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PHASE 1 LESSON PLAN TEMPLATE

A. Students and Setting


Students:
This is a 6
th
grade class of Spanish students. They are 11 years old. They study English three times a week, 50
minutes class. Some of the students epress themsel!es fluently, some feel comforta"le using English in class, some
are more difficult to engage and don#t seem to en$oy the class !ery much.
Setting:
%u"lic school. There are &5 students in the class.
B. Lesson Background:
This is a lesson plan thought as an epansion lesson for 'nit 6, (elicious chocolate, in )ugs world 6. The 'nit deals
with food from !arious places. There is a song at the "eginning of each 'nit, then a story, !oca"ulary, some
grammar aspects, etc. *n the first three lessons students studied some new !oca"ulary related to the topic, they
studied the story in the unit +it is a story a"out chocolate and how it was disco!ered "y the Spanish sailors led "y
,ernan -ortes at the court of .onte/uma0 and practiced the use of irregular past !er"s. This lesson is meant to help
students "roaden their knowledge a"out past historical e!ents and food coming from other cultures, and to make
them use the past simple when speaking a"out past e!ents. They will read an article in groups, discuss it, epress
opinions a"out what they ha!e read. They ha!e already worked in groups and are familiar with this setting.
C. Learning Objecties!E"#ected $esu%ts:
1t the end of this lesson students will "e a"le
- To recall the story
- To practise using irregular past simple
- To ask and answer about what they have read
- To compare past civilizations with their own
&. Materia%s and Sources:
.aterials
- Flashcards (strawberry, chocolate, vanilla, cherry, mint, toffee, milkshake, sauce)
- Word cards (strawberry, chocolate, vanilla, cherry, mint, toffee, milkshake, sauce)
- ilingual dictionaries
!ources
- article about the "ztec empire - writing and technology
http#$$www%ducksters%com$history$aztec&empire$writing&and&technology%php
- article about the "ztec empire ' daily life
http#$$www%ducksters%com$history$aztec&empire$daily&life%php
(They have learnt about the !panish con(uistadors in )istory class and this lesson is meant to refresh
their memory)
The articles are devided in * parts, one part for each group%

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. opyright !"#$ University of Oregon. %ll rights reserved.
Phase # Lesson Plan Template Page #
E. Procedures ! Ti'ing:
2ist step3"y3step what you will do in class, and what you epect the students to do. 4our lesson should "e a"out 503
60 minutes long. There should "e a good "alance "etween teacher talk and student acti!ity. .ake sure that you are
using integrated skills in your lesson plan. 4ou will need to use alternati!e assessment as well, which you will
descri"e in 6. 1ssessment "elow.
Teac(er does!sa)s . . . Students do!sa) . . . A##ro"i'ate
Ti'e
&as 'ritten some ne' 'ords on
the blac(board) 'arrior,
craftsman, 'ife, husband, hut,
'edding, a*ueduct, etc.
T says) +hat did you have for
brea(fast yesterday, +hat
about you, +hat did you drin(,
+hat did you eat,
Do you remember the main
ingredient of ola ao and
-es*uic(
.esterday 'e found out 'ho
brought cocoa to Europe and
'here it 'as used at first. Today
'e 'ill read some ne' things
about ortes and /onte0uma.
+ho 'as ortes, %nd 'ho 'as
/onte0uma,
Teacher pre1teaches ne' 'ords
'ith flashcards.
ola ao2it is the favourite
brea(fast in this city3 and biscuits,
chocolate cereal and mil(, -es*uic(
and coo(ies, etc.
cocoa
Students ans'er the *uestions.
4 minutes
Places students in groups of 56
lo'er level students are placed
'ith higher level students 'ho
can help them. Each group is
given a part of the article.
T says) hoose a 'riter for each
group. 7 'ant you to read this
article. Each group dictates the
'riter a summary of 'hat you
thin( is interesting in the article.
There are five topics) 8amily life
and &omes for group #, clothes
and food 1 group !, School and
marriage 9 group :, ;ames and
Students read the article, they
discuss in groups the things they
consider important to be shared
'ith the others.
One person in each group ta(es
notes as the others spea(. They
receive help from the teacher as
they find some difficulties 'ith
#5 minutes

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. opyright !"#$ University of Oregon. %ll rights reserved.
Phase # Lesson Plan Template Page !
7nteresting facts 9 group $,
+riting and technology 9 group
5. +hen you are finished, you
'ill have to share your findings
'ith the other groups.
un(no'n 'ords or past irregular
verbs.
-o' please share 'ith us 'hat
have you learnt from these
articles.
Students share 'ith the rest of the
classroom 'hat they have
discovered. They spea( about each
topic.
#5 minutes
Some very interesting facts 'e
have found out about the %0tecs
today. 7<d li(e you to thin( about
differences and similarities 'ith
our society. 7n 'hat 'ay 'ere
they different to Spanish
con*uistadors and to us, Let<s
begin 'ith familiy life. %ny
ideas,
Students thin( about a proper
ans'er. They ma(e comparisons
bet'een the roles of males and
females, thin(ing about the roles in
their o'n families. They ma(e
comparisons bet'een past =obs and
present.
#" minutes
%s a home'or(, choose one
topic you 'ould li(e to e>plore
more and come up 'ith
*uestions you 'ould li(e to as(
these people. ?emember to use
past simple 'hen spea(ing
about the past. 8or e>ample)
+hat soap did you use 'hen
you had a bath,, &o' did you
prepare >ocolat, Etc.
! minutes
*. A%ternatie Assess'ent:
The teacher will help students with !oca"ulary and grammar pro"lems that might appear. She will make notes a"out
how students can understand and use past irregular !er"s. She will note which of the students need more help with
the irregulars, assess the use of past in affirmati!e, negati!e and interrogati!e sentences. She will write down which
of the students ha!e spoken during the acti!ities.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. opyright !"#$ University of Oregon. %ll rights reserved.
Phase # Lesson Plan Template Page :
+. $e,%ection - P(ase 1:
This lesson uses reading skills, writing and speaking. Students choose the important facts in an article and report
them to other listeners. They will use critical thinking skills, "rainstorm for similarities and differences to the world
they know and use pre!ious knowledge. The lesson includes formati!e assessment during the group acti!ity. This will
help the teacher find out which students need more help with speaking, reading, summari/ing.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. opyright !"#$ University of Oregon. %ll rights reserved.
Phase # Lesson Plan Template Page $