ADAPTED LESSON PLAN

Class Profile: An elementary class of adult students, the majority of whom come
from Central Asia, the Middle East and Africa (the Congo). Their aim particularly lies
in developing communicative skills mainly for producing the TL outside the
classroom, in the real world; some of them hope for a job in tourism industry. The
group comprises 12 students at this very moment and they began classes last
February.
They meet three times a week for a two hour and I have only observed them twice.

The class consists of Anatoli, an active participant in the whole teaching procedure,
trying his very best to take in as much input as possible and use it actively, whenever
possible. In my opinion, he seems to be the leading figure in the whole class takes
chances with the language and be ahead of others in terms of vocabulary and
grammar.

Hasan, Asmatoulah Seid, Shamel and Mahdi, seem to be passive participants and they
only will take part in the activity, if they understand and be guided as to what they
need to do. In addition, two new students turned up, whom I’ve never met before,
but,they actually paricipate in the teaching procedure, they do their very best to
acquire as much as possible and they also seemed to keep up with the rest of the class.

Victor and Ali paricipate actively in class, they seem to have grasped the basic
linguistic features and vocabulary items to communicate with others and the T at
times. They also both seem to communicate comfortably in pairs, in groups with well-
organised and structured activities and they also communicate effectively in whole
class activities, volunteer to contribute their ideas willinglyand with great senmse of
humour, which enhances classroom learning.

The rest two Sieta and Fifie participate actively in the procedure, if the material and
carefully structured activities targeted at them is of high interest. Fifie, particularly,
volunteers to contribute her ideas with a strong French accent, when she uses English
as a TL (it is clearly obvious,, because her country of origin is the Congo), she does
need a lot of work with her pronunciation and Sieta needs guidance and prompt to
perform accordingly in class.
LessonAims/ Objectives for Evidence
students

Primary Aim(s)

• To revise/ teach weather • By using group/pair work to practise

vocabulary with respective clothes
according to season, like hot/
sunny-sandals,T-shirt,
cold/snowy- jumper, jacket
• to enable students by means of
activities to assimilate them
Learner training:
• To enable students to record
vocabulary presented to them
thematically
describing visuals (blue jacket-snowy
weather) and gradually to proceed to
describe themselves in pairs saying what
clothes they wear in summer / winter.
• By recording weather conditions in their
vocabulary notebooks with respective
clothes

Secondary Aim(s) • By guiding one of the students in pairs To

To practise their reading and
speaking skills.
To practice sub skills of writing
(drawing, colouring in, forming
• By
letters)
To develop their fluency •
Speaking
• to use the appropriate vocabulary
practise reading and describing the
weather / clothing noun to the other
partner to draw
drawing and writing the
weather/clothing noun on a post it note
By describing the way their partner is
dressed now during a fluency activity: he/
she are wearing blue jeans, green skirt,
etc.

• to describe themsleves and their

peers
• To practice these groups of words
amongst them in pairs/groups
and to use these words to
describe people’s way of clothing
according to season.
Source Aids/Handouts
1. A Street Fashion page of their current coursebook unit, Module 10 which corresponds
to Clothes, their coursebook bearing the name of Cutting- Edge Elementary, pg. 89.
2. A series of downloadable flashcards for presentation of clothes and weather conditions
from http://www.britishcouncil.org/learnenglish for weather conditions and
http://www.britishcouncil.org/kids_flashcards_clothes_1-5.pdf for clothes;
3. A4 paper to draw and colour in the characters they’re listening to describe, coloured
fibre pens for colouring in clothes and the whiteboard for presenting structures of
describing others, i.e. “He/ She is wearing ...(blue jeans and a purple T-shirt)......

Linguistic assumptions
This group of Elementary studebts has had previous contact with basic weather conditions
and basic vocabulary clothes (hot- skirt, cold-trousers), therefore, I believe that it would be
a great opportunity to revise what they’ve already covered in class and possibly to extend it
to a couple of weather conditions and clothes more ( snowy- boots, windy- scarf). They have
also practised noun/ adjective collocations (young people, old car), so I assume they might
be able to describe themselves and their peers; plus, they have been guided how to
organise, record and store vocabulary items in their vocabulary notebooks thematically.

