This new document contains the 1) cover sheet (communicative/skill(s)/language aims materials used and classroom management information) 2) the full lesson plan 3) the true and false activity 4) the correct version of the activity 5) illustrated vocabulary
CORRECT VERSION FOR TEACHER
True (T) or False (F) ?
Decide if the sentences are T or F.
Correct false sentences
Check with your partner
Dialogue 1
1. The passenger does not have change. F > The passenger has change.
2. The driver will let her know when they get to the bridge. T
3. The bus does not go to the city centre. T
Dialogue 2
1. The man is taking a taxi because he is in a hurry. F > He takes a taxi because he did not bring his
car.
2. He does not want to share his taxi with someone else. F > He does not mind sharing with the man.
3. He would like a cab for the Pizzeria Roma. T
Dialogue 3
1. The 11.40 train for North Park is at platform 14. F > The 11.40 train for Brownville is at platform
14.
2. The next train to Brownsville is at 2.35. F > The next train to North Park is at 2.35
3. There’s a taxi rank at the front of the station. T
, Cover Sheet
Name: TP number: 2 Date: Tutor:
Aims
Communicative Aim
By the end of this introduction, learners will be better able to describe different kinds
of transport by using verb collocations related to travel.
Skill(s) Aim
By the end of this introduction, learners will have developed their listening and
receptive skills and should become better listeners when it comes to the theme of
transport. They will also develop their speaking sub skill of speaking for gist in the
context of finding blueprints to improve their city public transport.
Language Aim
By the end of this introduction, learners will have been exposed to and developed the
use/ given practice of the verb collocations related to travel and dialogues related to
modes of transport.
Materials
Straightforward, Intermediate Student Book (B1+) by Philip Kerr and Ceri Jones, p22
2 Soundtracks taken from the same book.
Previous Strengths
Active, dynamic and enthusiastic group of students eager to learn and share
Good elicitation
Some good checking of instructions
Logically staged
Clear stage aims
Supportive detail
Realistic timing
Clear and logical plan with very good detail
Previous Areas to Develop
Get SS into groups to decide who the people are to increase STT
Reduce/stop running commentaries
Reduce/stop echoing
Do not write in capitals on the W/B
Reduce my voice volume
Being more S-centred rather than T-centred
Reduce T.T.T.
,Classroom Management – Anticipated Problems and their Solutions
This group is quite involved in the lesson(s) and may sometimes overstep the
mark. T must not lose control of his students and use this overflow of energy
to improve STT
A few students are different from the other in terms of fluency, pronunciation
and work speed. We might provide multiple activities for students to work at
their own rate.
Students might not understand every single word when they listen to the
soundtracks. T will use strong students to elicit the words or provide them
with a transcript at the end of the activity.
The classroom gets very hot and stuffy in the afternoon so T may ask them to
move to the classroom next door in order to keep them energized
, White Board Plan
At each stage of the lesson your board will look like this:
(time I started)
1–B
Single ticket, cab, taxi rank, a £10 pound note, platform
2–C
/ˈtæksɪ/ /ræŋk/ platform
3-A
Dialogue 1 D2 D3
1. F > The passenger 1. F > He takes a taxi 1. F > The 11.40 train
has change. because he did not for Brownville is at Feedback about the follow-up activity if time and if
bring his car. platform 14. necessary
2. T 2. F > He does not 2. F > The next train
mind sharing with the to North Park is at
man. 2.35
3. T 3. T 3. T
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