Lesson Plan 4
Grammar Focus:
Review present continuous and simple present tense
Want and need + to+ verb construction
Vocabulary:
school services and vocational courses
Student Proficiency Level:
Level 2
Ethnographic composition: Asian (Vietnamese, Laotian, and Thai)
Objectives: Students will learn to identify future plans and short term goals by using the
want/need +to +verb constructions. They will learn school-related vocabulary such as teacher,
computer lab, classroom, etc. Students will learn to use the future with will. They will also learn
vocabulary related to vocational courses such as computer networking, data entry, nail care, etc.
Materials: flashcards, dry erase markers, whiteboard, worksheets, poster board and markers,
audio cd, laptop, textbook
Warm up/ review: Write today’s lesson focus on the board: 1) school services 2) future goals
using need/want +to +verb 3) future with will 4) vocational courses
Books closed. Review present continuous tense by asking questions about what students are
wearing and what is happening in the classroom: Kim, what are you wearing today? What am I
doing right now? Also, review simple present tense by asking Ss: What do you do on Tuesday
from 12 noon to 1 pm?( we come to English class).What do you do on Sunday morning?
Introduction and presentation:
Direct Ss attention to the picture on Pg 18. Ask: What is this? (a school, a classroom)Ask what
they see in the picture. Elicit as much vocabulary about the picture as possible. Show flashcards
as Ss come up with responses (Ss write down). Show the picture of the keyboard and ask: Does
anyone do ‘keyboarding’ at home? Explain that some jobs require people to use the keyboard.
For example: data entry clerk, office manager, accountant, etc. Direct Ss attention to the big
picture and point to Joseph. Tell Ss: You will hear Joseph talking to three different people about
a keyboarding class.
Practice: Listening (5 minutes)
Read aloud instructions for Exercise 2a. Class audio track 12. Pause after first conversation and
ask Ss: Who is Joseph talking to in conversation A? Mark the right answer with Ss. Play the rest
of the track and have Ss mark the answers.
Practice Listening (10 minutes) True and false
First, have Ss read aloud the answer choices to make sure they understand. Then, play the audio
conversation again for them to mark the true and false answers. Check for answers by playing
audio again.
Presentation: want to and need to (10 minutes)
Write the word want and need on the board. Ask Ss yes/no questions with want and need: Do
you want to study English now? Do you want to learn to talk in English? Do you need to leave
early today? Do you need to talk to me after class? Explain the difference between want and
need with want being a goal and need as something they have to do to get to that goal. For
example: I want to visit my mother in Bangladesh, but the ticket is very expensive. So I need to
work more and save enough money so that I can buy the ticket to Bangladesh. Point to grammar
chart on pg. 20 in Exercise 1. Read each question and answer aloud. Have Ss repeat while
pointing to the appropriate subject (I, you, he, she, and they).
Use a poster board with a vertical line drawn in the center. On the top of the left side, write want
to and on the right side, need to. Use the previous example and show the want to and the need to
parts under the appropriate columns. Conduct a classroom discussion to elicit responses about
what Ss want as goals and what they might need to do to achieve those goals and fill up the
chart.
Practice: Listening and writing: independent work (5 minutes)
Read the instructions for Exercise 2a, pg. 20. Play the audio. Ss listen and write the answers in
the blanks. Check answers together.
Practice: Reading and talking: pair-group work (5 minutes)
Direct Ss attention to the pictures on Exercise 2B. Go over the goals and solutions under each
picture, explaining all terms and phrases. Ss read the example conversation, then do the activity
in pairs. Example:
1. She/fix cars
study auto mechanics
1. She wants to fix cars
She needs to study auto mechanics
Practice: reading, writing, and talking: pair group work (10 minutes)
Worksheet “What do you want to do?” Instructions; one S reads the questions on the right. The
other S listens to the question and formulates the question about it on the blank on the left.
Example: Answer: I want to get a job (Student A). Student B asks: What do you want to do?
Both write the answer in the blank. Then, Student B reads the next answer and Student A guesses
the question.
Presentation: Vocational courses (5 minutes)
Write vocabulary words on vocational courses (or show flashcard). Ask what it means. If Ss
don’t know, explain that these are courses that teach job skills or give job training. Remind Ss
that Joseph wanted to take a keyboarding class. Explain different vocational courses through the
picture dictionary on pg. 25, helping Ss with correct pronunciation as needed.
Practice: Listening and pronunciation (3 minutes)
Play audio track with 4A. Ss listen to vocational courses vocabulary and repeat aloud. Show
flashcards as the audio plays. Ss also write down words. Play a second time if needed.
Practice: Picture dictionary: Reading and writing: Independent work (4 minutes)
Ss read the words (home health care, nail care, etc.) in the word bank and write the words under
the appropriate picture of that vocational course
Homework: Keep practicing the vocabulary words and add more vocational words for next
week
Reflections: I had planned at least two hours’ worth of activities, so that I would not run out of
time, especially considering that the session had to be video recorded. I also ended up having a
couple of students from Level three. One of them was definitely at a higher level than the rest
when it came to comprehension, since I noticed her writing down the correct answers to the
listening activity without a second thought, while the other ladies, even after a rerun of the tape,
and a pause between conversations, were still uncertain about some answers. I made a mental
note to include more listening activities in the future. I was at a slight disadvantage because of
the time crunch. We had lost about 15 minutes getting the video to start recording, and the class
was only for 1 hour and 15 minutes. With too many activities planned, I should have prioritized
which ones to skip if such a need arose. We finished the poster board activity with great fanfare,
but ended up having to skip the activities on pgs. 20(2A) and 21 (2B). The worksheet “What do
you want to do?” had to be skipped. Anyway, the upside was, after the poster board activity, the
students had a pretty good grasp on the ‘want to’ and ‘need to’ concepts and their usage. I had a
circular sitting arrangement in mind, allowing me to use my laptop to show the picture dictionary
I had made to go with the vocational occupations vocabulary. But with the students sitting in
rather long rectangular tables, this was not possible. So, I showed them the pictures in the book,
along with the flashcards I had made, with explanations. Next time, I will make sure to just get a
printed version of the picture dictionary and use it the old fashioned way.