Lesson Plan Teaching Practice 1 – 2019

Teacher: Carlos Date: March, 7th Students’ level: A1 No of SS: 10

Zambrano
Tutor: Edelbais Lesson level: A1 Lesson length: 60 mins Teaching Practice 1

Learners´ Profile Currently, this is a group of 10 students from 20 years old and more,
mixedwith boys and girls. They are university students from different
careers. According to their previous classes, they have low level of
English, they are true beginners, so they seem to have A1 level. Some
students seem to be shy and others not. Some students have bad
pronunciation. Also, they have learned classroom objects, the verb to be,
questions and statements, personal information, Wh questions, greeting,
possessive adjectives, and vocabulary about family members and grocery
stores and also, adjectives.
Learning Outcomes And Objectives
Main Aim Students will be able to successfully produce and identify the long and
short sounds for I (ɪ and ɪ:).
Subsidiary Aim Pronounce the (ɪ and ɪ:) sounds correctly
Context Students will view the pronunciation through the use of minimal pairs
Framework PPP
Personal Objectives Objectives Strategies To Achieve Them
1. Grade language 1. Use imperatives and use the
presentation slides to have some of
them written on them to facilitate
understanding.
Assumptions Students know Problems Solutions
the alphabet Students may  Drill pronunciation and
Basic not notice the tongue/mouth position.
instructions are difference
understood between the
two sounds.
 Lesson Plan Teaching Practice 1 – 2019

Resources And  Presentation slides

Materials  Worksheets (Appendixes 1 -3)
 Board game

BOARD
PLAN - Use
this box to
map out
where
visual info.
will appear,
e.g. new
lexis,
answers to
exercises,
images,
visual
record of
form, etc.
Lesson Plan Teaching Practice 1 – 2019
Lesson Plan Teaching Practice 1 – 2019
 Lesson Plan Teaching Practice 1 – 2019

TARGET LANGUAGE
Minimal pairs with long and short ɪ sound:
 Sit/seat
 Ship/sheep
 Lip/leap
 Rich/reach
 It/eat

MARKER SENTENCE(S) - provide 1 or 2 example sentence(s) you will use in the lesson to exemplify
the target language
 Teacher: O.K. students. Take a seat.
Students: …
Teacher: I said sit down!

 He uses a ship to transport his sheep to the island.

 The ballerina said: “I bite my lip every time I leap.”

 I want to reach my goal of being rich.

 I eat 3 eggs for breakfast every morning. It is a routine.

LESSON THEME/TOPIC In FRAMEWORK

what context will the TL be
introduced?
Underline one option How will convey meaning in the lesson?
Minimal pairs ❒ Situational (Situation, context, text)
presentation (PPP) Meaning of the minimal pairs will be
❒ Text-based conveyed through the use of
presentation (TB) presentation slides with images that
❒ Test-teach-test highlight the differences in meaning of
(TTT) the words.
❒ Other (please
state):
______________

MEANING/USE Anticipated problem(s) Anticipated solution(s)

for MEANING for MEANING *make
 Lesson Plan Teaching Practice 1 – 2019

sure solutions are

specific.
1. Define the meaning/use of the TL: - 1. Students may have 1. Body language will be
from a grammar reference book. difficulties with seat as a used “That is your seat.
noun. This is my seat.” Etc.
Sit (v): When the lower part of the body is 2. Students may be 2. Teacher will signal
on a seat confused and think each lip and call it lip and
Seat (n): a piece of furniture designed to sit that lip is both lips. signal both and call them
on 3. Students may have lips.
difficulties with some 3. Body language to
Ship (n): a large boat for travelling on water vocabulary in the convey meaning or the
Sheep (n): a farm animal with thick wool meanings. use of the L1 to continue
with the flow of the class.
Lip (n): one of the two soft, red edges of the
mouth
Leap (v): a large jump or sudden movement

Rich (adj): having a lot of money or valuable

possessions
Reach (v): to stretch out your arm to get or
touch something

It (pronoun): It’s a thing, animal, situation,

or idea
Eat (v): to put food into the mouth, chew it,
and swallow it.
3. State how you will check understanding 1. Students may not 1. Instead of ‘verb’ say
CCQs (answers), timelines, clines, etc. know/understand ‘verb’. ‘action.’

Sit/seat
What’s the difference? Sit is a verb.
Take a sit. Is this correct? No.

Ship/sheep
I work on a cruise sheep. Is this correct? No.

Lip/leap
The frog lips. Is this correct? No.
Why not? Lip is not a verb.

Rich/reach
What’s the difference? One is a verb.
Which one is the adjective? Rich.

It/eat
What’s the difference? ‘Eat’ is a verb/‘It’ is a
 Lesson Plan Teaching Practice 1 – 2019

pronoun.
Pronounce it as eat. Is this correct?

FORM Anticipated problem(s) Anticipated solution(s)

for FORM for FORM *make sure
solutions are specific.
1. Parts of speech may 1. Teacher will try to elicit
1. Provide a full analysis of Form as it will not be known by from them. If not, answer
appear on the whiteboard students. will be given. At least just
+, -, ? forms + short answers (if in the first few.
applicable)
Sit/seat
Is it a noun or a verb? Signaling either one.

