Teach english new edition r

PHOTOCOPIABLE

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TASK FILE
A Reasons for planning 
(page 156)
1 Write a list of any written or mental plans you make in your daily life apart from teaching (e.g. 
shopping lists).
a What do you use your plans for? 
b How useful are the plans?
c How much do you deviate from your plans as you carry them out?
2 Make an A & D chart (see page 186) for planning lessons.
B Plan formats 
(pages 160-162)
Study the plan on page 224 and complete the chart with your comments. In each case say whether 
you approve of the plan or whether, on the contrary, you think it is lacking something. Give 
reasons in each case.
Chapter 12: Planning lessons
Appropriacy of 
lesson plan format 
(For the teacher? For 
an observer?)
Lesson details (Are 
they sufficient for 
the teacher? For an 
observer?)
Lesson shape (e.g. Is 
the lesson coherent? 
Does it have variety?)
Timings (e.g. Are 
they clear? Do you 
‘believe’ them?)
Who does what?
(e.g. Do you approve 
of the patterns of 
interaction?)
Is it a good plan? 
(e.g. What would 
you (a) leave out? 
(b) add to? (c) bring 
in? or (c) change 
completely?
Jeremy Harmer 
H ow to Teach English
© Pearson Education Limited 2007
PHOTOCOPIABLE
223

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Task File
LESSON PLAN
Time
[" = minutes]
Description of class
Intermediate plus: 20 students
Difficult to make them take part in speaking activities and things like 
that. They can be uncooperative, especially if they have been out the 
night before (because it’s a morning class).
Aims
To get Ss reading in the fiction genre.
To raise Ss’ awareness of different conditional constructions. 
To get Ss talking in a relaxed and engaging way.
Procedure
1 T tells Ss about their (teacher’s) grandmother. Encourages Ss to ask 
questions.
5
”
2 T tells Ss to read a text about a boy and his grandmother (see page 
89*).
8"
3 T tells Ss to see how many differences they can think of between 
George’s grandmother (in the text) and the T ’s grandmother they 
discussed earlier. Ss do this in pairs.
5
"
4 T asks pairs for their conclusions and discusses with the class.
5
"
5 T asks Ss to find sentences in text with the word ‘if. T discusses with 
class that these are conditional sentences, but combine grammar 
differently from the traditional 1st, 2nd and 3rd conditionals.
10"
6 T elicits sentences using equivalent grammar constructions to the four 
different grammar patterns. T writes sentences with mistakes on the 
board and corrects them.
12"
7 T shows Ss the picture of ‘The Arnolfini Marriage’ (see page 127*). In 
groups, Ss prepare questions for the man, the woman and the dog.
10"
8 T chooses three Ss to role-play the man, the woman and the dog. The 
other Ss ask their prepared questions.
10"
Comments
Ss may be reluctant to speak at all stages. T will encourage them.
SS may find it very difficult to produce equivalent conditional sentences 
(see stage 6). T will prepare sentences for prompting.
* Page numbers refer to pages in this book.
2 24
Jeremy Harmer 
How to Teach English ©
Pearson Education Limited 2007