Sample Lesson Plan

Name: Sample from Kazakhstan Length of lesson: 40 + 40 minutes

1. Overview description of your students (how many, age, language level, and purposes for
studying English)
Grade 9: twelve fifteen-year-old teenagers (five boys and seven girls). Most students’ language
level is B1 (Threshold), three of them have level B2, and four students are with level A2+. All
the learners study English as a compulsory subject (3 hours per week) in a state school.
2. What aspect(s) of critical thinking does this lesson work on?
Expressing students’ opinions, developing their reasoning skills, creating a mind map making
connections between different processes based on word analysis, applying active listener
techniques.
3. What aspect(s) of intercultural awareness and culture does this lesson work on?
Understanding the importance of some Lyceum’s traditions and celebrations for students and teachers of
different cultures and forming a respectful attitude towards other cultures.
4. In this lesson, I anticipate students will be challenged by:
1. Specific vocabulary needed for expressing reasons for identifying the meaning of Lyceum
in the students’ life.
2. They might have difficulties with creating a mind map of culture and the choice of our
Lyceum’s traditions and symbols.
3. They might have difficulties with exploration the cultural aspects of our lyceum.
4. They might have difficulties with group work as the students are not allowed to gather
and sit together at one desk.
5. They might have difficulties with polite questioning/ interruption technique and using
active listener techniques.
5. To address these challenges, I plan to (note the specific activities that will address these
challenges):
1. I will provide them with the Useful Language Box.
2. I will offer them a ready-made mind map scheme with blank spaces.
3. I will offer a picture of Edward T. Hall’s “Cultural Iceberg” analogy and game elements
(binoculars, a snorkel, and a scuba tank) for having fun in exploration.
4. I will offer my students to organize their groups in WhatsApp according to the rows they
sit.
5. I will offer a list of polite questions/ interruption technique and introduce the main points
of active listener techniques.
6. This is the way I will assess my students (note specific stages and specific activities that you will
use for assessment):

© 2021 by World Learning. Sample Lesson Plan (Kazakhstan) for the Online Professional English
Network (OPEN), sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360. This work is licensed under the Creative Commons
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Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/


At the stage “Lead-in” I will use formative assessment in the form of encouraging words – Great! God job!
Well done! etc.
At the stage of creating mind map, each student will get a point for each correctly filled gap, total
score =6 points.
At the stage of “cultural iceberg” exploration, each correctly written sentence brings 1 point, total =3 points.
At the stage of ‘Silent’ speaking activity “The core elements of our Lyceum’s culture”, students will be
assessed according to the quantity of written symbols and traditions = 1points for each option. The possible
score is 8-12 points.
At the stage of the discussion “A model of a student of our Lyceum -Do’s and Don’ts”, students will be
assessed by me according to my revised CT rubric and the students will have a self-assessment form with 5
rubric options.

Student’s assessment form: “A model of a student of our Lyceum -

Do’s and Don’ts” discussion
Name:
1)I wrote down _____ sentence-suggestion (s) from 1 person / 2 people and reported this
sentence;
(space for your sentence) Begin so – First name: said / suggested that
___________________________________________
___________________________________________

2) I agreed with * _____ people politely.
I disagreed with * _____ people politely.
(* space for numbers)
3) I used a polite interruption technique with *____ people;

4) I made *____ suggestion (s) and provide * ____ reason (s)/ example (s).

5) I used these active listener techniques:

1. Use your full attention to read/ listen to the post. + / -
2. Request more information. + / -
3. Share your point of view, knowledge, or experience. + / -

At the stage of Reflexing Students fill in a Lesson Self-evaluation Card

Part I: Student’s assessment form: “A model of a student of our

Lyceum -
Do’s and Don’ts” discussion
Name:
1)I wrote down _____ sentence-suggestion (s) from 1 person / 2 people and
reported this sentence;

(space for your sentence) Begin so – First name: said /

suggested that
___________________________________________
___________________________________________
(2 points for each reported sentence)
2) I agreed with * _____ people politely. (1 point for each number)
I disagreed with * _____ people politely. (1 point for each number)
(* space for numbers)
3) I used a polite interruption technique with *____ people;
(1 point for each number)
4) I made *____ suggestion (s) and provide * ____ reason (s)/ example (s).
(1 point for each number)
5) I used these active listener techniques:
1. Use your full attention to read/ listen to the post. + / -
2. Request more information. + / -
3. Share your point of view, knowledge, or experience. + / -
(1 point for each plus)

Part II:
Your name: Names of your group mates:

Activities Excellent! Good Work! Could do better!

