TUTOR COMMENTS
Date: 18 October 2023 Level: PI Tutor: Alex
Start: 19.20 Length: 45" Ss: 9 TP no.: 2 Teacher: Adelina
Lesson focus
• Listening
• Functions
Comments on lesson plan
• The listening and language aims of your lesson are clearly stated. You specify which listening subskills
you'll be working on, what the TL is and what Ss will use it to do.
• You've set clear professional goals based on previous feedback, and you state how you'll address
them.
• You've made a good start with language analysis, considering M, F and P, including some helpful
CCQs, and identifying specific problems and solutions. However:
o You should also state how you'll clarify these areas, i.e. briefly explain how, in your procedure,
you'll clarify the M, deal with F, and help Ss with P.
o Please analyse all your target items – there were eight in this lesson. Some of these were no
doubt quite easy but they should still be analysed, though there may be less to say about
problems / solutions.
• Solid procedure: it’s logical, detailed, with convincing stage aims. On the other hand there doesn't
seem to be a task for the first listening (?). See also my note about the meaning clarification stage.
Strengths
• The listening skills element of this lesson was not effective but the listening did provide a helpful
context for the TL.
• The meaning of the TL was clarified in a student-centred manner: Ss categorized the expressions, and
feedback was clear.
• You established that the target expressions can be followed by a noun or -ing form. (Better, though, to
avoid the excursus on the to-infinitive: the -ing / to-inf. distinction is complicated, and in any case not
all the target items can take the to-inf..)
• The practice activity was nicely modelled and led into useful controlled (but nevertheless
communicative) practice and then some speaking – a strong end to the lesson.
Progress on recommendations from previous TP
• Very good progress with your planning, Adelina: your stages are clearly and appropriately named,
and you distinguish clearly between clarification and practice activities.
Areas to work on next time
• Listening procedures. Please be sure to provide Ss with clear tasks for listening – there was no task for
the first listening :( You said that you wanted to test Ss' memories but this doesn’t help Ss develop their
listening skills – which was one of the aims of the lesson.
Unfortunately, the second listening didn’t happen either. Ss had a chance to predict the answers –
fine – but then you provided feedback on this straight away, making the second listening redundant.
• Using feedback stages to teach. When setting up the meaning clarification activity, you ended up
clarifying a couple of the items. Reverse this: let Ss try the activity, then deal with problems in
feedback. In other words, test (diagnostically) > teach.
• Pronunciation. You deal well with M and F here – so, time to start thinking about P! With this language,
a focus on sentence stress and intonation would be especially helpful: I HATE ketchup! and so on.
This lesson clearly exceeded / met / did not meet the standard for this stage of the course because it was
on the whole well planned, you did a good job of clarifying the meaning and form of the TL in an
,engaging manner, and you provided well-structured practice. On the other hand, some poor procedural
choices meant that the listening aims of the lesson were not achieved – so, receptive skills procedures
would be a key area to work on in upcoming lessons. Thanks very much, Adelina.
, LESSON PLAN
Name: Adelina Gădinceanu TP no.: 2 Date: 18.10.23 Length: 45" Class size (range): 8-10 Level: PI
Main aim:
• By the end of the lesson, Ss will be better able to use a diverse range of phrases in order to express something that they like and/or dislike (with the help of
the - form);
Secondary aim(s):
• By the end of the lesson, Ss will be able to listen for gist and for specific information;
Learners’ interests, backgrounds and prior knowledge
What do they find interesting that you will use? What do they find easy or difficult that you have prepared for? What language will they need that they
already know? What have they done recently that you will build on in this lesson?
• I assume that Ss will not encounter many difficulties identifying the topic of the recording (listening for gist) and discovering which are the things that the
speaker likes and dislikes (listening for specific information) as they are already familiarized with these type of listening exercises;
• I suppose that in the beginning Ss will find some phrases a bit challenging but these will eventually become obvious from the context as they listen
attentively;
• I think that Ss will identify classifying positive/ negative phrases more easily as they have previously discussed the positive/negative aspects related to a
specific job.
• I believe that Ss will consider talking about the things that they like/dislike, using the given phrases, an interesting and fun exercise to express themselves
and find out new things about each other;
Professional development goals Professional development strategies
1. To avoid overexplaining. 1. Eliciting from the Ss, using CCQs, getting them to work in groups/pairs and
2. To focus more on freer practice & correcting possible errors in order using the exercises planned;
to assess Ss and help them consolidate their knowledge.
