| Lesson
Plan Index 1
To
the index of plans from the Teaching Tips section
To
the index of plans from the Articles section
To
a list of warmers - coolers - fillers
If
not otherwise stated, plans by Developing Teachers.com
Plans are copyright of their respective authors |
|
Plan |
Author |
Level |
Main
aims |
|
Michael
Berman |
Intermediate
upwards
|
Listening skills |
|
Alicia
Delahunty |
Intermediate
upwards |
Speaking skills |
|
Alicia
Delahunty |
Intermediate
upwards |
Speaking skills |
|
Michael
Berman |
Pre-
intermediate |
Integrated skills |
|
Alicia
Delahunty |
Intermediate
upwards |
Speaking skills |
|
Alicia
Delahunty |
Intermediate
upwards |
Speaking skills |
|
Alicia
Delahunty |
Intermediate
upwards |
Speaking skills |
|
Many
contributors |
Elementary upwards |
See page |
|
Alicia
Delahunty |
Upper
intermediate |
To extend the students'
store of vocabulary connected to health
To review language from
the text
To give freer speaking
practice
To give listening practice |
|
Alicia
Delahunty |
Intermediate
upwards |
Speaking skills |
|
Alicia
Delahunty |
Intermediate
upwards |
Speaking skills |
|
Alicia
Delahunty |
Intermediate
upwards |
Speaking skills |
|
|
Upper
intermediate |
To give extensive & intensive reading practice
To introduce & review language & vocabulary
To introduce functional language
To give freer speaking practice |
|
Rolf Palmberg |
Various |
Preparing for a holiday trip |
|
|
Intermediate
upwards |
To give extensive & intensive reading practice
To review language from the text
To give freer speaking practice |
|
|
Upper
intermediate |
To give intensive reading practice
To extend the stds' store of vocab connected to music
To give listening for pleasure
To review language from the text
To give freer speaking practice |
|
|
Intermediate
upwards |
To give extensive & intensive reading practice
To review the present perfect tense
To give freer speaking practice |
|
Greg Gobel |
Advanced
CAE |
To sensitize learners to the types of mistakes in Eng in Use Part 3 through an outline of the story of Frankenstein and for learners to successfully practice correcting mistakes in a challenging literature extract from Frankenstein adapted to an Eng in Use Part 3 style.
For learners to demonstrate gist understanding of a complex piece of literature and to infer the meaning of some literary language. |
|
Seamus
'Muircheartaigh |
Upper
intermediate |
Integrated skills |
|
|
Intermediate |
To give extensive reading practice
To give freer speaking practice |
|
|
Upper
intermediate |
To give extensive & detailed reading practice
To give freer speaking practice
To give oral practice with functional areas involved in the speaking activities: blaming, disagreeing etc..
To look at lexical sets within the article: shopping, insecurity, responsibility etc.. |
|
|
Pre-intermediate |
To give intensive & extensive reading practice
To introduce vocab connected to the lexical set of sleep
To review comparatives & superlatives, used to, direct & indirect speech in news reports..........
To give freer speaking practice
Other aims depending on language focus & follow up... |
|
|
All levels |
To give speaking practice |
|
|
Low
intermediate
|
To give skim reading practice
To give freer speaking practice |
|
|
Intermediate |
To give intensive reading practice
To examine an aspect of the Christmas celebrations
To give pracice with working out meaning of lexis from context
To give freer speaking practice |
|
|
|
Upper
intermediate |
To
give intensive & extensive reading practice
To give freer speaking practice
Other aims depending on language focus & follow up. |
|
|
Tanju Deveci |
Pre-intermediate |
By the end of the lesson students will
have
a - been encouraged to notice some collocational usages
of the words 'make', 'do' and 'have' in a written (in
the form of a letter seeking for advice)and recorded dialogue
by listening to the conversation first and then reading
the typescript.
b - recorded these collocations on a worksheet provided
by the teacher.
