LESSON PLAN

COMPONENTS
Level and number of students 12 young adults at B2 Level (FCE candidates, near to their exam).

Timetable Fit After finishing textbook topic on ghost stories to supplement final exam
practice before FCE exam.
Main Aim(s) - Students will be able to achieve new vocabulary in order to use it in a
conversation in their L2.
- Students will be able to an English dictionary in order to look for the
meaning of new words.
Subsidiary Aims - To recognize the context of a poem.
- To exchange ideas.
Assumptions Students are capable to have a good level in reading and listening.

Anticipated Problem Students may find boring the poem if they’re not used to like poetry.

Possible Solution If it’s needed, teacher may explain to students the poem in simple
words.
AIDS AND INTERACTION
TIMING PROCEDURE STAGE AIMS
MATERIALS PATTERN
T asks Ss what their - Warm up: To introduce NONE - Teacher
favourite poets and poems the lesson. - Teacher → Students
2 min are. - To elicit information from
Ss.
T tells Ss they’re going to - To engage Ss to the - Sound speakers - Teacher → Students
listen to a poem by Walter poem.
2 min de la Mare, written over
100 years ago.

T writes several old English - To get Ss attention. - White Board - Teacher

words on the board with - To pre-teach Ss new - Markets
the modern English vocabulary.
3 min equivalents. (Ss need to
know these to understand
the poem but they’re not
target language).
T gives Ss a blank piece of - To make Ss drawn - Blank pieces of - Teacher
paper and some coloured predictions. paper - Individual Work
crayons. T asks Ss to listen - To recall vocabulary - Coloured crayons
10 min to the poem read aloud about the language.
three times, and to draw
the place and events
described.
T reads poem aloud three - To listen for gist. - The poem - Teacher
times with a short pause - To make sure about - Individual Work
5 min between each reading to having Ss drawing.
check Ss’ progress. Ss draw
pictures.
Between readings, Ss - To activate Ss interest in - The drawings Ss - Pair Work
compare their pictures in reading. has done in the
7 min pairs and discuss reasons - To give instructions. blank pieces of
for any differences paper
between the pictures.
 After the last reading and - To make Ss think on a NONE - Teacher
3 min drawing T asks each pair to title for the poem. - Pair Work
think of a title for the
poem.
T writes groups’ titles on - To make Ss write down - White Board - Whole Class
5 min the whiteboard and the their gathered ideas.
class comments on each.
T then hands out a copy of - To create interest from - Copies of the - Whole Class
5 min the poem with the real title the Ss. poem
on it to each Ss for - To the compare the titles
comparison. Ss said with the original
one.
T now asks Ss to find and - To make Ss improve their - Pens - Whole Class
circle a maximum of three reading by looking new
5 min words or short phrases words.
they don’t know but that
they think are important.
T asks class for the words - To make Ss look for - White Board - Teacher
and phrases they’ve circled unknown words. - Markers - Whole Class
and writes them on the - To involve Ss in doing
board in three columns: choral drill.
5 min verbs, nouns and - To make Ss read with a
adjectives/adverbs. T says purpose.
the words aloud and the
class repeats a few times.
T reorganises the class into - To make Ss do a research. - White Board - Group Work
groups of two or three - To exchange ideas. - Learner’s
people, gives each group a Dictionary
5 min learner’s dictionary, and
asks each group to choose
one word from the board
to research.
Ss research their word in - To check Ss - Learner’s - Group Work
the dictionary, using the comprehension by Dictionary
5 min context to make sure it has monitoring them.
the same meaning as it
does in the poem.
Ss make a poster to show - To make Ss work in a - Posters - Group Work
their findings to the poster.
5 min classmates. T visits the - To encourage Ss in
groups and helps where supporting each other by
necessary. correcting possible
mistakes.
Ss display their work on the - To make Ss reinforce - Posters - Whole Class
classroom walls, look at what they have done in
5 min other groups’ posters and groups through
ask questions about them. dissertations.
- To analyse other group’s
posters.

Done by: Gustavo Rojas

Subject: Methodology (MET-410B)
Professor: Marisol Cortés