Your name: Date of submission:
Peter McCullagh 31-05-2024
Analyse the information in the class summary. What are your learners’ strengths and weaknesses?
Note: Cover all learners. (max. 100 words)
The data set presented includes a diverse range of IELTS scores across the four skills. Ana’s strengths are reading, speaking and writing, but she needs to improve
her listening skills. Bilal’s scores highlight his strengths in listening, reading and writing, but he needs to improve his speaking skills. Chen’s reading and writing
skills are strong, but he needs to improve his listening and speaking skills. Delphine needs to work on all 4 skills if she is to reach the required band of 6.5. Mihal’s
strength is reading, although he needs to work at improving his listening, writing and speaking skills. Francesca’s strength is also reading, and she too needs to
improve her listening, writing and speaking skills if she is to reach the required band. Taking the class as a whole, the mean score for listening is 5.75, for reading
it is 6.66, for writing it is 5.83 and for speaking it is 5.75. All the students have expressed the wish to either work or study in an English-speaking country.
Which two skills have you chosen to teach in this lesson? Why?
Note: State which part of the exam you will focus on for each skill, e.g., Speaking Part 1. (minimum 150 words)
After analysing the data, I have decided to focus on improving the students’ listening and speaking. It is clear from the data that these are skills that all 6
students need to improve if they are to reach the required band. Improving these skills is not only crucial for achieving the desired band scores, but also vital for
the students to improve their communication skills in real life contexts like working, studying and living in an English-speaking country. In such contexts, it is
crucial that the students are able to express their ideas and thoughts accurately, concisely and with confidence.
Therefore, for this lesson I intend to focus on:
part 1 of the Listening test, where students are required to listen to a conversation in a real-life context, e.g. a phone call involving customer service, and then
answer a range of questions.
Part 1 of the Speaking test, which requires students to interact with the examiner and answer questions on everyday topics such as their home, family, work,
studies and interests.
The main focus of the lesson therefore will be speaking and listening in English in every day and real-life contexts, with the aim of improving the student’s ability
to communicate effectively in English.
Which lesson topic have you chosen? Why? (minimum 100 words)
pg. 1 Lesson Plan 150823
,I have chosen the topic ‘work’ for the lesson. This topic is relevant to the lives of all the students, and the lesson will help them to prepare for real life scenarios
such as job interviews. Talking about work is likely to be beneficial for the IELTS exam, where this topic frequently appears. Discussing work helps students
expand their vocabulary and learn useful phrases related to employment, jobs, and workplace scenarios. Work is a crucial aspect of adult life, and students are
likely to have their own personal experiences and opinions. This makes it easier for them to discuss the topic fluently and coherently, which is crucial for the
Speaking part of the exam. Students may encounter the topic of work in the Listening and Reading sections through passages and audio recordings that discuss
workplace scenarios, job advertisements, career advice, and interviews. Familiarity with the topic helps them better understand and respond to these tasks.
Overall, the topic of work equips students with relevant language skills and knowledge that are directly applicable to the IELTS exam, as well as in their everyday
use of English.
Lesson Aims: Speaking and Listening Lesson Outcomes: Speaking and Listening
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Use a wider range of grammatical structures and vocabulary when answering Analysed sample responses to identify and discuss the grammatical structures
questions in Part 1 of the Speaking section, incorporating complex sentences and vocabulary used.
and topic-specific vocabulary. Practised answering questions with an emphasis on using a broader range of
grammatical structures and vocabulary.
Utilized online tools to find and apply synonyms for words related to work and
Use online tools, such as thesauruses and vocabulary-building apps, to find studying, enhancing their lexical range.
synonyms and related words, thereby expanding their lexical range and
improving the variety in their spoken responses.
Use strategies to predict the context and identify missing information on a Listened for, recognized, and remembered key words in an audio clip when
generic form. listening for detail and specific information.
Apply prediction strategies to listen for and identify specific details and
information. Used strategies to predict context and answers to accurately complete forms.
Use prediction skills to accurately complete missing information on a job
application form.