Ship/sheep
What are they? Nouns.

Lip/leap
Which is a verb? Leap.
So what is this? (pointing to lip) Noun.

Rich/reach
What is rich? Adjective.
What do we use it for? To describe.

It/eat
What is this? Pronoun/noun
What is this? Verb.
2. How will you highlight the form? WB 2. The images may not be 2. Teacher will use body
highlighting, FCQs fully understood by language to have them
Form will be highlighted by the use of images students. convey meaning.
on the presentation slides. Each minimal pair
will be shown together with an image
corresponding to each one.

PRONUNCIATION Anticipated problem(s) Anticipated solution(s)

 Lesson Plan Teaching Practice 1 – 2019

for PRONUNCIATION for PRONUNCIATION

1. Students may want to
1. Provide a full analysis of Pronunciation pronounce the short I (ɪ)
as it will appear on the whiteboard – as the long one (ɪ:) due to
phonemic script, sentence stress, their Spanish
linking,, contractions, weak/strong background; where the
forms, intonation, etc. short one doesn’t exist.
1. Teach students
difference in tongue
position and in how they
sound so they will be
able to produce it
correctly.

Live/leave
Teacher will model the words ‘live’ and
‘leave’ exaggerating lip relaxation with live
and spreading the lips with leave.

The phonetic symbols (ɪ and ɪ:) will be

displayed on the board. Teacher will model
difference in short and long.

Afterwards, minimal pairs will be shown with

the symbol at the top so students know
which sound to produce.
2. How will you highlight these features?
Teaching strategies
 Modeling
 Drilling
 Repetition

Time + Tutor Comments

STAGE AND AIM PROCEDURE
Int. Pattern
 Lesson Plan Teaching Practice 1 – 2019

GW
5 minutes  Teacher will model the words
‘live’ and ‘leave’ exaggerating
lip relaxation with live and
spreading the lips with leave.
He will ask them to focus on
his lips and describe the
difference they see.
 Teacher will then ask students
Lead in
individually to say ‘live’ and
‘leave’.
 Teacher will then give students
Appendix 1. They will be told
to elongate the i: sound and
then change to I to notice the
difference in the tongue
position.

GW  Students will be presented

10 minutes with minimal pairs.
 Teacher will display minimal
pairs on the board and go
through pronunciation with
Presentation
students..
 Teacher will model all words
on the board.
 CCQ’s for meaning, form and
pronunciation will take place.
Individual  After being presented with
4 minutes minmal pairs, students will
work on an activity in which
they will have to fill in the
blanks of sentences containing
minimal pairs (appendix 2).
 Teacher will read the sentence
outloud so students can fill in
Practice the blanks with the word they
think goes.
 Answers will be checked.

 Teacher will ask students “How

5 minutes do you spell _____?” and say
GW one of the minimal pairs. They
will write down the word they
hear. This is to check if they
 Lesson Plan Teaching Practice 1 – 2019

heard the right one.

 Students will work in pairs and
PW take turns asking “How do you
spell _____?” and they will do
the same; write down the word
they hear.

 Students will do an activity in

which they will have to find the
5 minutes sound. They will be given
Individual appendix 3 containing words
that they did not see. They will
be told not to worry about
meaning but rather focus on
the sound.
 Answers will be chekced with
the whole group.
Pronunciation will be reviewed
if necessary.
GW  Students will play a board
10 mins game which contains the
words that they just saw.
 They will have to roll the dice
and move the number of
spaces that it indicates. They
Production will then have to say the
minimal pairs/Word that the
box contains. If they
pronounce it correctly they get
to advance, if not, they will
stay on their spot and it will be
the next player’s turn.

Appendix 1.
 Lesson Plan Teaching Practice 1 – 2019

Appendix 2.

1.
 Lesson Plan Teaching Practice 1 – 2019

Teacher: O.K. students. Take a __________.

Students: …
Teacher: I said __________ down!

2. He uses a __________ to transport his __________ to the island.

3. The ballerina said: “I bite my __________ every time I __________.”

4. I want to __________ my goal of being __________.

5. I __________ 3 eggs for breakfast every morning. __________ is a routine.

 Lesson Plan Teaching Practice 1 – 2019

Appendix 2 (answer key)

1.
Teacher: O.K. students. Take a seat.
Students: …
Teacher: I said sit down!

2. He uses a ship to transport his sheep to the island.

3. The ballerina said: “I bite my lip every time I leap.”

4. I want to reach my goal of being rich.

5. I eat 3 eggs for breakfast every morning. It is a routine.

 Lesson Plan Teaching Practice 1 – 2019

Appendix 3.

Find the sound. Underline the words that have the sound.

N = noun / v = verb / adj = adjective

Find /ɪ/ Find /i/:

Lick (v) Lap (n)

Love (v) Leap (n)

Lovely (adj) Scene (n)

Meet (v) Mitt (n)

King (n) Meet (v)

Slip (v) Greed (n)

Fill (v) Peach (n)

Knight (n) Airplane (n)

Knit (v) Question (n)

Kite (n) Eat (v)