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Lesson Plan Index 2 - Plans from the Articles section

Plans

If not otherwise stated, plans by Developing Teachers.com
Plans are copyright of their respective authors

Plan
Author
Level
Main aims
Jane Herbertson
Upper Intermediate
To direct students to noticing lexical items as chunks of language
To sensitise students to the grammar/usage of multi words
To introduce students to a lexical set connected to money
Sam Smith
Elementary
To raise awareness of and practice features of conversation for showing interest in what another speaker is saying.
To practice narrative skills in the form of an anecdote about a childhood memory and help students tell it better by giving them preparation time, an example to compare with and follow, and a 2nd chance to tell the anecdote.
Sam Smith
Upper Intermediate
To raise awareness of 'would' and 'used to' signify repeated actions and habits in the past, 'used to' for states and past simple for 'one off' events.
To provide receptive (aural and written) and productive (spoken) practice of above forms.
To highlight the difference between 'used to' in the past and the present.
Sam Smith
Upper Intermediate
To provide practice in listening to identify topic areas and also phrases key to meaning in fast connected speech at different rates, containing pauses, errors and corrections.
To raise awareness of listening strategies and students' own strengths and weaknesses in listening.
To raise awareness of speech features; fillers, repetition, correction, clarifyers and phrases for agreeing.
To practice integrating real world knowledge into the listening process to aid comprehension.
Sam Smith
Upper Intermediate
To revise and provide spoken and written practice of modal verbs in the past for criticism.
To raise awareness of the importance of the connection between linguistic and paralinguistic aspects of language.
To practice listening skills, listening to the fast speech of a native speaker.
To practice speaking in the forms of discussion and organisation.
To facilitate proceduralisation of target structures by responding and adapting in real time to a partner's message.
Ceri Millwall
Intermediate
To highlight the use of discourse markers in context, I shall use a written film review taken from the Internet.
To clarify the meaning, form and appropriacy of each discourse marker.
Help students to infer meaning and correct usage of target language through context by means of inductive exercises.
Alexandre Dias Pinto & Carlota Miranda Dias Pinto
Intermediate
To promote the practice and the development of the students' linguistic skills (speaking, listening, writing and reading);
.To teach the form, use and meaning of one of the following grammar items: the present perfect tense, prepositions, the imperative, word-formation or phrasal verbs
.To promote the students' interest for art in its different forms of expression (literature, painting, sculpture, photography, etc.);
.To develop the students' critical awareness about issues related to the contemporary world;
.to expand the students' knowledge of the culture of the English-speaking world, in this case, the Liverpool poets
Jake Haymes
Upper Intermediate
To present and give controlled practice in ten frequently used multi-word lexical items
To provide learners with speaking practice to activate personal engagement with the target language
Katherine Byrne
Advanced
To develop reading for gist and reading speed and foster interest in reading authentic texts
To train learners in inferring meaning in figurative language
Scott Shelton
Intermediate
To raise awareness of how voice quality and intonation can convey meaning
Scott Shelton
Advanced
To provide input on CAE listening tasks through the vehicle of a listening task itself, i.e. "Loop input", and provide practice in listening for specific information in an exam type format
Scott Shelton
Advanced
To promote fluency through planning and noticing language though transcribing and correcting recorded anecdotes
Scott Shelton
Advanced
To encourage extensive reading outside of class time
To create student interest in the story
Jeanette Corbett
Advanced
To develop student's listening strategy, by raising their awareness of intonation at discourse level, particularly pitch level
Exam focus: develop their listening strategy for listening tasks - matching
Jeanette Corbett
Upper Intermediate
To introduce and review comparisons through a text, then heighten students´awareness of the use of modifiers and nouns with comparatives
Jeanette Corbett
Advanced
To develop students understanding of a narrative text, focusing on the literacy use of words, allowing students to infer meaning
Katie Riley
Advanced
To practise listening out for the main items in the news without any visual support.
To practise selective listening of planned monologues/ listening for more specific information
Alex Case
Advanced
To give CPE students exam practice with the speaking section
Emma Metcalf
Advanced To develop reading strategies: inferring meaning from context. In turn this will promote learner autonomy in that the questions I have asked the students are the type of questions the students should be asking themselves when faced with a difficult text
To encourage students to read a wide variety of texts in English and how reading children´s literature or popular fiction is still a valid source of text to learn from
To expose students to some authentic texts which contain colloquial vocabulary
Emma Metcalf
Advanced
To practice expressions used for telling a story or presenting facts in an interesting or dramatic way in the context of life as a teenager
Nicola Holmes
Beginners
To review and consolidate past simple yes/no question forms and short answers, extending their use to a variety of different regular and irregular verbs
To introduce and familiarisation with past simple positive and negative forms:
regular 'ed' endings /I/ and /t/ pronunciation only at this stage) and with six common irregular verbs (including 'went' and 'had' which were introduced in the previous lesson). Some initial controlled practice little production at this stage
Nicola Holmes
Upper Intermediate
To develop, discuss and practise listening skills in English, focusing mainly on prediction activities and a general awareness-raising of strategies for coping with difficult listenings
To review and practise a set of sixteen vets appropriate to the discussion of different stages of life, enabling students to talk more fluently about their own lives or the life of another person
Nicola Holmes
Upper Intermediate
To familiarise students with a set of linkers of addition, concession, cause/effect and conclusion, and encourage them to begin to use these linkers in their writing
To prepare and motivate students to write a discursive composition, with particular attention to generating, selecting, ordering and organising ideas, and paragraph planning
Sarn Rich
Elementary
To make it easier for the class to manage and to communicate in class and outside without resorting to Spanish, focussing on
- language for agreeing, disagreeing and asking opinions (Yeah, Yes,
Of course, Mm, Well.., Hmm.., I don't know.., Maybe.., What do
you think?, Well?)
- language of paraphrasing
- language for use when thinking (fillers) (Hmm.., You know, Er..)
Sarn Rich
Intermediate
To explore suprasegmental approaches to improve English voice-setting,by
- raising awareness
- noticing
- imitating
Sarn Rich
Pre-Intermediate
To review and give oral practice of present perfect for life experiences in contrast to the past simple for specified time
Darron Board
Pre-Intermediate
To revise use of past continuous/simple past
To give learners writing sub-skills practice in editing and drafting
To give learners fluency speaking practice

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