Lesson plan 1-Charisma mae B.Grandez
Class level
Intermediate
Classroom
Room 3,Mad
Progress duration
Subject
Topic
Aim
Objective
Knowledge assumed
Material and equipment
Learning assessment
Post lesson notes
Lesson date
06 August 2015
Lesson duration
1 hour
The students should be able to
understand the lexis to describe the
ailments and be able to use the “should”
+infinitive verb(w/o “to”)to practice
remedy collocations.
Modal auxiliary usage of the verb
“should”
+infinitive verb(w/”to)for making
suggestions.
Ailments
To enable the students to know the
different vocabulary of ailments and use it
in health related context.
To enable the students to understand the
words used to describe common ailments
they might encounter in their day to day
living.
That the target language of the lesson will
not be to difficult to follow.
That the students know some, but not all,
of the ailments I will be presenting. That
the students will know how to use
“should” + base form of the verb to form
some remedy collocations. E.g., He has a
headache. He should go to the doctor.
White board(WB),markers,4x
worksheets(fill in the missing words and
matching type),7x flashcards(common
ailments),and 4A picture(a boy named
“Ron “who looks ill).
The students will introduce to the class
their names one by one.
The students will know the vocabulary
and use it in its proper context.
The grammar activity will aid them in
using grammar concepts.
The production activity will allow the
students to use some common
collocations.
The 3pm time was quite a conducive time
to teach. The students were still bursting
with energy from their previous class. The
concept of the lesson kept them awake,
the students were eager to answers
questions and at the same time asked
questions. The downside of the lesson
was that some of them couldn’t
concentrate on the lesson because they
were worried about arriving late to work
after the lesson.
Tasks
Phase
1
2
Duration Topic
3 mins.
Introduction
5 mins.
Warm-up
Teacher activity
I introduce my name. I
write my name on the
board. I then tell the
students I would like to
know their names but
that I will need to
prepare a sheet for the
names of the students.
They then write
their names on
the sheet of
paper so I can
identify them by
name.
Introduce
Interaction
“Ron”(picture).Establish T-S,S-T
the idea that he is ill.
Ask what ailment the
students think “Ron”
has.
What ailment do you
think “Ron” has?
As the students
respond I write the
ailments they name on
the board.
3
8 mins.
Vocabulary
presentation
Student activity
Students
introduce
themselves.
Elicit words that
describe “Ron” from
the students
I then put the students
in pairs and tell them
they are going to
discuss recent ailments
they had with their
partner.
I will then conduct a
brief feedback on their
conversation to
establish the ailments
they know and then
elicit further ailment
vocabulary to write on
the board.
For each of the
ailments they don’t
understand I will use
gestures and miming
Resources
Paper, White
board
A4 picture(a
boy who
looks
ill),white
board
Students
respond to my
question about
Ron’s possible
ailment.
Interaction
T-S,S-S
Students work
in pairs to talk
about their past
illnesses and
remedies, etc.
Feedback
Introduce new
vocabulary
White board
to elicit the meaning of
the target language.
Stomach ache
Headache
Fever
Flu
Measles
Toothache
Cough
4
8 mins.
Vocabulary
activity
We will then explore
the meaning, form and
pronunciation of the
new word.
Explain the task to the
students-the students
will then guess what
ailment is on the
flashcard.
After they have guess
all the flashcards ask
their opinions about
the pictures,
individually.
5
8 mins.
Grammar
presentation
Explain the use of
“should ” + base form
of the verb. I point out
that the students
should be saying the
collocations with
should such as:
Consolidation
Interaction
T-S,S-T
Students follow
my instructions
and “guess” the
ailments.
They then share
their point of
view about the
pictures.
Interaction
T-S,S-S
Flashcards
White board
You should…
drink lots of water
go to the doctor
go to the dentist
take some tablets
take a rest
6
8 mins.
Grammar
activity
Drill the ailments and
their corresponding
remedy collocations
individually with the
students.
Controlled
practice
Transition to gap fill
activity.
Interaction
T-S,S-T
Worksheets
7
7 mins.
Oral task
I explain the gap fill
task and hand out the
worksheets for the
students to fill in. I then
monitor them while
they check their
answers in pairs and
finish up with a final
feedback to correct any
errors.
Explain the taskStudents will make a
dialogue using the
vocabulary and its
remedy collocations
shown on the board.
I put students in pairs
for pair work. And
model the task with a
student if necessary.
8
10 mins.
Produce
activity
Explain the collocation
task-students are to
match the nouns and
verbs to form common
collocations.
I monitor and correct if
necessary, as the
students check their
answers in pairs.
9
3 mins.
Wrap-up
10
5 mins.
Back-up 1
Let students read their
answers in class and
then discuss them
afterwards to create an
opportunity for more
feedback.
Praise students where
they have done well
and encourage them
where needed.
Explain the task-they
should list as many
ailments as they know.
Whoever has the
longest list wins.
Students fill out
gaps in gap fill
activity.
Students check
each other
answers in pairs.
Role play.
Students
practice
dialogues in
closed pairs
using visual aids.
For example:
Student
1:What’s the
matter?
Student 2:I’ve
got a headache.
Student 1:You
should go to the
doctor
Interaction
T-S,S-T,S-S
White board
Worksheets
Students answer
the worksheet
and then check
their answers in
pairs.
Interaction
T-S,S-T
Interaction
T-S,S-S
Worksheets
11
5 mins.
Back-up 2
The winner should read
his list aloud to the
class.
Explain the task-I will
Interaction
place all the flashcards
T-S,S-T
on the board then
remove one picture at a
time and ask them
what ailment is missing.
Continue until they are
all gone. Students guess
the missing flashcard
and shout out the
target language.
Students who attended
Name
Age
Daniella
Mid 20’s
Level
Intermediate
Javier
Intermediate
Late 30’s
Flashcards
Notes
She understands a lot of English words but
had difficulty saying them. She had trouble
seeing words written on the board due to
an eyesight problem. However, she
enjoyed the part where I let her read the
sentences on the board.
He was trying his best to explain himself in
English which was good speaking practice
but he had trouble pronouncing some
words like “ache” and “collocation” but he
was eager to learn and made an effort to
do so.