upper intermediate level
To provide clarification and practice of lesson plan vocabulary in the context of planning a lesson
To provide fluency speaking practice in a conversation in the context of planning a lesson
Procedure (47-60 minutes)
To get Ss interested and get to know them , play the invisible ball game. T shows Ss FC of a person who tries to reach a goal to elicit ( planning ). T asks Ss what is he doing? How can he reach his goal?
Chest the handout and give Ss clear instructions. Ask ICQs: How many questions are you going to answer?3 Can you ask your peer? No Are you going to listen, speak or write? Write Ss answer the 3 questions about lesson planning individually. Then Ss check in pairs, followed by whole class feedback.
T gives clear instructions for the activity. T asks ICQs. T gives Ss paper slips , the words and their definitions. Ss work in pairs to match the words with their definitions. Get Ss to check their answers against the answer key on the screen ( OHP ) T presents the meaning, form, and pronunciation of the new vocabulary.( class profile, main aim, sub aim, assumptions, personal aims, anticipated problems and solutions) . T elicits the meaning of the new vocabulary. Ss repeat choral, groups and individually.
T divides Ss into 2 teams by giving them names, such as, amazing and brilliant. Illustrate the instructions for the board race game, T: when you hear me say one of the words on the WB, you rush to the WB and pick the word. The winner is the team who has the biggest number of cards. T asks ICQs : Are you going to push each other? No Where are you going to stand? Behind the line. T says the words and Ss pick them. T says the definitions and Ss run to WB to pick the words.
Divide Ss into 2 teams by giving them numbers 1, and 2. Give Ss instructions to play the conversation game . Ss ask each other and answer about how they plan their lesson. T changes the places of the learners.