Date: Tuesday 19th February 2019 Time:2PM – 4PM Place: Instituto Comprensivo “Autonomia 82”

Level: A1 / A2 (Possible B1 Ss) Book: No book at the moment (Waiting for Ss’ placement)
Teacher: Victor and Lorena

Lesson Main Aim: By the end of this lesson Ss will have had the chance to prove their knowledge of
the English language and their productive and receptive skills by taking a placement test which was
required by the class coordinators.

Subsidiary Aims: -to introduce Ss to an effective English learning environment where the use of
their mother tongue is not welcome and to let them understand that English is a living subject.
- to enhance their speaking and listening skill during introductions.
- to enhance their speaking ability to introduce other people.
- to enhance their knowledge of vocabulary involving their their age, their origin, their family,
describing their house, likes and dislikes, their free time, last holidays and plans.

Personal Aims: By the end of this lesson I will have had the opportunity:
- to be able to meet the students and memorize their names,
- to be able to address to Ss’ particular needs regarding English,
- to be able to set a reasonable level of authority and still create good rapport with the Ss.

Material: laptop, projector, whiteboard markers, placement test, homework handouts, notepad.

Procedure: Problems and Solutions:

Warm-up (50 mins): T writes the
following categories: name, age, origin,
family (live with), describing the house, likes
and dislikes, their free time, last holidays
and plans.
T elicits from the Ss the appropriate
questions and answers for each topic and
writes them on the board as models.
T puts Ss into pairs and asks them to ask
and answer all of the topics. They must
take note of their partner’s answers.
Then, T asks Ss to introduce their partner
to the class using all the information
gathered. ICQs / Monitor / Feedback
Warm-up: Ss might arrive late. T may
wish to wait a little longer for all Ss to
arrive on time. If Ss still come in late, T
may ask them to wait for the exercise to
commence and then the activity will be
explained again.
Depending on the Ss attitude at the
beginning, the T might feel the need to do
the first activity as a ‘Choo Choo Train’
activity. T explains exercise and at the
end Ss must introduce the classmate next
to them using what they remember.

At the end of this exercise Ss are allowed

to ask the T the same questions.

Test (30 mins): T notifies Ss that there will
be a small test to ensure their level. T
explains that the test will begin as soon as
they receive it in hands. T explains there
will be a listening, reading and writing
part. T then hands out the tests.
ICQs / Monitor
Test: Ss might not end the test in the
estimated time. This may cause the T to
force Ss into stopping the test, but T may
tell Ss that there isn’t a major problem as
the test is only to help find out their
actual level.
 Check Language (20 mins): Check Language: Ss might use their
Have an open chat with the Ss (They may mother tongue. T may allow this at the
speak Italian or English) firstly about their moment as the rules have not been
English learning routine and different introduced yet. T may address to this by
ways of learning English at home. They stating that the T does not speak Italian.
may take this time to express any quarries
they might have in English. This is a
chance to apply M.F.P.A. This is to make
them feel comfortable and also let them
know that there is an open
communication between T>S>T and that
the T is accessible.

Classroom Management (10 mins): Classroom Management: Ss might want

If there is time left, T may take the
opportunity to set some boundaries with
English Lesson rules: 1- Italian is welcome
only when they want a word translated or
a deeper grammatical explanation.
2- They must be quiet when the T is
speaking
3- They can ask any question at any time
as long as they put their hand up.
4- We learn with our mistakes, so try.
to explain amongst themselves during the
peer check in their native language. As it
is their first lesson, it is probably best if
the T cuts them some slack. However, T
may want to tell the class that peer
checks are always followed by feedback
and that they must always give feedback
in English.

At the end of the explanation of

classroom rules, tell Ss to sit in pairs and
discuss what the rules are. After 1 minute,
T asks some volunteers to tell the class
what the rules are.

ICQs / Peer Check / Feedback

Follow-up (10 mins): At the end of the Follow-up: Ss might have questions
lesson, Express the pleasure of teaching about the homework or about the
them and challenge them with a short following lessons. T may stay at the end
homework for the next week. to answer any extra questions Ss might
have.
Homework: They must write about their
parents, introducing them using all the
topics on the worksheet. They must hand
in the homework during the next lesson.

Language Analysis: M- check Ss understand Meaning using CCQs-Concept Checking Questions

F- introduce Form by eliciting Part of Speech
P- practise Pronunciation by Drilling and introducing Stress on the board
A-mention Appropriacy when truly necessary (formal/informal)