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Name: Date: Time: Lesson number:

No of students: Lesson Type: Level:
Lesson plan:

Lesson Strengths:

Lesson Action Points:

Overall:

The lesson today was:

Not To Standard To Standard Above Standard

Tutor’s signature:

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Name: Mara Venanzi Date: 22/10/2019 Time and TP slot: 9.55 – TP2

Level: U-I

Lesson Type: Lexis Materials (resources): IWB media, handouts and CD tracks from the
New Headway Upper-Intermediate Student's Book’s pages and CDs,
cardboard cut-outs
Main aims:
By the end of the lesson, Ss will have learned what compound words are and how to use some of the
most common compound nouns and adjectives associated with the words: “house” and “home”. They’ll
learn the new words and consolidate their knowledge by discussing the lesson’s topics with the T, listening
to recordings where the words are repeated, filling in exercises where the right compounds will need to be
used and through practicing speaking in pairs, discussing questions written on cardboard cut-outs and put
around the room.

Assumed knowledge:
Ss will probably already be familiar with the words “house”, “home”, “plant”, “proud”, “warm”, “work”,
“made”, “come”, “town”, “grow”, “sick”, “page” and “less”, which are almost all the words used in the
lesson.

Anticipated problems (for the Ss) and solutions:

 Ss might not be familiar with the word: “bound”. Synonyms, like “confined” and examples of
confinements could help clarify the meaning.
 They could also be confused about the difference between “house” and “home”. “What makes a
house a home?” explaining the concept of warmth and belonging associated to the word “home”
and the concrete, material meaning of the word “house” will help to make the difference clear.
 Ss might not know how to pronounce compounds, writing words on the WB and underlining the
stress when needed, would offer more clarity about the pronunciation

Anticipated problems (for the T) and solutions:

 Ss might start speaking in Italian or talk about something unrelated to the lesson’s topic. Listening
to the Ss talking, realising who is having troubles following the instructions or simply got bored or
uninterested and approaching them with suggestions could help bring them back on the lesson’s
track. If too many Ss are having trouble completing the task, catching the Ss’ attention (“Now stop
please and listen [to T or recording]”) and giving hints and further instructions or suggestions to the
whole class could solve the problem.

Teacher’s self-training aims:

 To keep TTT to a minimum

 To be confident
 To use the right tone of voice and to be able to catch the Ss’ attention

© IH Manzoni- Accademia Britannica

 Stage Aim Time Interaction
Procedure Comments
(WHAT) (WHY) (HOW)
(Leave Blank for the tutor)

Stage 1 To introduce the 9.55 T - Ss T gives an input about house-warming parties:

lesson’s topic -10.0 “Since I have you all here, I wanted to ask your
Lead-in
0 opinion about something: my friend recently
moved in her new house and she is throwing a
(5’)
house-warming party. I wanted to bring her
something but I’m not quite sure what. What do
you think would be a nice gift for her house?”

Ss make their suggestions.

T: “What about a plant? Orchids are nice, don’t

you think so, [S]? Do you like flowers? Do you
have any houseplants where you live?”

S replies.

“Or, since I cultivate my own vegetables in my

garden, I could bring her some home-grown
produce, wouldn’t that be a nice idea? …
Houseplant, house-warming, home-grown… Do
you know any other words that have the word
‘house’ or ‘home’ in them?”. T elicits vocabulary
from Ss and writes them on the WB (giving
definitions of the words and trying to make Ss
think about them if they have problems coming up
with them right away)

© IH Manzoni- Accademia Britannica

Stage 2 To review and 10.00 T: “Now, I want you to take a piece of paper, or
acquire new lexis – your notebooks, and divide the page in front of
Lexis
10.05 you in 2 columns” while folding a piece of paper or
S-S gesturing to visually suggest what they should do.
(5’)
After the Ss will have divided the page as asked:

T: “Now, write ‘home’ at the top of the left column

and ‘house’ in the other one. I’m going to give you
a sheet with a list of words [T presents handout]./
Work in pairs and decide which words go under
‘home’ and which ones go under ‘house’. [T gives
Ss the handouts] How much time do you think
you’ll need? […] You have [3] minutes”.

Stage 3 To learn the 10.05 S-S T, when the time has ended, tells Ss to swap
correct – places with other Ss and asks them to compare
Pronunciatio /
pronunciation of their answers. (“OK, the time is up. Now, S could
n 10.10
the newly T-Ss you please switch place with S? / Check your
acquired lexis and (5’) answers with your partner”). While Ss are
to understand checking their answers, the T sets up the IWB and
where the stress shows on it a picture with the right answers “S
goes in compound could you please read the first word?” and so on,
words clarifying meaning and pronunciation and asking
the Ss to repeat the word together “Can you all
say it together?”

© IH Manzoni- Accademia Britannica

Stage 4 To practice gist 10.10 T-Ss Before playing a recording on the IWB: T – “I
listening – want you to listen to 5 conversations. After each
Listening
10.17 conversation, decide who is talking and what
about”. T then stops the recording after each
(7’)
conversation and asks one of the Ss what the
conversation was about. (Ex. 2 p.12 New
Headway Upper-Intermediate Student's Book;
T.19)

Stage 5 To practice 10.17 T-Ss T- “Can you please listen again and look for the
scan/intensive – compounds you learned today? (The ones you
Listening
listening wrote down in your notebooks)”. Ss listen again to
10.27
the recording and try to find where the
(10’) compounds from their notes are used in the
conversations.

Stage 6 To use the newly 10.27 S-S T “Now, I would like you to stand up [gestures]
acquired lexis in – and discuss in pairs the questions written on these
Speaking
spoken language 10.35 balloons [T shows SS the cardboard cut-outs]. I
will put these around the room. Stand in front of a
(8’)
question and answer it.” T positions cardboard
cut-outs around the room and moves among
students, listening while they talk, telling them
when it’s time to move on to the next question.

© IH Manzoni- Accademia Britannica