Anticipated Language Difficulties Solutions/Remedies

1. Students might encounter problems
retaining in their long-term memory
clothing items and weather conditions.
2. They might not be able to record their
vocabulary in their notebooks thematically.
3. They might present problems stressing the
vocabulary right.
4. Some of them might even present problems
producing the script of the nouns (weather
& clothes).
5. Students might not be familiar with how to
produce the appropriate utterances to
communicate in pairs/groups.
1. T will pre-teach weather conditions and
clothes by means of flashcards presenting
both the image and the script of the word
nearby
2. Present and record them thematically on
the whiteboard for students to record
them in their vocabulary notebooks
accordingly. After presentation on the
whiteboard, T guides Ss how to perform
the activity in their notebooks, i.e. a
spidergram.
3. T also stresses the word with a red dot
above the appropriate syllable of the word
with a red marker, i.e. snowy.
4. Ss are already presented with flashcards
depicting their visual prompt as well as
their script, which, if you fold them in
half, is located backwards.
5. T models and writes on the w/b the
appropriate stucture “S/he is wearing..........”
and models it accordingly with a student or
two before the pair/ group work activity
taking place.
Timetable Fit
The particular group of students have had previous contact with basic weather conditions, such
as hot/ cold, and basic clothing items, like coat/dress, therefore, I feel that they might be in the
position of recalling and even extending those to snowy-gloves, scarf / warm-sunny –trainers,
sandals.

They’ve also covered the Present Continuous to a degree, so , they may be able to describe their
partner wearing clothes at that moment as well as describing a task in which they are invited to
describe one of the people in their coursebook page without the other person knowing about it;
just in case they seem to be perplexed , I will proceed to write up on the w/b which structures to
use, how to get started and model the procedure with a pair of students or two.

Board Plan(s) Directions

Winter Clothes Team A Team B

Jumper
gloves
Cold
Rainy
boots Stormy
Shirt Foggy
Snowy

scarf

Summer Clothes Unknown Grammar:

T-shirt Vocabulary:
S/he is wearing.................
Dress Belt now
Hot Trousers
Sunny Socks
Warm Trainers
Skirt
vest
Sandals hat
Commentary

At the beginning of the lesson, I was thinking of using a TBL- based lesson plan
that would induce them to start the lesson with whatever linguistic and lexical means
they’d have at their disposal, but, since, they seem to be complete beginners, I
thought of a basic PPP lesson that would cater for their needs, as a group of
Elementary students. Thus, I have thought of presenting lexical items concerning
weather and respective clothes in flashcards (both sides covering pictures & scripted
words); this would be a way for them to retrieve and store them in their vocabulary
notebooks and use them for further reference.

In reality, I have planned a lesson plan that will, hopefully, enable them to
review weather and clothes through a variety of communicative activities, since they
will be able to use actively what they ‘ ve been taught in previous lessons and what
they’ve revised so far. It is , actually, a lesson that will enable them to revise and
actively use what type of clothes we wear in particular times of the year.

Moreover, another activity that will, hopefully, enable them to use actively
the vocabulary targeted at them will be the one of separating the Ss into two teams
A+B and advising them to mingle together as two groups and match the visuals of the
flashcards to their scripted form; this activity will, hopefully, enable them to develop
their reading skills and help them retrieve the pre-taught vocabulary to them.

Furthermore, I have designed another communicative, group activity for

Elementary Ss to use and that is the one of two teams mingling together this time to
match clothes to respective weather conditions, (i.e. Winter- cold, snowy, rainy,
foggy, stormy- jumper, boots, gloves, scarf) to be able to retrieve them and actively
use them.

Another couple of authentic, communicative activities for Ss to use include the

ones of describing their clothes, in pairs, being able to use what they’ve been
presented earlier and to expand their vocabulary storage, i.e., to even learn more
vocabulary words , and the other one I have designed to use is a whole class
conversation for Ss to combine weather conditions weith respective clothes , a useful
opportunity to retrieve and use both lexical categories in class.

Another activity includesusing a vocabulary handout from their coursebook Cutting-

Edge Elementary, in which there are models for Ss to use and colour in. One of the
students keeps the handout to describe what clothes the model wears and the other
student needs to draw and colour in what s/he listens to; it’s an opportunity for therm
to practise their subskills of writing (drawing and colouring in), to revise colours, to
practise and/ or develop their aural skills, their speaking ones(accuracy, fluency,
pronunciation, stressrhythm, intonation)as well as their ability to recall and actively
use clothes and coloursthey have been pre-taught earlier and/ even to learn some
more.