c - practiced using these collocations in context by writing
sentences about themselves or their family members. |
|
|
|
Upper Intermediate |
To introduce the set around 'lying'
To give extensive & more intensive reading strategy
practice
To give freer speaking practice |
|
|
|
Upper Intermediate
|
To
give extensive & intensive reading practice
Review/introduce & practice the language of probability
To give freer speaking practice |
|
|
|
Advanced |
To
give extensive & intensive reading practice
Language focus to suit
To give freer speaking practice |
|
|
|
Advanced |
To
give extensive reading practice
To give freer speaking practice |
|
|
|
Intermediate
up |
To
give extensive & intensive reading practice
To extend the stds' store of vocab connected to shopping
To review 1st conditional sentences
To give freer speaking practice |
|
|
|
Upper
Intermediate
/Advanced |
To
give extensive & intensive listening practice
To give extensive & intensive reading practice
To introduce vocab connected to 'forgeries' & 'fakes'
To give freer speaking practice |
|
|
|
Intermediate |
To
give extensive & intensive reading practice
To review when direct & indirect speech is used.
To extend the stds' store of vocab connected to computers
& data
To give freer speaking practice |
|
|
|
Intermediate |
To
give extensive & intensive reading practice
To extend the stds' store of vocab connected to music
To give listening practice - for detail & for pleasure
To review 2nd conditional sentences
To give freer speaking practice |
|
|
|
Upper
intermediate |
To
give extensive & intensive reading practice
To provide stds with real world skills related to writing
& sending e-mails
To extend the stds' store of vocab connected to 'e-mails'
To review conditional sentences
To give freer speaking practice |
|
|
Sandra
Bradwell |
Advanced |
To
sensitise students to the discourse features of oral narrative
To raise further awareness of the listener's active role
in story telling |
|
|
Sandra
Bradwell |
Upper
intermediate |
To
provide an opportunity for students to discuss and analyse
the differences between the present perfect simple and
present perfect continuous forms from a clear context
To develop skill of noticing word stress, weak forms of
auxiliaries have/has and been |
|
|
Nigel
McGloin |
Intermediate |
To
present the passive through a text and then heighten students'
awareness of why and how the passive is used
To introduce some new vocabulary items |
|
|
|
Upper
Intermediate |
To
give extensive & intensive reading practice
To give freer speaking practice |
|
|
|
Upper
Intermediate |
To
give extensive & intensive reading practice
To give listening for pleasure
To give freer speaking practice |
|
|
English-to-Go |
Elementary |
To
give extensive & intensive reading practice
To examine 'tried to'
To give speaking practice |
|
|
English-to-Go |
Intermediate |
To
examine the language for common illnesses
To give intensive reading practice
To give freer speaking practice |
|
|
English-to-Go |
Advanced |
To
give reading - scanning, fast reading & detailed reading,
listening & speaking practice
To encourage the use of the internet for research |
|
|
|
Upper
Intermediate |
To
give extensive & intensive reading practice
To look at cooking & chocolate-related vocab
To give freer speaking practice |
|
|
|
Intermediate |
To
give intensive listening practice
To give freer speaking practice |
|
|
|
Intermediate |
To
give extensive & intensive reading practice
To give freer speaking practice
To review & expand vocabulary connected to describing
character |
|
|
|
Intermediate |
To
give extensive & intensive reading
To focus on .... - depends on the group.
To give short letter writing practice
To give freer speaking practice |
|
|
Gerard
Eley |
Intermediate |
To
present and give controlled practice of nine phrasal verbs
with the particle 'up' or 'down'.
To present the grammatical rules that are necessary when
using phrasal verbs and to increase the students' awareness
of what they need to take note of when learning phrasal
verbs. |
|
|
|
Intermediate |
To
give extensive & intensive listening practice
To introduce a lexical set around the theme of 'gossip'
To give controlled speaking practice
To give freer speaking practice |
|
|
Gerard
Eley |
Beginners |
To
present and give controlled practice of 'Could I
+ inf' and 'Could you + inf' as polite requests
To give listening practice for checking information
To review recently taught food vocabulary
To give less controlled speaking practice
To develop stds' language awareness |
|
|
Gerard
Eley |
Intermediate |
To
develop stds vocabulary range for describing people.
To present and give controlled practice of questions using
'like' To
give listening practice for general and specific information.
To give practice in using a bilingual dictionary.
To start to introduce how words work together and possible
connotations so help develop stds ability to expand their
own vocabulary.