Anticipated difficulties: Suggested solutions:
(Include at least three points covering: students’ L1, the tasks,
classroom management, any other relevant points)
There is the potential for ppronunciation problems, particularly with sounds I would conduct pronunciation drills focusing on problematic sounds. I would
use phonetic exercises and provide recordings of native speakers for the
not present in the students native language, which might affect their fluency
students to listen to.
and clarity.
pg. 2 Lesson Plan 150823
, There is the possibility that students may miss key details and information I would expose students to different accents and speeds through a range of
because of unfamiliar accents or fast speech in the audio clip. different listening materials. I would practice intensive listening exercises
where students must identify specific details in the allocated time.
There is the potential for some students to dominate discussions while others
remain passive. I would ensure that all speaking activities were structured so that they require
input from all students. I would use pair and group work to ensure that
everyone has a chance to participate. During speaking activities, I would
carefully monitor the class to make sure that every student has the
opportunity to speak.
Remember the pre-, while-, post- structure for each skill. E.g., Pre-speaking, while-speaking, post-speaking.
Stage Name Stage Aim Length of Interaction Procedure
Stage Pattern
(minutes)
Speaking - Warmer To introduce the lesson topic 5 minutes T-S Tell students they are going to look at ways of impressing the
‘Work’, examiner by providing more detailed answers to questions.
To enable students to use a Write the question ‘What’s your job?’ on the board.
wider range of grammar and Ask a student to ask you the question and give a short answer,
lexis when answering questions. S–T
‘I’m a teacher’.
Encourage students to use a OCFB Ask the students if this answer would impress the examiner?
wider range of grammatical
No! Why not?
structures and vocabulary when
answering questions through an Elicit answers like ‘It’s too short, it lacks detail, it’s boring’.
‘improving answers’. Elicit longer/more detailed answers from the students. E.g.
Provide tips and example ’I’m an English language teacher, I teach English to teenagers
responses to help students in an English Language school, and I tutor mature students at a
improve the quality of their
college in the evenings.
answers.
Explain to students that using a variety of sentence structures
T–S
and vocabulary in the IELTS Speaking exam demonstrates a
good understanding of grammar and a wide range of
pg. 3 Lesson Plan 150823
Peter McCullagh 31-05-2024
Analyse the information in the class summary. What are your learners’ strengths and weaknesses?
Note: Cover all learners. (max. 100 words)
The data set presented includes a diverse range of IELTS scores across the four skills. Ana’s strengths are reading, speaking and writing, but she needs to improve
her listening skills. Bilal’s scores highlight his strengths in listening, reading and writing, but he needs to improve his speaking skills. Chen’s reading and writing
skills are strong, but he needs to improve his listening and speaking skills. Delphine needs to work on all 4 skills if she is to reach the required band of 6.5. Mihal’s
strength is reading, although he needs to work at improving his listening, writing and speaking skills. Francesca’s strength is also reading, and she too needs to
improve her listening, writing and speaking skills if she is to reach the required band. Taking the class as a whole, the mean score for listening is 5.75, for reading
it is 6.66, for writing it is 5.83 and for speaking it is 5.75. All the students have expressed the wish to either work or study in an English-speaking country.
Which two skills have you chosen to teach in this lesson? Why?
Note: State which part of the exam you will focus on for each skill, e.g., Speaking Part 1. (minimum 150 words)
After analysing the data, I have decided to focus on improving the students’ listening and speaking. It is clear from the data that these are skills that all 6
students need to improve if they are to reach the required band. Improving these skills is not only crucial for achieving the desired band scores, but also vital for
the students to improve their communication skills in real life contexts like working, studying and living in an English-speaking country. In such contexts, it is
crucial that the students are able to express their ideas and thoughts accurately, concisely and with confidence.
Therefore, for this lesson I intend to focus on:
part 1 of the Listening test, where students are required to listen to a conversation in a real-life context, e.g. a phone call involving customer service, and then
answer a range of questions.
Part 1 of the Speaking test, which requires students to interact with the examiner and answer questions on everyday topics such as their home, family, work,
studies and interests.
The main focus of the lesson therefore will be speaking and listening in English in every day and real-life contexts, with the aim of improving the student’s ability
to communicate effectively in English.