Last, but, not, least, the activity I have chosen to use is the one of playing the “Who is
it?”game, in which Ss are invited to describe anyone in class and their classmates are
to find out who the description is for; I believe that this very last activity includes an
element of humour in class, it is a very relaxing and game-like one to end a lesson,
an opportunity for Ss to use their fluency and their vocabulary freely, willingly to
interact with others in class.
DELTA Lesson Plan : Name: Paraskevi Date: June 30th 2008
Andreopoulou
PROCEDURE
Stage Teacher Activity Learner Activity Aims Materials Interaction Time

Lead in: T elicits from Ss Ss perform the activity taking To present weather Flashcards Plenary Mode 10 ‘
weather and respective place, and repeat after T. conditions and and relating to
clothes and presents the clothes by means of weather and
respective flashcards , one visuals and clothes, w/b
at a time, inviting students thematically on the for presenting
to repeat after her. w/b for Ss to record the
And to stress the appropriate
words right/ phonemes
pronunciation

trying to embed
them in their long-
term memory
Presentati T elicits weather words Ss observe the activity and To record Weather and Plenary Mode 8-10’
on: by means of F/Cs repeat the words chorally / vocabulary clothes
cold, rainy, stormy, snowy individually. thematically, to use flashcards
and foggy it for further accordingly
elicits clothes we need reference, categorise for
boots, slippers, trainers, it thematically, to vocabulary
jumper jacket ,pyjamas, much more easily presentation,
socks, shirts and gloves. transfer it to long- vocabulary
term memory and to notebooks to
T organises on the w/b in practise vocabulary record and
a spidergram asks Ss to Ss record vocabulary in their orally and to practise store the
repeat tem and categorise notebooks thematically their aural & vocal words and the
them in their vocabulary abilities w/b for the
notebooks. use of the
spidergram
Controlle T divides Ss into two Ss are divided into two teams To mingle as group Both picture Group Work 7’
d Practice teams A+B ; members of A+B and advised to mingle members to perform and word
(a): team A’ hold up picture together to match picture to an activity, to avail flashcards,
flashcards and members word flashcards in their themselves to group the w/b for
of team B’ hold up word groupings work, to correspond sticking them
flashcards. T guides Ss to flashcards up and group
mingle together to meaningfully on the work
correspond the flashcards w/b and to practise
and stick them up on the their reading skills
w/b
Controlle T advises these two teams Ss perform the activity (Team To record, store the Flashcards Group Work 8’
d Practice this time to mingle A:- It’s winter, cold, rainy and vocabulary they’ve (visuals &
(b): together, once more, to foggy ---- Team B:- We wear been taught scripted
store flashcards (both gloves, scarf, trousers & a thematically, to words) to
visuals and scripted ones) jacket) practise using them perform the
on the w/b thematically, orally, in a activity,
i.e. cold /snowy/ controlled way and group
rainy/stormy- jacket, to collaborate in members to
jumper shirt, scarf, gloves, their teams work as a
 boots, etc. team and the
T models, sets examples w/b to record
and monitors through the
activity vocabulary
thematically
Semi- At this stage, T divides Ss Ss work in pairs to describe the To use the The w/b with Pair Work 5’
Controlle into pairs and invites them clothes they’re wearing now vocabulary they’ve the thematic
d: to describe each other been taught at earlier vocabulary
the clothes they’re stages as a (visual and
wearing now, i.e. “ It’s springboard to scripted
summer and you’re communicate it flashcards) as
wearing.....now” T models authentically a springboard
, sets an example and for Ss to use
monitors through for their
activity speaking
activity and
pair work
Free After class feedback, T Ss describe the clothes they To use vocabulary Thematically Plenary 5’
Practice decides to have a whole usually wear both in summer actively, to recorded Mode
(a): class conversation as to and in winter communicate their vocabulary
what type of clothes they ideas and speak their on the w/b as
usually wear in summer minds actively; and a recourse,
and in winter. to express and whole
themselves freely by class work
contacting their
classmates
Free T , this time, assigns a c/b Ss perform the activity to To actively use the Handouts Pair Work 10’
Practice task from Cutting Edge interact with their classmates vocabulary, to from the c/b
(b): Elementary; it contains in this way practise their (Cutting Edge
models , which one of Ss listening (aural) Elementary)
is advised to look at in a skills for their for the
worksheet and describe it partner’s description, activity, A4
to their partner, who’s to collaborate in papers and
obliged to draw and their pairs, to follow coloured fibre
colour in the clothes they instructions and pens for the
wear (Street Fashion)- actually to do things other member
during the activity and with the language to draw &
beforehand T guides colour in and
throughout pair work
Freer At this stage, T decides Ss take turns to describe To communicate The w/b with Plenary 5’
Practice: that they should play a anyone in class and the others much more freely as the thematic Mode
little game; the “Guess try to find out who it is a whole class vocabulary as
who it is” one, in which, activity, to promote a last resort
as a whole class, they are humour , warmth and whole
to describe anyone in class and communication class work
without saying their name in class, to actively
and then, the others need use
to guess who is being what they’ve been
described. taught earlier and to
promote mystery in
the classroom; and to
intrigue their
curiosity

