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Describe the students and the class: age, proficiency level, ESL or EFL, mixed language or homogeneous group, class times, etc. Be sure to include all relevant information. This can give information about what can be expected of the students and how the group and how the individuals in it behave.
Here in an example:
The students in this upper intermediate class are between the ages of 18 and 31, studying English as a second language in an adult school. There are five women and eight men. Most of them are from Mexico, but there are two students from Vietnam. There are two PAs/secretaries, one housewife, five university students (three of
these are postgraduates), two businessmen, a musician, a scientist, and a waiter.
Because the class starts at 7:45 in the evening, students are often quite tired after a long day at work (or at theirs studies). They can switch off quite easily, especially if they are involved in a long and not especially interesting piece of reading, for example. However, if they get involved, they can be noisy and
enthusiastic. Sometimes this enthusiasm gets a little out of control and they start using their first language a lot.
2. Aims
My aim is that my students should/can…. by the end of this lesson.
Aims should reflect what you hope the students will be able to do, not what you are going to do. Lesson aims should be specific, measurable, achievable, realistic, and timed (SMART). Include what language and skills the students are going to be focusing on.
Here are some examples:
1) The students can speak spontaneously and fluently about something that may provoke the use of words and phrases they have been learning recently.
2) The students can read both for gist and for detail.
3) The students can talk about what people have ‘done wrong’ in the past, using the should (not) have + done construction.
4) The students can think of the interview genre and list the kinds of questions which are asked in such a situation.
5) The students will be able to say what they have been doing using the present tense perfect continuous tense.
3. Assumptions
What are the assumptions on which the lesson is based? What do students know and what can students do already?
Here are some examples:
1) I assume that students, having previously worked with the third conditional (would have done), will have little trouble with the grammar of should have done.
2) I assume that students will be able to come up with appropriate interview questions.
3) I assume students will be able to think of things they want to take into space with them, since in a previous lesson they talked about packing to go away.
4. Rationale
How did you choose the aims for this group of students? Why did you choose the particular lesson procedure or teaching method for this group of students? Provide a
rationale. Consider their interest, level, age, goals, class size, needs, etc. This is where you should reference our class readings (or any other relevant research).
5. Potential learner problems and possible solutions
What potential problems and pitfalls can you predict? Can you suggest ways of dealing with them? Here’s an example:
Anticipated problems Possible solutions
Students may not be able to think of items take to a space station with them for Activity 1. I will keep my eyes open and go to prompt any individuals who look
‘vacant’ or puzzled with questions about what music, books, pictures, etc. they might want to take.
Students may have trouble contracting ‘should not have’ in Activity 4. I will do some isolation and distortion work until they can say /ʃʊdntəv/
6. Source of material
Describe the materials you adapted and used in the lesson.
7. Success indicators
List how you will know whether or not your students have been successful. This is to evaluate whether the lesson aims have been achieved.
Example:
Students can confidently produce unprompted sentences about what people should have done, or perhaps give fluent and convincing answers in an interview role-play
situation.
8. Timetable fit
Explain where the lesson fits in a sequence of classes – what happens before and after it.
Example:
In the past three lessons, the students have been discussing the issues of journeys and traveling – how people adapt to different traveling environments. They have
listened to an interview with someone who lives in a bus and travels around the country looking for places to park it. They have been looking at vocabulary and
expressions related to traveling. They have re-visited a number of past tenses, including hypothetical past (third) conditions (If he hadn’t lost his job, he wouldn’t
have sold his house).
Next week the class will start working on a ‘crime and punishment’ unit which includes a courtroom role-play, work on crime-related lexis and passive
constructions.
9. Lesson plan
Outline the activities and procedures for the lesson and the times you expect each of them to take. Include the aids you are going to use and show the different
interactions which will take place in the class (see the ‘symbol’ shorthand below). If you’re focusing on a specific language form, give the model sentences you are
going to use and list any details (such as phonemic features) which you expect to focus on (or draw students’ attention to).
T = teacher; S = an individual students; T-> C = the teacher working with the whole class; S,S,S = students working on their own; S<->S = student working in pairs;
SS<–> SS = pairs of students in discussion with other pairs; GG = students working in groups
Activity/Aids Interaction Procedure Time
1 Group decision-making T-> C T tells SS to list five things they would take into space with them (apart from essentials). 1’’
2 Pen and paper S,S,S SS make their lists individually. 2’’
3 S<–>S In pairs, SS have to negotiate their items to come up with a shared list of only five items to take to a space station. 3’’
4 SS<–>SS (GG) Pairs join with other pairs. The new groups have to negotiate their items to come up with a shared list of only five items to take to a
space station.
4’’
5 T<–> GG T encourages the groups to compare their lists. 3’’
Activity/Aids Interaction Procedure Time
1 Language study T-> C T elicits sentences based on the previous ‘problem identification’ session:
She shouldn’t have been rude to Cathy.
She should have looked at the record book.
She should have told the others where she was going.
She shouldn’t have switched off his radio.
He should’ve done something about it.
He shouldn’t have closed the exit door. 1’’
2 Textbook page 113/board T<–>S,S,S T has SS say the sentences, and may do individual/class work on the pronunciation of the shortened form, e.g. /ʃʊdəv/ –
should’ve, and /ʃʊdntəv/ – shouldn’t have. 2’’
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