Which lesson topic have you chosen? Why? (minimum 100 words)
pg. 1 Lesson Plan 150823
,I have chosen the topic ‘work’ for the lesson. This topic is relevant to the lives of all the students, and the lesson will help them to prepare for real life scenarios
such as job interviews. Talking about work is likely to be beneficial for the IELTS exam, where this topic frequently appears. Discussing work helps students
expand their vocabulary and learn useful phrases related to employment, jobs, and workplace scenarios. Work is a crucial aspect of adult life, and students are
likely to have their own personal experiences and opinions. This makes it easier for them to discuss the topic fluently and coherently, which is crucial for the
Speaking part of the exam. Students may encounter the topic of work in the Listening and Reading sections through passages and audio recordings that discuss
workplace scenarios, job advertisements, career advice, and interviews. Familiarity with the topic helps them better understand and respond to these tasks.
Overall, the topic of work equips students with relevant language skills and knowledge that are directly applicable to the IELTS exam, as well as in their everyday
use of English.
Lesson Aims: Speaking and Listening Lesson Outcomes: Speaking and Listening
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Use a wider range of grammatical structures and vocabulary when answering Analysed sample responses to identify and discuss the grammatical structures
questions in Part 1 of the Speaking section, incorporating complex sentences and vocabulary used.
and topic-specific vocabulary. Practised answering questions with an emphasis on using a broader range of
grammatical structures and vocabulary.
Utilized online tools to find and apply synonyms for words related to work and
Use online tools, such as thesauruses and vocabulary-building apps, to find studying, enhancing their lexical range.
synonyms and related words, thereby expanding their lexical range and
improving the variety in their spoken responses.
Use strategies to predict the context and identify missing information on a Listened for, recognized, and remembered key words in an audio clip when
generic form. listening for detail and specific information.
Apply prediction strategies to listen for and identify specific details and
information. Used strategies to predict context and answers to accurately complete forms.
Use prediction skills to accurately complete missing information on a job
application form.
Anticipated difficulties: Suggested solutions:
(Include at least three points covering: students’ L1, the tasks,
classroom management, any other relevant points)
There is the potential for ppronunciation problems, particularly with sounds I would conduct pronunciation drills focusing on problematic sounds. I would
use phonetic exercises and provide recordings of native speakers for the
not present in the students native language, which might affect their fluency
students to listen to.
and clarity.
pg. 2 Lesson Plan 150823
, There is the possibility that students may miss key details and information I would expose students to different accents and speeds through a range of
because of unfamiliar accents or fast speech in the audio clip. different listening materials. I would practice intensive listening exercises
where students must identify specific details in the allocated time.
There is the potential for some students to dominate discussions while others
remain passive. I would ensure that all speaking activities were structured so that they require
input from all students. I would use pair and group work to ensure that
everyone has a chance to participate. During speaking activities, I would
carefully monitor the class to make sure that every student has the
opportunity to speak.
Remember the pre-, while-, post- structure for each skill. E.g., Pre-speaking, while-speaking, post-speaking.
Stage Name Stage Aim Length of Interaction Procedure
Stage Pattern
(minutes)
Speaking - Warmer To introduce the lesson topic 5 minutes T-S Tell students they are going to look at ways of impressing the
‘Work’, examiner by providing more detailed answers to questions.
To enable students to use a Write the question ‘What’s your job?’ on the board.
wider range of grammar and Ask a student to ask you the question and give a short answer,
lexis when answering questions. S–T
‘I’m a teacher’.
Encourage students to use a OCFB Ask the students if this answer would impress the examiner?
wider range of grammatical
No! Why not?
structures and vocabulary when
answering questions through an Elicit answers like ‘It’s too short, it lacks detail, it’s boring’.
‘improving answers’. Elicit longer/more detailed answers from the students. E.g.
Provide tips and example ’I’m an English language teacher, I teach English to teenagers
responses to help students in an English Language school, and I tutor mature students at a
improve the quality of their
college in the evenings.
answers.
Explain to students that using a variety of sentence structures
T–S
and vocabulary in the IELTS Speaking exam demonstrates a
good understanding of grammar and a wide range of
pg. 3 Lesson Plan 150823
