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ELT Lesson Planning Template Year 2, Sem 1

Date: Day: Month: Year: Name of Student:


Time: from: length of
Name of School:
to: class:
Name of Grade: No. Ss:
MST:
Details about the book that Name of book: Unit: page(s)
the MST uses:

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before?

OBJECTIVES

Students will be able to ….

 Identify 6 animals.
 To gain more vocabulary.
 Ask questions using the question form: What do you wish you could be?
 Speaking activity (Information gap).
 Listen and work out the order.
 To understand the moral value of the story.

LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or write
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or
is it a mixture?

The language I hope to teach is Grammar and vocabulary, I want the students to use “What I wish I could
be” in a right way, by giving them a listening and speaking activity.
SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

Listening and speaking

CONTEXT – How will I make the language realistic for the students?

Reading story, providing pictures, videos and activities.

RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.

PowerPoint, audio and worksheets

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

Work out the order (Individual) and Information gap (Pair work)
Purpose / objective of the

Activity Time Interaction Teacher (activity + exact Student (what they do + language MCT comments
instructions you intend to give) you expect them to use) activity

5-7 1. T present a 1. Sts answer


minutes presentation. questions To engage
Engage
2. T ask general 2. Sts name animals To teach the language
T-S question. they know To learn /review the new
3. T models the
Pre-Listening S-T vocab
question and
sentence “What do To learn the structure
you wish you could
be”

5 mins 1. T tells sts they will


Building T-S listen to an audio Sts will listen and put the
Knowledge and put the animals animals in order. To listen carefully and
in the correct order. work out the order
2. T plays the audio

3. T tells sts to listen


During Listening again to the audio. Sts will listen and solve. To hear the name of the
animal.
10
T-S 1. T gives the Ss will correct their
mins
Transformation worksheet about answers.
information gap to To speak and use the
the students. new language
Post Listening 2. Students sit back
to back to answer
S-S the worksheet.
3. Student A answer
student B to fill
the gap, and so
does student B to
student A.

Reflection 5 mins

T will ask the students


T-S what do you wish you
Wrap Up cloud be.
.
Primary EPC 2401 Reflection Template Year 2, Sem 1

(Please complete this BEFORE you speak to your MCT (or MST). Please bring a completed copy of it to your discussion

Lesson details (brief):

SELF REFLECTION

What went well? Why do I think it went well?

If I gave the lesson again, what would I change and why?

How was my classroom management?

What did the children learn? How do I know this?

(Remember: THE IMPORTANT THING IS NOT THE LESSON; IT IS HOW MUCH YOU ARE LEARNING / WHAT YOU
UNDERSTAND ABOUT YOUR TEACHING / THE WAY STUDENTS LEARN. the more detailed your comments are, the higher
your grade will be) A very good lesson but a weak / incomplete / over-general reflection will mean a lower grade for the reflection.
However, a (very) good / not so good lesson and a very detailed / very complete / very specific reflection about it will mean a
higher grade for the reflection.

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