Ending T thanks Ss for their time Ss respond accordingly To end class None None None
the class:
 APPENDICES

CLOTHES FLASHCARDS

kids-flashcards-clothes-1.pdf

kids-flashcards-clothes-2.pdf

kids-flashcards-weather-3.pdf

kids-flashcards-clothes-4.pdf

kids-flashcards-clothes-5.pdf
WEATHER FLASHCARDS

kids-flashcards-weather-1.pdf

kids-flashcards-weather-2.pdf

kids-flashcards-weather-3.pdf
Activity 2: (Directions for group activity)

2. Team A: You get a weather flashcard, you say: (It’s winter, cold, foggy, rainy
and stormy)
Then, you go to the w/b, stick it up and wait for a friend from the other group.

Team B: You get a clothes flashcard, you say: (We wear gloves, scarf, gloves,
trousers & a jacket)
Then, you go to the w/b, stick it up close to what the friend from cold weather
says.

Activity 3: (Directions to Ss for Pair Work)

3. In pairs, you can say what your friend is wearing now. For example: Now it’s
summer and you’re wearing………………
(demonstrating on the w/b the words and write the structure, if need be)

Activity 4: (Directions to Ss for Class Work)

5. Now, altogether, tell me : What clothes do you usually wear in winter /

summer?
 Activity 5: (Directions to Ss for Pair Work)

Coursebook: Cutting Edge Elementary New Version pg. 89 Module 10 Street

Life Clothes (Cb. Page as an appendix)
Topic: Street Fashion
Activity: Describe the models

Student A: You choose a model and tell your friend what clothes he / she wears.
He / she must draw and colour him / her in.

Student B: You listen to your friend saying to you what clothes he / she wears.
You must draw and colour in the model. Take this paper and these coloured fibre
pens.

Activity 6: (Directions for the “Guess who it is!” game!)

Whole class:
Now, we will choose one person from here, in class, we don’t say who
it is, and we start saying what clothes he / she is wearing.
Next, we must find out who it is.
Post- Lesson Evaluation

The paricular lesson plan took place on Wednesday 2nd July 2008 at CELT
Athens premises with a group of Elementary students. Generally speaking, I think
that the main lesson’s and essay’s aim , which was to store, recall and use
vocabulary was achieved, since Ss were able to describe people in their clothes at
particular times of the year.

In the beginning, I decided to elicit weather conditions and clothes by means of

flashcards (both in visual & scripted form). At that stage, I felt that my goal was
achieved, since many students volunteered to match picture F/Cs to word ones.
Fortunately, both teams corresponded picture to word flashcards thematically on
the w/b , helped one another with whatever problems they faced with the scripted
form of the words.

Unfortunately, I believe that the vocabulary presentation stage kept going for too
long, since there were four sets of F/Cs alongside their scripted form, which had
to be elicited and recorded in their notebooks. I do have the feeling that because
of the activity going on for too long, it prevented me from skipping my next
group work activity, which involved mingling two teams and enabling them to
use weather conditions alongside clothes,

The next activity that involved describing their partner’s clothes,in pairs, it
wouldn’t have been successful, if they hadn’t been guided. However, the present
continuous form of the sentence written up on the w/b “s/he is
wearing....................now”, guided Ss as to what and how they had to do it. They
also needed guidance and explanation for for clothes they weren’t familiar with ,
like “belt, trainers, vest, top, socks, trousers”; fortunately, I wrote them up on the
w/b .

When Ss were asked to use the handout from their cb. Cutting Edge Elementary
was rather effective; now, they again presented problems with language required
to describe models’clothes and again, I offered to provide help and guidance by
pointing and writing on the w/b whatever they needed to use and desribe in class.

Finally, the ‘Who is it?”game, didn’t last as much as I had expected to because of
time restricitions, so I resorted to explain the instructions with examples for Ss
touse; some volunteered to describe people in class; others were embarrassed to
describe peers in class, but,in my opinion, they seemed to enjoy it.
Action Plan

 First, I ought not to panic, to keep track of my activities and Ss’progress and
take immediate action in case of potenetial problems
 I ought to have designed a couple of 5’language awareness activities for Ss to
use before their describing oneself and peers; not resorting to writing on the
w/b what structures they need to communicate
 To better organise activities in terms of time restrictions to avoid losing track
of Ss’progress and observation
 To pay attention to pronunciation for the benfit of Ss to enhance their
speaking skills
to wait for all Ss to terminate an activity and then to get class feedback, to avoid
losing track of their performance