version of the contractions red pen T-Ss common).

Clarify that the verb = ng form red pen P: Ss struggle with the negative
and question form and this takes
Drill the pronunciation focusing on the contractions longer than expected.
(positive, negative, questions) choral then individual
S: Reduce the time for the freer
practice (miming) and stick to the
cards only.
Written Controlled practice of the Have the Ss look at the picture again (OHP first) T-S P: Ss may have problems
controlled form (Present continuous) Look at the people clarify dog, newspaper, envelope recognising which verbs to use to
practice Board a) with the gaps complete the sentences.
8 mins Elicit the answers S: Write the verbs (infinitive
Set the rest of the task S form) randomly on the board
Paircheck S-S
FB nominate teacher writes in the answers T-Ss P: c) Its not totally clear that
she is writing.
S: highlight the pen in her hand
Written Controlled practice of the - Indicate the activities in the box (near Popp) not the T-S P: get upand go to bedmay
controlled ing form images of Popp yet cause some problems and need
practice main Write the ing form of the verb S to be clarified.
verb Paircheck S-S S: When doing these two
8 mins FB Ss to write the answers on the board (have a few clarify by asking what times

Name: Sal Tatrainee Page 2 of 3

 Anticipated Problems + Possible
Stage/time Aim(s) Procedure Interaction
Solutions
columns so a number of Ss can do it at a time) T-Ss people usually do these things.
Highlight the pattern for when to double the final consonant
Oral controlled Oral practice of the present Show the Ss the pictures of Popp elicit the sentence for the T-Ss P: Ss may struggle to understand
practice continuous first picture some of the pictures (e.g.
6 mins Ss discuss in pairs what Popp is doing (using the verbs from S-S dancing, running).
the previous stage) S: Dont clarify while monitoring
FB elicit the answers T-Ss leave it to clarify with the
Ask others if they agree correct any mistakes with the whole class
form/pron of the TL (prompt individual then if necessary
ask whole class)
Mime practice Freer oral practice of the TL Action cards 1 to mime the other to guess T-Ss P: Some Ss may be embarrassed
10 mins Demonstrate activity with 2 or 3 Ss and not willing to mime
Ss do the activity in groups of 3 or 4 the person who S-S-S S: That is the reason for smaller
guesses mimes next groups encourage them to do it
Monitor closely but dont push them too much
Optional Ss get to choose other things to mime (without and definitely dont call on them
prompt cards) to mime before the whole class if
FB Individuals to mime before the class and the class to T-Ss they looked uncomfortable when
guess doing it with a small group.

P: Additional time because the

students were fast with the
previous controlled practice
activities.
S: Have Ss in their groups move
on to mime a scene that the
others have to narrate or
consider having two mime and
two narrate (to incorporate
plural)
Goodbye To close of the lesson Close of the lesson T-Ss
3 mins Refer back to vocabulary column and any words that came
up during the lesson
Drill once again any problematic words/expressions
Say goodbye to the Ss.

Name: Sal Tatrainee Page 3 of 3