1.Culture mind map I put 6 verbs I put 4-5 verbs I put 2-3 verbs
(6 points) (4-5 points) (2-3 points)

2. Group work 3 correct sentences 2 correct sentences 1 correct

“Cultural Iceberg” (3 points) (2 points) sentence
exploration (1 point)
3.Group work I named 4-5 options I named 2-3 options I named 1 option
“The core (3 points) (2 points) (0 point)
elements of our
Lyceum’s culture”

TOTAL:

Name 1-2 things you have learned today

What activities were the most interesting? Why?

What activities were the most challenging? Why?

Objective(s): By the end of the lesson, students will be able to...

1. apply E. T. Hall’s model to the lyceum’s cultural environment;
2. define and list several elements of culture of the First IT-Lyceum (traditions);
3. participate in a discussion and use one/ two/ three ALT(s) (Active Listener Techniques);
4. identify themselves as part of Lyceum’s micro-culture.

Detailed Lesson / Activity Plan Steps

Time Lesson content Students will… (what they will Language focus (what kind of Role of the Questions that I will ask the
/ Activity do and how they will interact language will the students be using teacher… (my role, students to deepen their
stages with each other and the / practicing) and what I will be learning
content) paying attention to)
5 min Lead-in Students will try to answer the The Present Perfect tense and Manager What does our Lyceum mean
question “What is your school because-clauses –“I have chosen … Elicitor (helps SS for you?
for you?” and give a simple because we /I ….” remember previous
What two choices have you
reason for /explanation of their knowledge/
made?
choice They get a picture of our background
Lyceum and a Useful Language information Why have you chosen these
Box (second home, family, providing them with phrases?
school, house of friendship, useful language.)
project palace, planet of
knowledge, new opportunities,
important events etc.)
3 min Short research One student from each row (3 The Present Perfect passive Provider and I will ask the learners to
on how many students) will write their structure: The option … has been supporter =build support the speakers with
students chose classmates’ names under the chosen by … students. scaffolding in the applause.
this or that three of offered options from form of a table with
word the list and make a short report grids and a
expression This activity is for less able sentence sample.
students (differentiation)
7 min Setting the task Students listen to the Filling in the mind map “Culture” Instructor, According to the choices you
Creating a mind instruction, then read the with the words making connections supporter =elicit have made, our Lyceum is a
map of culture definition of a ‘culture’ from between them based on analysis. students’ response unique place with its culture
Cambridge dictionary= “the Provider =hand out and traditions.
Think –believe, value =perspectives
way of life, especially the a mind map scheme What is culture? What are the
Make –create, share =products
general customs and beliefs, of and box with useful keywords in this definition?
Do –behave, communicate
a particular group of people at verbs.
=practices Try to match the words
a particular time”.
“think, make, and do” to
Students read the second “behave, believe, create”.
definition of a culture given by What associations can be
anthropologist John H. Bodley – done?

“culture is what people think,

make, and do”.
Believe, value, create, share,
behave, communicate
Practices, perspectives,
products
Individual work / in pairs
(depends on the pandemic
situation)
15 Speaking Binoculars, a snorkel and scuba Practicing Passive structures Initiate and Look at the picture. What is
min activity 1– tank facilitate a short it? Students’ possible answer
Binoculars can be used to
“Cultural discussion – “an iceberg!”
Students brainstorm the ways see/observe the top of the iceberg –
Iceberg
of how these pieces of “Surface Culture” Control SS’ answers How many parts are there?
exploration”
equipment can be used for Students’ possible answer –
(a 2-minute A snorkel can be used to see what Involver (Makes
exploration of an iceberg. They “three: Surface Culture, Sub-
breathing happens under the water surface – sure all the students
write 3 sentences with these Surface Culture and Deep
technique “Sub-Surface Culture”. are taking part in
objects. Culture’.
break) the activities.)
A scuba tank can be used to dive
Group work How can we use all these
much deeper – “Deep Culture”. Time manager
things?
Picture 3.
Which parts of the iceberg
can be explored with the help
of this equipment? Why?
Have you got any ideas?

8 min ‘Silent’ Students read the task and Vocabulary consolidation: an Monitor (go around A) What does Surface Culture
speaking make a list of cultural products emblem, an anthem, a flag, a the class checking include?
activity “The of the First IT-Lyceum. uniform, a monthly lyceum learning)
-Students’ possible answer
core elements magazine, Lyceum TV, Musical bell
Students will use the mind map Assessor (evaluate =products
of our Lyceum’s breaks
from the previous task and SS’ effort and
culture” with What are our lyceum’s
apply it in the Cultural Iceberg Lyceum’s traditions: New Year’s fairy contribution and
writing cultural elements that make
activity tale for primary students, Theatrical gives continuous
us a micro-culture?
Patrol, Lyceum’s Birthday, Lyceum’s feedback)
Students communicate via cell
brotherhood Day, What does our lyceum have
phones generating ideas in Encourage the
that can be called products?
WhatsApp groups. Fall Country trips, Class birthdays, learners to name
st What can be seen, heard and
March 1 –the First Principal Day, most lyceum’s
Then one member from each touched?
Self-Government Day, Lyceum’s traditions.
group presents their list
Parliament, Pajamas Party Day (some Which of these traditions do
I will offer each
Group work in WhatsApp of traditions can be written in their you like most?
group a Manage
mother tongue)
The students in groups write Mat (Picture 1.)

