Lesson Plan:

High School: Teacher:

Favourite Places
Grade: Students: Date:

To teach not only new vocabulary but also factual information about world landmarks.
Teacher’s Aims To foster oral participation.
To monitor and facilitate sts. work.

Learning To write a coherent paragraph about a place students would like to visit.
Objectives
Board, XO/PC to show presentation or printed photos of the landmarks, worksheets, colour
Materials markers, lesson plan.

Students have been working with “Places”, they have already been practicing writing of
Assumptions complete sentences in class.

Informal observation along the process/lesson and evaluation of final paragraph by

Assessment
means of using a rubric.

Periods 2 / (90min)

Timing Stages Interactions Aims

Warm up

It may be done as a guessing game. Sts are told that they will see 9 To hook sts
landmarks. They write a list of 9 and then see the presentation to see attention.
5’ T/sts
who had guessed the most. To introduce the
topic.
For less confident sts, the photos are shown and the name and
location is elicited. Immediate feedback is given.

Activity 1.

Ask sts to volunteer in order to read the text aloud, remind them that To start reading the
6 / 8’ T/sts
this is not the time to worry about new words. Praise shy students text.
who read.
Correct pronunciation only when it impedes understanding.

Activity 2
To work at the level
Sts read and try to deduce meaning from context, a set of words from
of the words.
8/10’ the text should be matched to their meanings. Allow pair work if sts T/sts
To infer meaning
have shown that they benefit from it.
from context.
Oral correction can be done, ask students to read the definitions and
the correct word.

1 www. uruguayeduca.edu.uy - 2013

 Some students may need to have the correct word written on the
board next to the corresponding number.

Activity 3
To interact with the
Questions are to be answered. Complete answers should be fostered. T/sts
15’ text and start writing
Correction should be done on board. Each mistake should be seen as Sts/sts
complete sentences.
an opportunity to teach/reteach and if possible reinforce prior
knowledge.

Activity 4
15’ To identify key
A text is to be read by the teacher at least three times. Sts will fill in a
words.
chart about another favourite place.
To provide new
Correction should be done on board.
T/sts input.
EXTRA activity.
To write based on
(10’) given information.
Ask sts to use the information from the chart to write a paragraph
about the place (Angel of the North)

Activity 5
To focus on the use
Sts will fill in the blanks with given words. of structures which
8’ T/sts
Oral correction should be done, ask students to read aloud. While are necessary to
students read, another student or the teacher can write the answers on describe places.
the board.

Activity 6

The teacher is to explain the task. Students will write a paragraph to

15’ To write a first draft.
participate in a competition.

Sts can be told to help themselves with the models they have already
worked with. They are to be reminded that this is not a test and that
they can collaborate and help each other.

The teacher should be monitoring and facilitating.

10’
When students have finished their paragraphs ask them to swap
To proofread their
their work and read and correct their peers’ productions.
peers’ production.
The teacher tries to correct some paragraphs in class in order to ask
some students to share their productions.
Sts who are not reading should take notes on the places their
classmates would like to visit.
10’ To share and listen
to specific
The teacher should correct all the pieces of writing and give proper
information.
feedback ASAP.

Reflections/
Comments

2 www. uruguayeduca.edu.uy - 2013