LESSON PLAN 6 – IGNACIO FORTUÑO
Class level
Classroom
Advanced
Room 1
Lesson date
Lesson duration
23 Aug 2013
1 hour.
Progress
The students should be able to express assumptions using “must” and “can´t” for both
expectation present and past actions.
Subject
Some vocabulary related to the topic and the usage of “must/can´t” for assumptions for
present and past actions.
Topic
Who did it? (Jack the Ripper)
Aim
Prepare student to be able to express their own conclusions drawn from a particular
situation or evidences found.
Objective
Students should be able to state who must or can´t be the author of an action in the
present and also describe how actions must or can´t have happened in the past.
Knowledge As advanced students, they should be acquainted with the modal verb “must” and “can”
assumed
which will be useful to understand their usage for assumptions.
Material &
A laptop will be used gauge their interest in the warm-up and during a transition activity that
equipment will introduce the grammar presentation.
Learning
The vocabulary will be assessed by means of a matching exercise between the vocabulary
assessment and brief definitions or synonyms. Their text comprehension will be assessed through a
post-reading activity that should answer the pre-reading questions. And the grammar will
be checked through two separate drilling exercises after each presentation A&B, and while
correcting the produce activity.
Post lesson As the lecture went on, I realized the topic may had not been the most appropriate for a
notes
class of middle-age women, considering some facial expressions when checking
understanding of the vicious acts mentioned in the text. Moreover, the text activity could
have been more thoroughly prepared with more elaborated pre-reading questions and a
more engaging literary text. At the end of class some students stated that they had a
clearer grasp of grammar concept than before, which meant that the objective had been
somehow fulfilled. They enjoyed the transition activity and were quite active during the
produce.
Tasks
Phase Dur. Topic
Teacher activity
Student activity
1
3
Introduction Introduce myself to the class. And pass on a Say and write
paper for the students to write their names. their names on a
sheet of paper
2
3
Warm-up
Show some images on the topic and make Talk about what
students talk lightly about the personage of the images
“Jack the Ripper”and his murders. Ask if they suggest them.
have seen the film “From Hell” about the
topic.
3
5
Vocabulary List on the board some words chosen from Take notes
presentation the text which will be given on the reading
phase. Provide definitions, synonyms or/and
demonstration depending on the word.
4
3
Vocabulary Hand out a list of the vocabulary and tell the Match the words
practice
students to match them to definitions or sets with definitions
of synonyms on the other side of the page. or synonyms.
5
1
Pre-reading Tell students to look out for words or
Start thinking
(text)
sentences answering the Where? When?
from previous
Who? How? Why? questions.
knowledge on
the subject.
6
5
Reading
Give a text about Jack the Ripper, where
Read silently
(text)
students have to locate and highlight the
while underlying
information required.
the answers.
7
5
PostPrompt students to provide answers for the Tell their
reading
questions to check comprehention. Compare outcome and
(text)
them with their peers.
compare with the
rest. Correct.
Resources
Paper
Slide show
on laptop.
Board
Hand out.
Board
Hand out
(text)
Hand out
(text).
8
3
9
5
10
5
11
5
12
5
13
7
14
5
Back-ups
1
3
2
5
3
3
The last paragraph of the text deals exactly
with the lesson topic “Who did it?”. To
answer that question, and link the subject to
the topic, I´ll show four suspects as if on a
identification parade (one with a top-hat and
a bloody knife and the rest with candid smile
faces) and ask students who they think is
Jack the Ripper
Grammar
Show the meaning, structure and use of
presentation modal verbs expressing probability,
A
assumptions (deduction) in the present:
(Subj.+must/can´t+bare infinitive of “to be”).
Give examples from the previous phase
activity: “He must be J.R”, “he can´t be J.R”.
Grammar
Hand out exercise to fill in with the correct
practice
modal verb form for assumption in the
present following the affirmative/negative
symbol:+/Grammar
Show meaning, structure and use of
presentation assumptions for the past:
B
(Subj.+must/can´t+Present Perfect). Give
examples. E.g: “He must have gone crazy”.
Grammar
Hand out exercise to be filled out with the
practice
correct form of assumption for past actions
following the symbol (+/-) and using the bare
infinitive verb in brackets.
Produce
In pairs, put students in context where one of
activity
them “Mr. Watson” tells “Mr. Holmes” the
sequence of a murder (hand out) by “Jack
the Ripper”. Swap roles and give examples:
“He must have followed her into the alley”.
Wrap-up
Tell students to give one assumption to a
contextualized situation. E.g: “You are calling
home and no-one gets the phone”=“They
must have gone out”.
Identify “jack the Slide show
Ripper” from the on lap-top.
suspects shown.
Provide “true or false” sentences about the
text to check understanding.
Show students Jack the Ripper´s supposedly
real letter (From Hell) sent to the police and
discuss why it is considered the authentic
one and not one of the many hoaxes written
at the time.
Expressions Teach students common expression used
presentation with “must/can´t be”. E.g: “You must be
joking/kidding/crazy”, “You can´t be serious”.
Use contextualized situations.
Transition
activity
Post-reading
(alternative)
Discussion
activity
Take notes.
Board.
Fill the blanks
Hand out
with “must be” or (exercise)
“can´t be”.
Take notes.
Board
Fill the gap with
“must/can´t+
have+Present
Perfect”.
Describe the
sequence of a
murder using
assumptions for
the past.
Give an example
of an assumption
to a given
situation.
Hand out.
Fill the true/false
questionnaire.
Discuss the
authorship of the
letter “From Hell”
using “it must
be/it can´t be”.
Take notes.
Hand out
Hand out
(Images of a
murder
sequence).
Hand out
(text)
Board
Students who attended
Name
Marcela
Carolina
Reina
Gema
Age
Late
30´s
40´s
Level
Advanced
Late
40´s
30´s
Advanced
Advanced
Advanced
Notes
Good natured student, always ready and willing to give
quick answers.
Defenetly the strongest and more confident student. She
had a somewhat aloof attitude probably because she
disliked the topic.
Although probably the weakest student, she was the
most active at giving responses.
Very attentive and able student, but slightly restraint
when giving answers, she loosen by the end of the class.