Teaching Practice (Stage 2 & 3)

Candidate’s Name: Date of lesson: / /24.

Number of Ss in class: Assessed TP #: / 8

S+ (above standard) S (meets standard) N (not to standard)

Tutor’s Feedback:

blue above standard green to standard yellow to standard by needs work orange not to standard pink not applicable

Plan for the effective teaching of adult learners by:

4a identifying and stating appropriate aims/outcomes for the lesson S

4b ordering activities so that they achieve lesson aims S

4c selecting, adapting or designing materials, activities, resources and technical aids appropriate for the lesson S

4d presenting the materials for classroom use with a professional appearance, and with regard to copyright requirements S

4e describing the procedure of the lesson in sufficient detail S

4f including interaction patterns appropriate for the materials and activities used in the lesson S

4g ensuring balance, variety and a communicative focus in materials, tasks and activities S

4h allocating appropriate timing for different stages of the lessons S

4i analysing language with attention to form, meaning and phonology and using the correct terminology S

4j anticipating potential difficulties with language, materials and learners S

4k suggesting solutions to anticipated problems S

4l using terminology that relates to language skills and sub-skills correctly S

4m working constructively with colleagues in the planning of teaching practice sessions S

4n reflecting on and evaluating their plans in the light of the learning process and suggesting improvements for future plans S

Demonstrate professional competence in the classroom by:

1a teaching a class with an awareness of the needs and interests of the learner group S

1b teaching a class with an awareness of learning styles and cultural factors that may affect learning S

1c acknowledging, when necessary, learners’ backgrounds and previous learning experiences S

1d establishing good rapport with learners and ensuring they are fully involved in learning activities S

2a adjusting their own use of language in the classroom according to the learner group and the context S

2b identifying errors and sensitively correcting students’ oral and written language S

2c providing clear contexts and a communicative focus for language S

2d providing accurate and appropriate models of oral and written language in the classroom S

2e focusing on language items in the classroom by clarifying relevant aspects of meaning, form and phonology for learners to an appropriate S

depth

2f showing awareness of differences in register S

2g providing appropriate practice of language items S

3a helping learners to understand reading and listening texts S

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Teaching Practice (Stage 2 & 3)

3b helping learners to develop oral and written fluency S

5a arranging the physical features of the classroom appropriately for teaching and learning S

5b setting up whole class and/or group, individual activities appropriate to the lesson type S

5c selecting appropriate teaching techniques in relation to the content of the lesson S

5d managing the learning process in such a way that lesson aims are achieved S

5e making use of materials, resources and technical aids in such a way that they enhance learning S

5f using appropriate means to make instructions for tasks and activities clear to learners S

5g using a range of questions effectively for the purpose of elicitation and checking of understanding S

5h providing learners with appropriate feedback on tasks and activities S

5i maintaining an appropriate learning pace in relation to materials, tasks and activities S

5j monitoring learners appropriately in relation to the task or activity S

5k beginning and finishing lessons on time S

5m noting their own teaching strengths and weaknesses in different teaching situations in light of feedback from learners, teachers and teacher S

educators

5n participating in and responding to feedback S

Tutor’s Signature:

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 Lesson Plan Cover Sheet
Stage 2 & 3 (TP 3 to 8)

Name: Date: Week:

Level: TP No.

Lesson Type: Time: Length:

Class profile: Materials/Aids:

Main Aim: BTEOTL Ss will

Secondary aims: To enable Ls to ….

Personal Aims (these should be appropriate for the lesson being taught and relate to the assessment criteria):

For me to …

Assumptions:

What do learners already know?

What have the learners done in previous lessons on this course?

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Language Analysis

Use the next section to analyse structure (grammar), vocabulary (lexis) and exponents (functions) for your systems lessons. For skills lessons, analyse
the vocabulary that you will pre-teach.

MEANING
Include statements of meaning i.e. the Essential Elements of Meaning (EEMs) that differentiate
the target language item from other items.

Include how you will check and show the EEMs. This is often (but not always) done with CCQs.
Include answers if you have CCQs.

If needed, use timelines, clines, anecdotes/situations, types of the kind, antonyms/synonyms etc.

Note: For vocabulary, it is not acceptable to just write “show a picture”.

Form (including Marker Sentences)

Write your marker sentence(s) using the full examples and highlight the form as it will appear in
your language analysis on the board.
E.g., If + present simple + will + main verb (first conditional)

Make sure each part of the sentence is separated into parts appropriately.
E.g. If I win the lottery, I will travel the world.
For vocabulary: write the part of speech. Collocations should be included too.
E.g., be/get + fired/sacked (adj.)

Pronunciation
Include weak forms (e.g., schwa ə), word and sentence stress, linking sounds and intonation.

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Language Areas Anticipated Problems: Decide what problems students Proposed Solutions
will have in the lesson. Be specific. Note: it is not ac- Provide relevant solutions for the anticipated problem. Be
ceptable to simply write: Students will have problems specific. Note: it is not acceptable to write: I will explain
with grammar the grammar.

Meaning
(For a grammar lesson)
(Problem)

E.g. Learners may think the structure ‘The train leaves at 8’ is about
now because the tense is the present simple.

(Solution)
Use CCQs and a timeline (see procedure) to clarify the meaning.

Analyse accordingly for vocabulary and function

FORM
(For a grammar lesson)
(Problem)

E.g., Learners may use the wrong form of the verb and say The train
leave at 8.

(Solution)

E.g., Circle the verb form, elicit the -e ending and write it at end of
the word.

Analyse accordingly for vocabulary and function

PRONUNCIATION
(For a grammar lesson)
(Problem)

E.g. Learners will pronounce ‘washed’ as /wɒʃɪd/

(Solution)
E.g. Model the pronunciation of ‘washed’ and conduct a quick drill.

Write it on the board, underline ‘ed’ and write /t/ under it.
Analyse accordingly for
vocabulary and function

Problems and Solutions for issues with technology, task setting, classroom management, instructions, groupings. (not language) Note: Suggest at least 3 problems + solutions. Warning: It is not acceptable to sug-
gest Students will not have time to complete the tasks or The listening is very long. These are preventable issues.

1. 2. 3.

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Stage name /
Time & Interaction Procedure Tutor’s comments
Stage Aim