Your name: Date of submission:
Analyse the information in the class summary. What are your learners’ strengths and weaknesses?
(max. 100 words)
Amongst the student’s overall status, their largest strength is in reading where many students have a band 7 grade. Their
listing, writing, and speaking are all averaged below a band 6 grade, with writing being slightly higher with an average of 5.8
band grade, while listening and speaking both averaging 5.75 band grade.
Which two skills have you chosen to teach in this lesson? Why? (minimum 150 words)
I have compiled a data analysis amongst the six students and found an overall average score amongst them. The two less
favorable markings of 5.75 band grade were found in Listening and Speaking. I have therefore chosen this lesson to teach
listening and speaking skills. The IETLS final grade is weighted on the four different skills for the students to achieve a
higher overall band grade, it will be important to for the students to practice the areas they are weaker in. Having a topic-
based lesson on these two skills will also assist them in their studies (i.e., Bilal wants to study in America) and in their work
endeavors (i.e., improve job prospects and day-to-day work lie). Furthermore, these two skills are vital for good
communication, and to have a productive discussion in all topics, students need to be able to express ideas clearly, concisely,
and confidently.
Calculations:
, Student Listening Reading Writing Speaking
Ana 5,50 7 6 6
Bilal 6,50 7 6,5 6
Chen 6,00 7 6,5 5,5
Delphine 5,50 6 5 5,5
Mihai 6,00 7 5,5 6
Francesca 5,00 6 5,5 5,5
Total 34,50/6 = 5.75 40,00/6 = 6.67 35,00/6 = 5.83 34,50/6 = 5.75
Which lesson topic have you chosen? Why? (minimum 100 words)
The Environment is a topic that effects everybody, worldwide and therefore applies to all students. There is wide scope for
many different topics within the broad umbrella title of “Environment”, which will therefore facilitate more personal note taking
and discussions and help to maintain and / or stimulate interest in such a broad topic. Generic vocabulary has been chosen,
as recommended in IELTS exam preparation documentation.
Many students struggle with this topic as they don’t have the vocabulary or the ideas with which to answer the speaking
questions, therefore I am hoping that their vocabulary could be increased which could then spill over into other topics and
hopefully increase their confidence as well.
, Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
• Understand some of the components of the speaking and • By the end of this lesson, students will have developed
listening test. their speaking skills by talking about the Environment.
• Better able to use Environment specific vocabulary. (skills)
(linguistic) • Students will be familiar with the format of the IELTS.
• Participate in exam style questions and answers. • Speaking and Listening parts of the IELTS Tests.
• By the end of this lesson, students will be better able to • Students will have practiced several question types for
talk about the Environment. the IELTS Speaking and Listening tests.
(Communicative) • Students will be aware of the need to demonstrate a wide
• Develop their lexical resource for listening and speaking range of lexical resource in the Speaking section.
tests on the topic of the Environment. • Students will have analyzed sample responses to identify
grammatical and lexical range.
Anticipated difficulties: Suggested solutions:
(include at least three points covering: students’ L1, the tasks,
classroom management, any other relevant points)
• The sound quality of the recording may be at times not • Have a transcript available so that in the event of a bad
quite satisfactory due to interference. connection or power failure, the teacher can read aloud
the recording.
• The speaking activity is not particularly easy. • Be prepared to provide some answers or vocabulary if
and when needed.
• The students are aiming for different band levels and the • They should be paired up with higher band level students
lower band level students may have difficulty formulating to work cooperatively to help each other, as in a real
answers. employment or academic situation.
Analyse the information in the class summary. What are your learners’ strengths and weaknesses?
(max. 100 words)
Amongst the student’s overall status, their largest strength is in reading where many students have a band 7 grade. Their
listing, writing, and speaking are all averaged below a band 6 grade, with writing being slightly higher with an average of 5.8
band grade, while listening and speaking both averaging 5.75 band grade.
Which two skills have you chosen to teach in this lesson? Why? (minimum 150 words)
I have compiled a data analysis amongst the six students and found an overall average score amongst them. The two less
favorable markings of 5.75 band grade were found in Listening and Speaking. I have therefore chosen this lesson to teach
listening and speaking skills. The IETLS final grade is weighted on the four different skills for the students to achieve a
higher overall band grade, it will be important to for the students to practice the areas they are weaker in. Having a topic-
based lesson on these two skills will also assist them in their studies (i.e., Bilal wants to study in America) and in their work
endeavors (i.e., improve job prospects and day-to-day work lie). Furthermore, these two skills are vital for good
communication, and to have a productive discussion in all topics, students need to be able to express ideas clearly, concisely,
and confidently.
Calculations:
, Student Listening Reading Writing Speaking
Ana 5,50 7 6 6
Bilal 6,50 7 6,5 6
Chen 6,00 7 6,5 5,5
Delphine 5,50 6 5 5,5
Mihai 6,00 7 5,5 6
Francesca 5,00 6 5,5 5,5
Total 34,50/6 = 5.75 40,00/6 = 6.67 35,00/6 = 5.83 34,50/6 = 5.75
Which lesson topic have you chosen? Why? (minimum 100 words)
The Environment is a topic that effects everybody, worldwide and therefore applies to all students. There is wide scope for
many different topics within the broad umbrella title of “Environment”, which will therefore facilitate more personal note taking
and discussions and help to maintain and / or stimulate interest in such a broad topic. Generic vocabulary has been chosen,
as recommended in IELTS exam preparation documentation.
Many students struggle with this topic as they don’t have the vocabulary or the ideas with which to answer the speaking
questions, therefore I am hoping that their vocabulary could be increased which could then spill over into other topics and
hopefully increase their confidence as well.
, Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
• Understand some of the components of the speaking and • By the end of this lesson, students will have developed
listening test. their speaking skills by talking about the Environment.
• Better able to use Environment specific vocabulary. (skills)
(linguistic) • Students will be familiar with the format of the IELTS.
• Participate in exam style questions and answers. • Speaking and Listening parts of the IELTS Tests.
• By the end of this lesson, students will be better able to • Students will have practiced several question types for
talk about the Environment. the IELTS Speaking and Listening tests.
(Communicative) • Students will be aware of the need to demonstrate a wide
• Develop their lexical resource for listening and speaking range of lexical resource in the Speaking section.
tests on the topic of the Environment. • Students will have analyzed sample responses to identify
grammatical and lexical range.
Anticipated difficulties: Suggested solutions:
(include at least three points covering: students’ L1, the tasks,
classroom management, any other relevant points)
• The sound quality of the recording may be at times not • Have a transcript available so that in the event of a bad
quite satisfactory due to interference. connection or power failure, the teacher can read aloud
the recording.
• The speaking activity is not particularly easy. • Be prepared to provide some answers or vocabulary if
and when needed.
• The students are aiming for different band levels and the • They should be paired up with higher band level students
lower band level students may have difficulty formulating to work cooperatively to help each other, as in a real
answers. employment or academic situation.
