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Methods II – LCB TTC1
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Lesson PlanAlejandra de Antoni2009
Coursebook: English in Mind 1 (Cambridge)Number of students: 25/30Level: IntermediateEstimated Age: 14/15 years old Time available: 40 minutes Teaching point: giving and asking for advice (should)Materials: the coursebook (page 112) and the song “Should I Stay or Should I Go?”by The Clash
Warm up (5 min):
Hangman:
the teacher writes a “secret” sentence on the board for thestudents to guess. Once the game is over one of the students will be askedto read out the sentence and the other students will have to perform what itsays. The sentence is: “Let’s open the book on unit fourteen.”
Reading (20 min):
Pre-reading (5 min): students are asked to do exercise A. Once they finish,the teacher asks them what tourists ‘should’ do in Argentina so as to bewelcomed by the local people. So she starts eliciting answers by askingthem ‘it is a good idea for tourists to learn some Spanish before cominghere? ‘Should they study Spanish before coming?’ (In this way, the Tintroduces should to the students and exposes them to its use).While-reading (5 min): students are asked to read the quiz and match thecustoms with the countries.Post-reading (10 min): students are asked to compare their answers with apartner to see if there are any differences. Finally, the teacher plays thedialogues (exercise C) for the students to check their answers.
Listening (15 min):
Pre-listening (5 min): the teacher plays only the first two lines and asks thestudents if they can imagine what the song is about and asks them toprovide some ideas.While-listening – Global – (5 min): students listen to the song once andcheck their predictions.While-listening – Specific – (3 min): Half of the students stand up. The songis played again and when they hear ‘should’ they will have to sit downwhereas the other half will have to stand up. When they hear ‘should’ again,the ones that are up sit down and the ones that are on their chairs stand up. The same will be carried out while the song is being played. They will keepon standing up and sitting down whenever they hear ‘should.’
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María de Antoni

Thank you ladies for the suggestions! It's really important for me to have other teachers reading my plans, it helps me improve my work! ;) I'll work on the changes I have in mind as soon as I can get access to my computer. I feel more comfortable working there haha See you next week!

reply05 / 24 / 2009
Gladys Baya

Good first draft indeed, Alez! 2 strong points I'd like to highlight: * I particularly appreciate the integration of an authentic song by a band teens are likely to value. * communicative skills are integrated in a natural way, which is bound to contribute to having a "communicative classroom". How would I go about enhancing this plan? My priority would be to make it cognitively challenging for mid-teens, possibly by reducing the importance of physical movement (which they're unlikely to enjoy that much, and would definitely be disruptive with a class this size) and emphasizing their potential knowledge of other cultures (when discussing answers to the quiz) and demanding more complex linguistic production by the class. Just my two cents! Love, Gladys

reply05 / 22 / 2009
Shorli83

Hi Alez!!! Your plan is awesome!!! Let me tell you that I really loved the hang-man with the intructions for the first activity... It's so creative! Needless to say that your listening task is great!!! I've alredy told you that the idea of making them move is outstanding. An overall impression of the plan shows that you really make it relevant to the students, I have the feeling that they really get envolved. Great Job!!! There is just one suggestion I'd like to add, why don´t you try including your objectives in the lesson plan, that will guide you in case you run out of time towards which activities you should give extra time according to the objectives. Hope this helps!!! I really like your planning in general and you know that!!!! Love, Yohi

reply05 / 14 / 2009
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