Lesson plan 20

Name of the school: Escola Secundária de Mieze

Teacher: Edvaldo Roberto António Botão
Grade: 12
Unit I: Family and friends
Topic: My family and friends
Language focus: Psent simple“Verb to Be (am/is/are)”
Duration of the lesson: 45’

Objectives: During this lesson, students should be able to:

- identify the different elements of members of family
- read a text about family and friends;
- build up three sentences in the Present simple (am/is/are) from disorder ones.

Warm up (5’)

Teacher asks students the following question: How many people do you live with at home and
Who was the first born in your family ?

Student respond: I live with 4 people at home and was my sister the first born .

Teacher thanks them and moves to the pre-reading stage.

Pre – reading (8’)

Teacher tells students to be in groups of four and gives them two copies of pictures. Then he/she
asks them to discuss what the pictures are about “Now be in groups of four and discuss what the
pictures are about.”

Students discuss and write down what the pictures are about. Then, teacher shows one of pictures
and asks question: “What is this picture about?”

Students respond: “It is a ballot box”, It is a polling station. He/she asks next question: “What
about this picture?” students: People voting and there is a registration of voters.

During – reading (15)

Teacher introduces the topic by asking the question: “What are we learning today?” students say
“we are learning about elections”. Then, he/she writes the topic on the board.

He/she tells students to remain in their groups and gives them a copy of a text. Then he/she reads
to the class “Now, I am going to read the text and you listen”. After that, he/she asks students to
read it silently “Read the text silently in 3 minutes”. Afterwards, he/she asks individual students
to read it aloud while he/she takes notes on mistakes for further comments “Juma, read the text
aloud”.

Teacher writes a sentence in future from the text and underlines ‘Will’ on board “Each voter will
go the polling station”. Then he/she writes the structure on board “will + verb (infinitive without
to)”. After that he/she explains the use of future “will” by saying: “we use will to express
probability or uncertainty or prevision, that is, will is used when we talk about actions we are not
sure that happen in the future.”

Teacher says “Now, you are going to do the following exercise individually”.

- Put into order the following words to construct correct sentences.

1. The / go/ the polling/ voters/ station/ will/ to .
2. will /The leader / party /convincingly/ campaign/ of each .
3. She/ have to/ vote / will/ exhibit/ bulletin.

Post – reading (15’)

Teacher tells students to be in pairs and write about October local elections “Now, you are going
to write about local elections which will take place on October. Use future (will)”.

He/she calls pairs to read what they have written and teacher records all reading mistakes for
further comments (e.g.: Sentence construction, pronunciation, vocabulary use, etc.).

Homework (2’)

Teacher writes homework on board and tells students to copy and do it home: Write a letter to
your friend about the next October local elections.

“Now, copy the homework which you are going to present in the next lesson”.
Rationale

Warm up

Scrivener (2005:187) points out that at lead-in or warm up stage is assigned a task which has to
do with getting students interested in the topic. In line with Scrivener, we asked a question about
how they get organized in their streams because it has a link with topic to be taught.

Pre – reading

During – reading

Students are asked to read silently and then aloud just to practice the reading skill in real-life
situation and enhance fluency since the text given is at the level of them. Baker and Westrup
(2000:64) argue that “reading aloud can be good for a fluency practice and can build students’
confidence if the text is not difficult for them”.

Thus, grammar task is incorporated at this stage as a way of teaching language focus of the
lesson and as a practice for students learn grammar in context. Scrivener (2005: ibid) suggests
that one of the activities should be employed at this stage is task to focus on individual language
items, e.g.: vocabulary or grammar exercises, use of dictionaries, work out meaning of words
from context.

References

Baker, J and Westrup, H. (2000). The English Language Teacher’s Handbook: How to teach

large classes with few resources. London: Continuum.

Scrivener, J. (2005). Learning Teaching. 2nd Ed. Oxford: Macmillan Education