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

Class profile Describe the students and the class: age, proficiency level, ESL or EFL, mixed language or homogeneous group, class times, etc. Be sure to in" rel="nofollow">include all relevant in" rel="nofollow">information. This can give in" rel="nofollow">information about what can be expected of the students and how the group and how the in" rel="nofollow">individuals in" rel="nofollow">in it behave. Here in" rel="nofollow">in an example: The students in" rel="nofollow">in this upper in" rel="nofollow">intermediate class are between the ages of 18 and 31, studyin" rel="nofollow">ing English as a second language in" rel="nofollow">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 busin" rel="nofollow">inessmen, a musician, a scientist, and a waiter. Because the class starts at 7:45 in" rel="nofollow">in the evenin" rel="nofollow">ing, 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 in" rel="nofollow">involved in" rel="nofollow">in a long and not especially in" rel="nofollow">interestin" rel="nofollow">ing piece of readin" rel="nofollow">ing, for example. However, if they get in" rel="nofollow">involved, they can be noisy and enthusiastic. Sometimes this enthusiasm gets a little out of control and they start usin" rel="nofollow">ing 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 goin" rel="nofollow">ing to do. Lesson aims should be specific, measurable, achievable, realistic, and timed (SMART). Include what language and skills the students are goin" rel="nofollow">ing to be focusin" rel="nofollow">ing on. Here are some examples: 1) The students can speak spontaneously and fluently about somethin" rel="nofollow">ing that may provoke the use of words and phrases they have been learnin" rel="nofollow">ing recently. 2) The students can read both for gist and for detail. 3) The students can talk about what people have ‘done wrong’ in" rel="nofollow">in the past, usin" rel="nofollow">ing the should (not) have + done construction. 4) The students can thin" rel="nofollow">ink of the in" rel="nofollow">interview genre and list the kin" rel="nofollow">inds of questions which are asked in" rel="nofollow">in such a situation. 5) The students will be able to say what they have been doin" rel="nofollow">ing usin" rel="nofollow">ing the present tense perfect contin" rel="nofollow">inuous 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, havin" rel="nofollow">ing 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 in" rel="nofollow">interview questions. 3) I assume students will be able to thin" rel="nofollow">ink of thin" rel="nofollow">ings they want to take in" rel="nofollow">into space with them, sin" rel="nofollow">ince in" rel="nofollow">in a previous lesson they talked about packin" rel="nofollow">ing 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 teachin" rel="nofollow">ing method for this group of students? Provide a rationale. Consider their in" rel="nofollow">interest, level, age, goals, class size, needs, etc. This is where you should reference our class readin" rel="nofollow">ings (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 dealin" rel="nofollow">ing with them? Here’s an example: Anticipated problems Possible solutions Students may not be able to thin" rel="nofollow">ink of items take to a space station with them for Activity 1. I will keep my eyes open and go to prompt any in" rel="nofollow">individuals who look ‘vacant’ or puzzled with questions about what music, books, pictures, etc. they might want to take. Students may have trouble contractin" rel="nofollow">ing ‘should not have’ in" rel="nofollow">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" rel="nofollow">in the lesson. 7. Success in" rel="nofollow">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 convin" rel="nofollow">incin" rel="nofollow">ing answers in" rel="nofollow">in an in" rel="nofollow">interview role-play situation. 8. Timetable fit Explain" rel="nofollow">in where the lesson fits in" rel="nofollow">in a sequence of classes – what happens before and after it. Example: In the past three lessons, the students have been discussin" rel="nofollow">ing the issues of journeys and travelin" rel="nofollow">ing – how people adapt to different travelin" rel="nofollow">ing environments. They have listened to an in" rel="nofollow">interview with someone who lives in" rel="nofollow">in a bus and travels around the country lookin" rel="nofollow">ing for places to park it. They have been lookin" rel="nofollow">ing at vocabulary and expressions related to travelin" rel="nofollow">ing. They have re-visited a number of past tenses, in" rel="nofollow">includin" rel="nofollow">ing hypothetical past (third) conditions (If he hadn’t lost his job, he wouldn’t have sold his house). Next week the class will start workin" rel="nofollow">ing on a ‘crime and punishment’ unit which in" rel="nofollow">includes a courtroom role-play, work on crime-related lexis and passive constructions. 9. Lesson plan Outlin" rel="nofollow">ine the activities and procedures for the lesson and the times you expect each of them to take. Include the aids you are goin" rel="nofollow">ing to use and show the different in" rel="nofollow">interactions which will take place in" rel="nofollow">in the class (see the ‘symbol’ shorthand below). If you’re focusin" rel="nofollow">ing on a specific language form, give the model sentences you are goin" rel="nofollow">ing 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 in" rel="nofollow">individual students; T-> C = the teacher workin" rel="nofollow">ing with the whole class; S,S,S = students workin" rel="nofollow">ing on their own; S<->S = student workin" rel="nofollow">ing in" rel="nofollow">in pairs; SS<--> SS = pairs of students in" rel="nofollow">in discussion with other pairs; GG = students workin" rel="nofollow">ing in" rel="nofollow">in groups Activity/Aids Interaction Procedure Time 1 Group decision-makin" rel="nofollow">ing T-> C T tells SS to list five thin" rel="nofollow">ings they would take in" rel="nofollow">into space with them (apart from essentials). 1’’ 2 Pen and paper S,S,S SS make their lists in" rel="nofollow">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" rel="nofollow">in 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 goin" rel="nofollow">ing. She shouldn’t have switched off his radio. He should’ve done somethin" rel="nofollow">ing 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 in" rel="nofollow">individual/class work on the pronunciation of the shortened form, e.g. /ʃʊdəv/ - should’ve, and /ʃʊdntəv/ - shouldn’t have. 2’’