4.Lesson Planning

LAYOUT

Name of (student) teacher
Date:
Level of students:
Number of students
Time:
Topic of lesson/textbook:
Timetable fit: within the respective unit of teaching
Aims: overall and specific
Assumptions: with reference to previous knowledge
Anticipated problems: with reference to common cases of interference in pronunciation, vocabulary, grammar, etc.
Aids: materials to be used

PROCEDURE: STAGE ACTIVITIES

PERSONALISATION
GUIDE TO MEANING
HIGHLIGHT THE FORM
INITIAL PRACTICE
SECONDARY PRACTICE
GUIDED CREATIVITY
ASSIGNMENT

NB: Class management (types of interaction) and timing have to be mentioned next to each stage activity.

LESSON PLAN

Level: Upper intermediate
Number of students: 34
Time: 50 min.
Topic: The function of Persuasion from a video lesson on Communicative Language Teaching
Timetable fit: part of a series of lessons introducing functional language

Aims:

To make students aware of the importance of negotiating meaning in interpersonal exchanges.
To empower students to manage their interactions
To practice the function of persuasion on a given topic
To elicit meaningful response to stimulus
To make students advance and defend an argument by using connectives correctly and unhesitatingly.

Assumptions: Students must be familiar with discourse markers initiating, incrementing and concluding exchanges; must have some appetite for negotiating meaning in advancing and defending an argument; must have a good grasp of language.
Anticipated problems: Use of mother tongue in workgroup; some cultural interference e.g. body/sign language.
Aids: Posters; map; cued-cards; w/b.

	Activity	Timing	Class organisation	Purpose
A.	Orientation Discussion Set up general situation	3-5 min	plenary	To create the basis of discussion To introduce the function of PERSUASION for making a case To make students aware of the importance of negotiating meaning
B.	Guide to meaning Set up particular situation SPEAKING	3-5 min	plenary	To practice the function of persuasion on a given topic To reinforce the idea of family as strong community To build on known vocabulary
C.	Highlight structure SPEAKING/READING	3-5 min	plenary	To draw attention to linguistic structure: discourse markers (initiating, incrementing, concluding)
D.	Initial Practice SPEAKING	3-5 min	T-S plenary	To elicit meaningful response to stimulus
E.	Transferring concepts Giving Instructions READING + SPEAKING	10 min	Role-play in groups of 4 (individual cards)	To give students an opportunity to work on negotiating meaning when advancing and defending an argument
F.	Feed-back Session SPEAKING	10 min	plenary	To make students report back on their choice
G.	HOME ASSIGNMENT WRITING	10 min		To make students further practice the linguistic function of persuasion