Date: 18 October 2023 Level: PI Tutor: Alex
Start: 19.20 Length: 45" Ss: 9 TP no.: 2 Teacher: Adelina
Lesson focus
• Listening
• Functions
Comments on lesson plan
• The listening and language aims of your lesson are clearly stated. You specify which listening subskills
you'll be working on, what the TL is and what Ss will use it to do.
• You've set clear professional goals based on previous feedback, and you state how you'll address
them.
• You've made a good start with language analysis, considering M, F and P, including some helpful
CCQs, and identifying specific problems and solutions. However:
o You should also state how you'll clarify these areas, i.e. briefly explain how, in your procedure,
you'll clarify the M, deal with F, and help Ss with P.
o Please analyse all your target items – there were eight in this lesson. Some of these were no
doubt quite easy but they should still be analysed, though there may be less to say about
problems / solutions.
• Solid procedure: it’s logical, detailed, with convincing stage aims. On the other hand there doesn't
seem to be a task for the first listening (?). See also my note about the meaning clarification stage.
Strengths
• The listening skills element of this lesson was not effective but the listening did provide a helpful
context for the TL.
• The meaning of the TL was clarified in a student-centred manner: Ss categorized the expressions, and
feedback was clear.
• You established that the target expressions can be followed by a noun or -ing form. (Better, though, to
avoid the excursus on the to-infinitive: the -ing / to-inf. distinction is complicated, and in any case not
all the target items can take the to-inf..)
• The practice activity was nicely modelled and led into useful controlled (but nevertheless
communicative) practice and then some speaking – a strong end to the lesson.
Progress on recommendations from previous TP
• Very good progress with your planning, Adelina: your stages are clearly and appropriately named,
and you distinguish clearly between clarification and practice activities.
Areas to work on next time
• Listening procedures. Please be sure to provide Ss with clear tasks for listening – there was no task for
the first listening :( You said that you wanted to test Ss' memories but this doesn’t help Ss develop their
listening skills – which was one of the aims of the lesson.
Unfortunately, the second listening didn’t happen either. Ss had a chance to predict the answers –
fine – but then you provided feedback on this straight away, making the second listening redundant.
• Using feedback stages to teach. When setting up the meaning clarification activity, you ended up
clarifying a couple of the items. Reverse this: let Ss try the activity, then deal with problems in
feedback. In other words, test (diagnostically) > teach.
• Pronunciation. You deal well with M and F here – so, time to start thinking about P! With this language,
a focus on sentence stress and intonation would be especially helpful: I HATE ketchup! and so on.
This lesson clearly exceeded / met / did not meet the standard for this stage of the course because it was
on the whole well planned, you did a good job of clarifying the meaning and form of the TL in an
,engaging manner, and you provided well-structured practice. On the other hand, some poor procedural
choices meant that the listening aims of the lesson were not achieved – so, receptive skills procedures
would be a key area to work on in upcoming lessons. Thanks very much, Adelina.
, LESSON PLAN
Name: Adelina Gădinceanu TP no.: 2 Date: 18.10.23 Length: 45" Class size (range): 8-10 Level: PI
Main aim:
• By the end of the lesson, Ss will be better able to use a diverse range of phrases in order to express something that they like and/or dislike (with the help of
the - form);
Secondary aim(s):
• By the end of the lesson, Ss will be able to listen for gist and for specific information;
Learners’ interests, backgrounds and prior knowledge
What do they find interesting that you will use? What do they find easy or difficult that you have prepared for? What language will they need that they
already know? What have they done recently that you will build on in this lesson?
• I assume that Ss will not encounter many difficulties identifying the topic of the recording (listening for gist) and discovering which are the things that the
speaker likes and dislikes (listening for specific information) as they are already familiarized with these type of listening exercises;
• I suppose that in the beginning Ss will find some phrases a bit challenging but these will eventually become obvious from the context as they listen
attentively;
• I think that Ss will identify classifying positive/ negative phrases more easily as they have previously discussed the positive/negative aspects related to a
specific job.
• I believe that Ss will consider talking about the things that they like/dislike, using the given phrases, an interesting and fun exercise to express themselves
and find out new things about each other;
Professional development goals Professional development strategies
1. To avoid overexplaining. 1. Eliciting from the Ss, using CCQs, getting them to work in groups/pairs and
2. To focus more on freer practice & correcting possible errors in order using the exercises planned;
to assess Ss and help them consolidate their knowledge.