the names of lyceum’s which helps

traditions they like most using students make an

special mini posters (Picture 2.) equal contribution

to group work.
8 min Pre-speaking The students listen to the Revise polite English questions for A source of expert Look at your mind maps and
task: instructions and set up rules of practicing interruption in case a information about the Cultural Iceberg.
the discussion. speaker talks too much or goes off techniques
preparation for You are going to explore a
topic:
the discussion Each group offers 1-2 main Presenter, informer less visible part of our cultural
“A model of a rules for the discussion, then • Excuse me for interrupting but…… iceberg called Sub-Surface

student of our they are introduced to active Culture.
• Excuse me for butting in but….
Lyceum - Do’s listener techniques:
(Cambridge dictionary) - What does Sub-Surface
and Don’ts”
1.Use your full attention to Culture include? What else
• Sorry for interrupting but….
read/ listen to the post. may be there? Can you
• Just a moment, I’d like to…. provide an example?
2.Request more information.
• Can I jump in here? -Students’ possible answer
3.Make sure you understood
=practices (behavior and
what the other person • May I add something quickly?
communication)
wrote/said
• etc.

25 Speaking The students participate in the Practicing polite English questions, Encourage critical Okay, it’s your turn, … (first
min activity 2: A discussion according to the clarification, requesting more thinking and name of a student).
discussion “A rubric: information and active listener reflective practice in
model of a techniques the learners
1) write down a sentence-
student of our
suggestion from 1 person / 2 Reported speech= positive Time manager/
Lyceum -
people and report this sentences. secretary
Do’s and
sentence;
Don’ts”
(a 2-minute 2) agree or disagree with two
breathing people politely;
technique
3) practice a polite interruption
break)
technique with two people;
4) make a suggestion and
provide a reason/ example. + 3
ALTs
4 min Homework Students write down the theme Development writing skills Provider (give the C) What does Deep Culture
of their paragraph “Why is it details for writing – include?
important to follow and volume =100 -120
-Students’ possible answer
develop Lyceum's traditions?” words, 2 reasons +
=perspectives (think, believe,
2 examples)
value) How would you explain
the word ‘values/
perspectives’? Can you
provide an example?

5 min Reflection Students fill in their self- Secretary, assistant What is your final score?
Reflexing assessment form and write the (help them sum up) Are you satisfied with it?
names of activities which were
most interesting/ challenging.

Picture 1. Manage Mat Picture 2. Likes/ Dislikes

My Revised CT rubric
Maste- Exemplary= 5 points Learned = 4 points Basic = 2-3 points
ry
Skills
1.Use the full attention to -I listen to my classmates -I listen to my classmates quietly; -I can use a polite interruption
listen to others being quietly; -I use a polite interruption technique reading useful
respectful -I use a polite interruption technique with little support; phrases;
technique without support;

2.Request for more
information
3.Make sure you understood
what the other person
wrote/said
(This rubric was added
instead of Share your point
of view, …..)
3.Share your point of view,
knowledge, or experience
(This rubric was deleted)
4.content-based analysis/
evaluation
-I always take notes while
listening to my classmates.
-I ask special questions without
making mistakes.
I can report 2-3 sentences/
offers of the other person
without support.
-I willingly share my
experience and knowledge with
my classmates.
-I respond to any questions
from my classmates in full
sentences.
-I support my argument with
clear reasons.
-I always provide examples
with details.
- I take notes while listening to
my classmates.
-I can ask special questions
making some mistakes.
I can report 1-2 sentences/ offers
of the other person with little
support.
-I can share my experience and
knowledge with my classmates
when the teacher asks me to do
this.
-I can respond to questions and
prompts.
-I can support my argument with
clear reasons.
-I can provide examples with
small details.
- I don’t take notes while
listening to my classmates.
-I ask general questions
instead of special ones.
I can write only short phrases
of the other person without
reporting.
-I have difficulties with
sharing my experience but I
try to answer the questions I
am asked.
-My responses are too short
and simple.
-I cannot reason my
arguments without support.
I can provide an example
without details.

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Picture 3.

think

perspectives






culture



make do

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Picture 4.

Surface Culture

Sub-Surface Culture

Deep Culture

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