Second edition

. .. TKT practice task 19 (See page 245 for answers)
For questions 1-7, match the teacher’s instructions with the stage aims from different lessons listed A-H.
There is one extra option which you do not need to use.


Stage aims


to develop learners’ awareness of intonation patterns
to give learners less controlled oral practice
to encourage learners to recycle known vocabulary
items
to provide an opportunity for peer assessment to develop learners’ skill in listening for detail to give learners practice in listening for gist to provide an opportunity for self-correction to check learners’ reading comprehension


Teacher’s instructions

1. 
   What words can you think of which are connected with the weather? With your partner make a list of as many as you can.
   
2. 
   Look at the first line of the dialogue in your books. Will the man’s voice go up or down?
   
3. 
   You’re going to hear three conversations and then tell me what the people are talking about.
   
4. 
   Now I’m going to play the conversation again. Put the pictures into the correct order.
   
5. 
   Practise the dialogue with your partner, using the prompts on the board.
   
6. 
   Get together with another pair and listen to their dialogue. Make a note of any features of connected speech they could improve.
   
7. 
   Practise your dialogue again and make any changes you think will improve it.
   

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Before the lesson	Writing down the aims and the procedures for each stage of the lesson helps us to make sure that we have planned the dearest and most logical sequence to enable us to achieve those aims.
During the lesson	The plan can also help us to check tinning (the amount of time we plan for each stage) and to check that the lesson is following the sequence we decided on and remind us what to do next.
After the lesson	We can keep the plan as a record of what happened, making any changes necessary to show how the lesson was different from the plan. We can then use the plan and notes to help plan the next lesson.

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lesson plan components
Class profile	Who are we planning the lesson for?
Timetable fit	How is the lesson connected to the last lesson and/or the next one?
Main aim(s)	What do we want learners to learn or to be able to do by the end of the lesson?
Subsidiary aims	What else do learners need to be able to do during the lesson to enable them to achieve the main aim?
Stage aims	What is the purpose of each stage of the lesson?
Personal aims	What aspects of our own teaching do we want to develop or improve?
Assumptions	What do we think learners already know or can already do related to the aims?
Anticipated problems	What may learners find difficult in the lesson? What may they not be used to doing? What may they not feel confident about?
Possible solutions	What action will we take to deal with the anticipated problems?
Teaching aids, materials, equipment	What should we remember to take to the lesson?
Procedures	What are the tasks and activities for each stage?
Timing	What length of time will we need for each stage?
Interaction patterns	In which ways will learners work at different stages, i.e. individually, in pairs, in groups, as a whole class?
Homework	What further work will learners need to do before the next lesson?

Some lesson plans may not include ail of these components. But when we're planning lessons, it's always important to ask ourselves these questions. So all the components together give us a good way of checking that we have thought about our learners and about the lesson, and anticipated any difficulties that might arise. For example, we might plan a mingle as a way of practising specific question forms, anticipate that students may find a quick way of completing the task without practising the target language, and work out some extra instructions to remind them what they have to do.


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