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Please I have looked at every point and angle.

I doent know what to do. (Where to change/ add/ delete.) I am going bald from pulling out mu hair

Please tell me what to do and what to change 



Now write a lesson plan for a 45-minute-long lesson on the chosen topic in the space provided below. Click her?

Please see if any one can assist me asap. I really am struggling.

All details are posted here. Can you please delete, add, change where necessary.



Now write a lesson plan for a 45-minute-long lesson on the chosen topic in the space provided below. Click here to remind yourself of the model structure for a lesson plan. To pass this task, make sure each stage of your plan includes an activity description, the type of interaction, and the timing.

For example: 1. Warmer. Play pictionary using the words taught in the previous lesson. S-S 5 minutes



Objective: To teach the students about verbs, nouns and adjectives related to "catching a train" and "mastering a time table".

Language: VERBS- catch, leave, ask, purchase .

NOUNS- train, station, ticket, timetable, business man, London, information officer, meeting. ADJECTIVES- fast, long, busy, loud, noisy.


1. Warmer: Show them pictures of a train timetable ask context questions e.g. Does the train for London leave at 11.00? T-S 2 Mins


2. Lead-in: Using a picture of a business man looking at a train timetable, elicit from the students how old they think he is, whether or not he looks like he’s a business person, where could he be going e.g. a business meeting. S-T 3 mins.


3. Role-Play: Brief the students could role play the following: A business man asking the information officer for information about trains at the information desk S-T 10 mins

e.g. How long certain trains take and how many stops its makes?

Ask the students compose 3 sentences using at least one VERB, NOUN and ADJECTIVE per sentences.

Ask a student in there group to role play there sentences of there choice


4. Plenary: Walking round the class listening to the students, take note of common mistakes and then drill the most common errors made with the class for 5 minutes thereafter . T-S 5 mins

e.g You may come across a student using a VERB, NOUN, ADJECTIVE in the wrong context.


5. Presentation: Give students a copy of the timetable. Have them write a small script of two business men planning on taking a train to London.

Using the timetable the students will discuss how the business men will purchase a ticket and what train they will take. Write some of the suggestions on the board.

Highlight intonation, word stress and drill.? S-T 12 mins


6. Plenary: Feedback, ask students to mark each other’s work. Common mistakes will be noted on the board. 3 mins


7. Controlled activity: Students in pairs will complete a gap fill activity.

i.e. One student will be the teacher the other will be the student

e.g. The ___ (man) will be going to the ___(station) to catch the train.

e.g. When the man got to the station he found that it was very __(noisy) S-S 5 mins.


8. Plenary: Feedback on activity. Ask a few of the students to read out there answers. S-T 3 mins


9. Homework: Brief the students to use the information from the gap fill activity to make up their own scenario based on if they were taking the train. Students will need to write 6 sentences describing the scenario. T-S 2 mins.


Tutors Comment: This is a good effort, however, you need to amend your lesson plan that will show how you are going to teach the target language (see task 3 + my comments there).

The lesson should follow the presentation - practice - production model. At the beginning of the lesson it is assumed that the students don’t know the target language, and by the end of the lesson they should know and use it. Your plan should demonstrate how you will help them master those words and phrases step by step using the PPP model for lesson planning.


Question 3 , answers and comment Target language Answer:

Present simple question forms, numbers, times (4:30, 10:15, etc)


TUTORS Comment: Here is some help with this one: What you actually need to teach is a range of phrases used to make inquiries and give students practice understanding timetables. The phrases should be taught as chunks. This is not a grammar lesson, so your focus will not be grammatical structures. Your target language should include some conventions of asking about trains such as 'Can you tell me when the next train to London leaves?' 'What platform does it go from?' 'How much is the single fare to Manchester?' 'Can I have two return/single tickets please?' Words like 'departures', 'arrivals', 'platform' and 'delayed' are important to include too.


My chosen topic

Travelling by train (LESSON).

To be able to understand a timetable, make enquiries at the Information Office and buy a train ticket (OBJECTIVE)

Present simple question forms, numbers, times (4:30, 10:15, etc) (ASSUMED KNOWLEDGE)




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First you need to think of what age/level your students are

ex -Lesson 2 -Catching a train -High School students -Level: Low intermediate(first grade)

Objective -Review telling the time and using the time table from Lesson 1 Review previously learn vocab from Juinior High school and then introduce phrases "What platform is the train the London leaving from?" "Am I on time?" "The train will leave at__" "There is a delay"

1. Warm-up 5mins T-S - Game of criss cross. Write a time on the board using 24hr clock format to review Lesson 1 on "Timetables - telling the time". When a student answers correctly they choose which row (horizontal, vertical or diagonal) to sit down 

(Presentation) 2. Lead-in 5mins T-S - using flash cards check the vocab that the students should know from JHS and lesson 1...Use pictures of a train, a station, a ticket etc...elicit to help

3. Worksheet - 5mins S - Section 1 on worksheet - gap fill - students read a short dialogue at the station between a business man and an information officer...they have to choose the correct word from the list box (2mins check answer

4. Comprehension check - 5mins - S - Section 2 on worksheet - student answers 3 questions about the dialog choosing a, b or c (2mins check the answers

(Practice)5. Speaking - 10mins - T-S - write the new phrases on the board...check for pronunciation and understanding. Then read the dialogue - students repeat. Review any they still struggle with

(Production)6. Pair work 10mins - S-S - in pairs students practice the dialog (go round and help/check)

7. Demonstration 5mins - S-S - choose or ask for volunteers to demonstrate (if you found students still struggling then review the pronunciation of those words

(i hope this helps)...please adapt as this is basic

You should aim to follow their example lesson plan. So, for example:

1. Warmer. You should play a game or something. Something fun and light. So for example, have 2 groups and play "What time is it?" where you can have one group arranged in a circle in the shape of a clock. So have each student stand at 12, 1, 2, 3 etc.. Then have 2 students from the other group play clock hands. These two students have to make a time (one student stand at the centre of the circle pointing to 12, and the other student pointing to 4 - making 4o'clock.) The rest of the group has to guess what time it is.

Or something like that.

2. Lead in. Draw on the board a clock with different times. Ask the student what time it is on the board. OR, elicit time answers from the students by saying something like, "what time do you wake up?" students answer "6!" have them come up to the board and draw 6'oclock.

3. Pair work. Have students work in pairs and find out what time they wake up, eat breakfast, come to school, eat dinner, do homework, sleep etc. Have them write down the answers.

4. Listening for gist. Play an audio tape of a man at a train station asking about train departure times. eg "What time does the train leave?"

5. Listening for detail. Give students a handout with detailed questions. Play the audio tape again and have them fill out the answers. Example questions can be like, "What time does the train leaving for Birmingham arrive?" Students check answers in pairs.

6.Presentation. Give them a transcript and write on the board all the different variations of asking for train departures/arrivals.


Do you get the drift? You should aim to have 11 stages.

Hope that helps some. If not, sorry!

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