Level 3 Assignment B
Step 1: Review an online lesson plan
There are significant issues with the lesson plan below. Think of two improvements you could make for each stage of the lesson plan. You may spot more than two
issues per stage, but please select the two you feel are most necessary and write them in the template. Say what the issue is, why it is an issue, what you would do
to improve it, and why this would be beneficial.
You can refer to Unit 5 to help you with this step. You do not need to provide any materials for this step.
Class: A2 pre-intermediate 10-12 years old Date: 16 January 2026 Topic: Used to
Number of students: 12 Duration: 60mins
Lesson type: Grammar (online)
Lesson aim: To introduce students to 'used to' for past states and habits that are no longer true.
Lesson objectives:
● To practice accuracy in the controlled practice stage via a worksheet.
● To develop fluency in the freer practice stage with a role play.
Materials and equipment:
PPT showing Tim before and after.
Handouts for controlled practice activity.
Role cards for freer practice.
, Anticipated problems: Solutions:
1. Students will use their L1. 1. Remind them to speak English.
2. Students won’t hear the difference between ‘use to’ and ‘used to.’ 2. Give lots of examples and do drilling tasks.
3. Students may not have a good Internet connection. 3. Remind them not to worry and to turn off their cameras to see if that
helps.
Stage Stage Aim Timing Interaction Teacher Activity Student Activity
Warmer To introduce 15 minutes Whole class The teacher tells students to write on the Students come up to the board and write an
students to the board something that they liked to do when activity that they used to do.
target they were younger.
grammar in
the lesson Teacher-class After two minutes, the teacher asks students Students sit down and listen in silence.
to sit down and then continues to talk about
his/her own life.
Improvements:
Example: The stage aim is incorrect, as the target grammar should not be used in the warmer – students don’t know it yet! I would change the stage aim to
‘To establish a context for the lesson,’ as this will help me to select a suitable activity to engage the students in the lesson.
1. The instructions for the activity are not.appropriate. Students are asked to.come to the.board in an.online lesson. This is a problem because in an online class, there
is no physical board to walk to. This can slow the lesson down, as students may not understand what to do and could be confused or stay silent. I would use the chat
box, an online whiteboard, or ask students to speak instead. This is better because all students can take part in the activity, and it works well in an online setting.
2. The.warmer.takes.15 minutes, which is.too.long for this stage. This is a problem because it leaves less time for the teacher to present the new grammar and for
students to practice and use it. The.warmer should be a short and engaging.activity. I would reduce the timing to about 5–7 minutes. This gives more time for the
main parts of the lesson, so students can focus on learning and practicing the target language effectively.
Step 1: Review an online lesson plan
There are significant issues with the lesson plan below. Think of two improvements you could make for each stage of the lesson plan. You may spot more than two
issues per stage, but please select the two you feel are most necessary and write them in the template. Say what the issue is, why it is an issue, what you would do
to improve it, and why this would be beneficial.
You can refer to Unit 5 to help you with this step. You do not need to provide any materials for this step.
Class: A2 pre-intermediate 10-12 years old Date: 16 January 2026 Topic: Used to
Number of students: 12 Duration: 60mins
Lesson type: Grammar (online)
Lesson aim: To introduce students to 'used to' for past states and habits that are no longer true.
Lesson objectives:
● To practice accuracy in the controlled practice stage via a worksheet.
● To develop fluency in the freer practice stage with a role play.
Materials and equipment:
PPT showing Tim before and after.
Handouts for controlled practice activity.
Role cards for freer practice.
, Anticipated problems: Solutions:
1. Students will use their L1. 1. Remind them to speak English.
2. Students won’t hear the difference between ‘use to’ and ‘used to.’ 2. Give lots of examples and do drilling tasks.
3. Students may not have a good Internet connection. 3. Remind them not to worry and to turn off their cameras to see if that
helps.
Stage Stage Aim Timing Interaction Teacher Activity Student Activity
Warmer To introduce 15 minutes Whole class The teacher tells students to write on the Students come up to the board and write an
students to the board something that they liked to do when activity that they used to do.
target they were younger.
grammar in
the lesson Teacher-class After two minutes, the teacher asks students Students sit down and listen in silence.
to sit down and then continues to talk about
his/her own life.
Improvements:
Example: The stage aim is incorrect, as the target grammar should not be used in the warmer – students don’t know it yet! I would change the stage aim to
‘To establish a context for the lesson,’ as this will help me to select a suitable activity to engage the students in the lesson.
1. The instructions for the activity are not.appropriate. Students are asked to.come to the.board in an.online lesson. This is a problem because in an online class, there
is no physical board to walk to. This can slow the lesson down, as students may not understand what to do and could be confused or stay silent. I would use the chat
box, an online whiteboard, or ask students to speak instead. This is better because all students can take part in the activity, and it works well in an online setting.
2. The.warmer.takes.15 minutes, which is.too.long for this stage. This is a problem because it leaves less time for the teacher to present the new grammar and for
students to practice and use it. The.warmer should be a short and engaging.activity. I would reduce the timing to about 5–7 minutes. This gives more time for the
main parts of the lesson, so students can focus on learning and practicing the target language effectively.