To give freer practice in asking yes/no questions |
|
|
|
Intermediate |
To
give extensive & intensive reading practice
To extend the stds' knowledge of computer-related vocabulary
To give freer speaking practice |
|
|
|
Intermediate |
To
give extensive & intensive reading practice
To focus on ...... - see lang. focus stage
To give freer speaking practice |
|
|
|
Upper
Intermediate |
To
give extensive & intensive reading practice
To review the language of present deduction
To give freer speaking practice |
|
|
|
Intermediate
|
To
introduce some common acronyms used in e-mails
To look at some tips for writing e-mails
To give intensive reading practice
To give oral fluency practice
To give practice in writing e-mails - if the writing activity
is used as a follow up |
|
|
|
Upper
Intermediate |
To
introduce storytelling techniques
To help students to tell stories better in both English
their own native language
To give extensive & intensive reading practice
To give oral fluency practice
To give listening practice - listening for pleasure |
|
|
|
Intermediate |
To
give extensive & intensive reading practice
To provide some memory tools
To give oral fluency practice
To review & expand on the lexical field of 'memory' |
|
|
|
Upper
Intermediate |
To
give extensive & intensive reading practice
To give oral fluency practice
To review & expand vocab connected to the 'Internet'
To review some tenses
To give freer writing practice |
|
|
|
Intermediate |
To
introduce & give oral practice with the vocabulary
of ‘crime’
To give reading practice – reading for detail
To give speaking practice in telling anecdotes |
|
|
|
Upper
Intermediate |
To
give reading practice - the sub-skills you deal with will
depend on how you tackle the text
To review specific language areas - see plan for suggestions
To give freer speaking practice |
|
|
Simon
Ferdinand |
Intermediate |
To
experiment with the use of cuisenaire rods, and learn
about their effectiveness in different classroom activities
To carry out a mingle speaking activity based on negotiations;
to recycle the language of company organisation and structure
To teach and practise the language of economic trends
(rise, grow, fall, drop, sharply, gradually, go up / down,
etc.) |
|
|
|
Intermediate |
To
look at the theme of 'work'
To examine some work-related vocab
To review reported speech
To give reading skills practice |
|
|
|
Upper
Intermediate |
To
give extensive & intensive reading practice
To give oral fluency practice |
|
|
|
Upper
Intermediate |
To
look at the theme of 'cinema' & 'Di Caprio'
To give intensive reading practice
To introduce cinema vocabulary
To review the language for narrative telling |
Lesson
plans from the Tips section of the site |
|
Plan |
Author |
Level |
Main
aims |
|
|
This
& the following 4 plans use the same plan but different
texts |
Intermediate |
To
give detailed reading practice
To introduce/review 'holiday' vocabulary
To review & give oral practice with comparatives &
superlatives
To practise the language of persuasion, the language of
discussion....
To give freer speaking practice |
|
|
|
Upper
Intermediate |
Same
as above |
|
|
|
Upper
Intermediate |
Same
as above |
|
|
|
Advanced |
Same
as above |
|
|
|
Upper
Intermediate |
Same
as above |
|
|
|
Intermediate |
To
give intensive reading practice
To give freer speaking practice
To give freer writing practice |
|
|
|
Upper
Intermediate |
To
examine the vocab of demonstrations & protest
To give listening practice
To give intensive reading practice
To make stds aware of Women's Day |
|
|
|
Intermediate |
To
give detailed reading practice
To look at the theme & vocab related to advertising
To give oral fluency practice |
|
|
|
Most
levels |
To
give oral fluency practice
To review comparatives & superlative |
|
|
|
Intermediate |
To
give extensive & intensive reading
To give freer speaking practice
To expand vocabulary - 'crime & banking' vocab |
|
|
|
Intermediate |
To
give reading practice
To review vocabulary/structure
To make stds aware of 'rhythm'
To give freer speaking practice |
|
|
|
Upper
Intermediate |
To
give freer speaking practice
To give reading practice
To introduce some vocabulary & traditions connected
to Christmas celebrations |
|
|
|
Upper
Intermediate |
To
give extensive & intensive reading practice.
To give freer speaking practice.
To look at some of the language in the text
To make stds aware of BNDay |
|
|
|
Intermediate |
To
introduce & give controlled oral practice with the
following adjectives: stingy, selfish, vain, possessive,
moody, anti-social. unfaithful |
