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MOOC Shaping the Way We Teach English: Phase 1 Lesson Plan Template

A program of the U.S. Department of State, administered by the University of Oregon.
PHASE 1 LESSON PLAN TEMPLATE (list version)
Directions:
Use this Template to fill out your lesson plan. (Add more space to any section if you need it.) DonÕt
forget the reflection at the end (part F), as well. Refer to the rubric to be sure you have included all
elements.
A. STUDENTS AND SETTING
Students: Briefly identify the age, grade level, and previous English experience of your students.
Include anything that would help other teachers understand who your target students are.
Setting: Is this a private school, public school, university, other institution? How many students are
in the class? How often will you meet this group of students, and for how long, etc.?
Students: My students are adults, aged between 30 and 65 years old. They all had English lessons in
high-school and some of them also had English during their university studies. Their level is A2/B1.
Most students can make themselves understood, but make many grammar mistakes since they had
English lessons so many years ago. Because of this gap in time, they tend to underestimate
themselves. These are all well educated people who are willing to learn and refresh their knowledge.
Setting : These classes are held in a company that specializes in designing and producing electronics
for defence and security applications, satellites and other space equipment. They are organised by a
language school in order to help the employees of the company improve their business English they
need in their work. I have up to eight students per group and I see them once a week during a two
hour class. Their course includes fifteen two hour sessions, which is thirty hours in total. We have a
white board and markers, computer or a tape recorder for recordings, but we do not have Internet
at our disposal during the class.
B. BACKGROUND:
What kinds of lessons have immediately preceded this one? Are you expanding a previously
learned/practiced point? beginning a new module? offering extended practice? Include anything
that will help other teachers understand your lesson.
This is a new module on how to write business emails. The lessons that preceded this one were
about telephoning. The students have already had the opportunity to see the difference between
formal and informal conversations and some polite expressions they can use in their professional
exchange. In this lesson, they are going to make a new step in their business communication.
Depending on how the lesson goes there might be another complementary lesson about this topic
or a quick revision next time if the students need more feedback on their projects.

) Sources: List where your materials or realia came from so that others may find them. Oxford University Press. number of items ordered. Students will need paper and pencils to write their emails. Try to divide the steps logically. E. Make each new action by the teacher and the student response a separate line. They will discover different types of email depending on the topic (e. D. and will you need to prepare or enhance them beforehand? Will you need any worksheets or written instructions? (Please include a copy of worksheets with your lesson plan.g. (2004). where the teacher moves to a different activity. Liz. How will you provide opportunities for students to talk to each other. for example with group or pair work? Your lesson should be about 40-60 minutes long. price etc. email of inquiry). Students have also been invited to bring copies of the business emails they have received or sent in order to discuss them in groups. They will have a short knowledge check about the things they already know. At the end they will choose a type of email they will write depending on their working experience and needs.) They will apply the vocabulary they have learned and practise writing skills as they work in pairs. They will be given some notes they will help them to write their letter (for example : the dates. but might help them compare the result of this lesson with the email they have already written for their work. and what you expect the students to do. This is optional. . This will concern vocabulary they need to start and end an email. International Express. say thank you or attach a document. follow-up email. email to arrange a meeting. The teacher will need to either prepare or use some worksheets with the email to complete and the parts of email to put in the right order. MATERIALS AND SOURCES: Materials: What objects or realia will you need to make or collect? What authentic materials will be used. 146-147. LEARNING OBJECTIVES/EXPECTED RESULTS: How will students improve or change as a result of this lesson? Use objectives that describe what learners will be able to DO as a result of this lesson. Two worksheets used are from the following book: Taylor. Teacher's book.C. PROCEDURES / TIMING: List step by step what you will do in class. letter of complaint. They will acquire some of this through the activity in which they will complete an email using given words or the activity in which they will put the segments of an email into right order. Students will learn the necessary vocabulary and expressions for writing emails. Please add lines as needed.

Students do/say . . The teacher then gives students incomplete emails with words to put in the right place and circulates to each group to make sure they understand what to do and if their answers are correct. . When teams/pairs are formed. Students do/say . . . . Students note down the new expressions. . Announces the topic (emails/business letters) and asks students to form teams depending on the type of emails they usually write at work (e.letter of complain. . say thank you. 4.) Students do/say . . letter of clarification. . Approximate time needed 5 to 10 min. She notes down their mistakes and waits for everybody to finish in otder to do a correction with all the class. . Teacher does/says . Approximate time needed 5 min. 3. Approximate time needed 5 min. Other pairs follow by completing this list. give the reason for your email and we will discuss them all together when you finish. 2.1.. . so that the others can expand their vocabulary. Teacher does/says . Students write their lists and when finished.g. . . The teacher adds new expressions or words the students haven't mentioned and writes them on the board. . . Students complete the mails and then check the answers with the teacher and other pairs. you are going to write a list of words/expressions you already use to start/end emails. Students question each other and form pairs. follow-up email. Teacher does/says . attach a document. the first pair reports back to the class. Students do/say . . . Teacher does/says .

. the teacher gives the students handouts with parts of an email to put in order. This will make them search for the type of emails they usually exchange with their clients.Approximate time needed 10 min. . Now. F. Approximate time needed 15 min. Other teams listen and suggest corrections. After this activity is done. The teacher makes the pairs report to the class and invites others to share their remarks. The notes correspond to the topic they chose at the beginning of the lesson. Students can also use their own emails they have been invited to bring into class. . Approximate time needed 5 to 10 min. .Week 2: How does this lesson demonstrate the use of realia and/or authentic materials and pair or group work? How is this lesson appropriate to the age/grade level of student you are targeting? Before this lesson the teacher invites students to bring into class their own emails written for their work. Students do/say . . Teacher does/says . Teacher does/says . Teacher does/says . Students report back to the class for their pair. . Students work in pairs and write different types of emails. REFLECTION . . . . Students do/say . Students reconstruct the email. They can now use the new vocabulary or new structures they've learn to rewrite these emails. 7. Students do/say . 5. Approximate time needed 5 to 10 min. Other pairs are going to be given notes that will help them write emails. . one of the pairs is going to write a reply to the reconstructed letter (imaking an arrangement). 6. . . Then the whole class checks together. .

Having in mind that they are not beginners. The following activities let them acquire new vocabulary and expressions. the teacher starts the lesson with a language check. I think this lesson is appropriate to the age of my students and their needs.They will also be encouraged to think about the expressions they use to write them and the situations in which they find difficult to express themselves in written language. After doing the activities assigned by the teacher they will be able to rewrite those emails or to create new ones depending on the topic they have chosen. . The authentic emails they will bring (written by them or their clients) will serve them to rethink the vocabulary and structures they usually use. The fact they could rewrite their emails in a more formal or appropriate way arouses their interest in this lesson and motivates their exchange with other students. which makes the students feel confident about what they already know. Some of the students already write emails in English and some of them participate in this training in order to acquire skills they might need for their work in the future. These activities are closely related with the situations they experience every day in their work.