LESSON PLAN
Jimmy Torres
Level: Basic
TEA PROGRAM
32 students
Date: February 26th, 2013
Time: 1 Hour – 60 minutes
Tutor: Supriya Baily
Class description: Active students. Students are highly motivated and extremely
willing to learn. All the students are teenagers.
Objectives: By the end of this lesson, students should be able to:
* Construct noun phrases containing relative clauses in context.
* Learn adjectives to describe a person’s positive and negative feelings about living
abroad.
Equipment: whiteboard, markers, Interchange 3 Course book, Interchange 3 Teachers’
guide, Interchange CD3, work sheet, supplemental grammar exercises, pictures,
candies, and sentence strips.
ACTIVITIES & TIMING
Presentation Game photos, realia Speaking, and predicting Engage 7 mins.
Goal: Ss will start the class with an activity to create a lively environment. (Icebreaker)
* T hands out 6 personal photos. The photos are related with the teacher’s life.
* T asks the students to make questions and sentences based on the photos. (Ss – T
interaction)
* T answers the questions with specific information. A brief introduction is given to
the students.(T – Ss interaction)
Warm up Games step-def. Vocabulary, and speaking Engage 14 mins
Goal: Ss will learn vocabulary related with positive or negative feelings about living
abroad.
* T introduces the unit topic. “Crossing cultures” “Culture shock” e.g. I’d feel curious
and excited.
* Elicit that “culture shock” describes the feelings people have when they live abroad.
E.g. She is anxious. (Photo in the book) (Ss – T interaction)
* After presenting the Word Power, Ss have to classify into 2 categories. (Positive Negative)(Ss-T interaction)
* Draw a chart with 8 adjectives. Divide the class into 2 groups. (Cooperative
learning) Each group has the chance to create a sentence using one adjective each
time. (Competitive learning) (Ss – Ss – T interaction)
* Problem!!! Ss do not understand the vocabulary. T uses flash cards and photos to
present the adjectives. T gives examples using the adjective in context.
Activity 1 Oral activity Vocabulary, and speaking Study 6 mins
Goal: Ss will learn noun phrases containing relative clauses in context. Students’
examples.
* T asks Ss to brainstorm concerns they would have about living abroad. (Ss- T – Ss
interaction)
* Ss give ideas and personal experiences. (E.g. in context) (Ss – Ss – T interaction)
o I’d worry about: the food, the climate, getting sick….
o I’d miss: my mom’s cooking, my friends, my dog….
* Ss compare their ideas on the board or share their answers in pairs. (Ss – Ss – T
interaction)
* Ss rank the concerns. More than one answer is possible. (Ss – Ss interaction)
* Problem!!! Ss can not write down their personal concerns. T provides them help as
much as possible. T uses students’ previous experiences to create some concerns
based on living abroad.
Activity 2 Grammar Point Practice, reading, vocabulary, and speaking Study/Activate
16mins
Goal: Ss will practice noun phrases containing relative clauses.
* T interacts with students to present the grammar point. E.g. flash cards (Ss- T – Ss
interaction)
* T. explains that we can say the same thing in two different ways. (T – Ss
interaction)
o One think (that) I’d really miss is my mom’s cooking. Subject Position
o My mom’s cooking is one thing (that) I’d really miss. Object Position
* Ss work in pairs to complete the exercises. Ss write down the exercises in order to
compare with their classmates. (Ss – Ss – T interaction)
* Ss work in group. They take turns reading their sentences. Ss share the sentences
with the rest of the class. (Ss – Ss – T interaction)
* Problem!!! Ss can not complete the sentences in the course book or with their own
information. T gives a couple of personal examples. E.g. Getting lost in Guayaquil is
one thing I’d be nervous about.
Activity 3 Pronunciation Practice, reading, and speaking Study/Activate 11mins
Goal: Ss will notice, practice, and use word stress in sentences.
* T presents a pattern like this on the board: Argentina is a country that I’d like to live
in. (T – Ss interaction)
* Ss understand that we stress the key word in the sentence (key words: meaningful
words) (Ss–Ss–T interaction)
* Ss mark the key words in the previous sentences and previous extra exercises. (Ss –
Ss interaction)
* In pairs, Ss take turns reading their sentences aloud. Remind Ss to pay attention to
the stress on key words. (Ss – Ss – T interaction)
* Problem!!! Students do not understand what key words are. T goes around the class
and help with stress as needed. T writes on the board some key words like verbs,
proper nouns, adjectives, or simple nouns. E.g. Ecuador, go, drink, beautiful,
language, creative, etc.
Activity 4 Wrap up/Assessment Practice, reading, and speaking Activate 6 mins
Goal: Ss will able to create noun phrases containing relative clauses, as well as a
general review of the whole class.
* T explains examples on the board as a brief review of the whole class. Examples in
context. (Ss–Ss–T interaction)
* Assessment: Ss complete extra exercises in the students’ book (workbook section)
(Ss interaction)
* T explains the last task and reminds Ss to use language from the unit.
* T asks Ss several questions (concept checking)
* Problem!!! There is not enough time for the activities. T decides which activities are
the most suitable in the lesson.
Observations:
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