LESSON PLAN 3 – Charisma mae B. Grandez
Class level
Classroom
Advanced
Room 1,Mad
Progress expectation
The students should be able to learn the vocabulary that describes a
juvenile delinquent and be able to use the modal verbs “must”, “ought to”
and “should” to imply obligations and suggestions.
Lexis that describe a juvenile delinquent and the use of modal verbs to
make obligatory sentences.
Juvenile delinquency
To enable the students to know and learn the meaning of juvenile
delinquency and the people who are responsible of it.
To teach the students the proper use of modal verbs in making a sentence
of obligation or suggestion.
To help the students learn and understand the vocabulary that pertains to
juvenile delinquency.
That the students will understand the target language.
That the students will have a view of the responsibilities of the parents,
teachers, friends and juvenile(himself) in the issue of delinquency.
That the students will learn the use of modal verbs to imply an obligation or
suggestion. E.g. Parents must know their child’s whereabouts all the time.
White board,markers,A4 pictures(of young boys behind bars),worksheets
and handouts(summaries of 2 books, jumbled sentences, true/false),role
play dialogue patterns.
The warm-up activity will give the students an overview of the target
language.
The vocabulary activity will aid the students to know the different
vocabulary and use it in a proper context.
The grammar activity will help the students understand and use modal
verbs to indicate an obligation or suggestion.
The produce activity will enhance the students oral skills through role plays
and dialogues.
2pm was a good time to teach this lesson. I able to carry out the lesson
properly. Students were interactive and interested with the lesson at the
same time. Although I think the lesson don’t fit well with the other students
due to the reason that they don’t have children of their own, yet they were
still so much engaged in asking and answering questions pertaining to the
lesson. The downside of the lesson was when their focus wavered during
written activities, which I attributed to hunger and tiredness, since it was
almost past lunchtime and some of them came directly from work.
Subject
Topic
Aim
Objective
Knowledge assumed
Material & equipment
Learning assessment
Post lesson notes
Lesson date
Lesson duration
13 August 2015
1 hour
Tasks
Pha
se
1
2
Durati
on
2
mins.
5
mins.
Topic
Teacher activity
Student activity
Resources
Introduction
I introduce my name. I
write my name on the
board.
Students
introduce
themselves.
White board,
marker and sheet
of paper.
I will ask the students
their names and let
them write it on the
sheet of paper.
Students write their
names on the sheet
of paper.
Warm-up
Show the students a
picture of a boy inside
a prison cell.
Ask the students what
Interaction
T-S,S-T
A4 picture(a boy
inside a prison
cell), white board
and marker.
can they say about the
pictures and write their
answers on the board.
Students will tell
what they think of
the picture.
Present the word
juvenile delinquency
and explain its
meaning, form and
pronunciation.
3
6
mins.
Written task
Explain the task-pair
the students for a pair
work and give each
pairs a picture of
young boys with
handcuffs.
Interaction
T-S,S-S
White board,
markers and A4
pictures(young
boys in
handcuffs).
Let the students write
a list of the causes
behind juvenile
delinquency.
Write their answers on
the board and discuss.
4
7
mins.
Vocabulary
presentation
Ask the students who
were responsible for
the juvenile
delinquents.
T-S
Interactions
T-S,S-T
White board and
marker
Write their answers on
the board.
Explain the meaning,
form and pronunciation
Of each vocabulary.
T-S
Parents
Teachers
Friends/peers
Juvenile(himself)
5
3
mins.
Reading task
Explain the task to the
students-give the
students handouts that
contain short
summaries of two
books on juvenile
delinquency, let the
students read the
summaries quietly and
individually.
Then choose two
students to read each
summaries to the
class.
6
8
mins.
Vocabulary
activity
Explain the task-put
students in pairs for a
pair work. From the
Interaction
T-S
Handouts(book
summaries)
Students read the
summaries to the
class.
Interaction
T-S,S-S
Handouts(book
summaries),papa
and pen
summaries that they
read they should take
out 10 words that
relates to juvenile
delinquency and make
10 sentences for each
words.
T-S
I pick out one word
and use it in a
sentence.
E.g. jail-Jail is the
place where you put
bad people.
Monitor the students
while they do the
activity and correct
them if necessary.
Students check
their answers.
Let them check their
answers in pairs and
discuss their answers.
7
9
mins.
Grammar
presentation
Explain the use of a
modal verb “must” to
imply a strong
obligation of
somebody.
Cite an example on
parents obligation
towards their children.
I point to the students
that they should say...
* Parents must
provide for their
children.
* Parents must
protect their children
at all cost.
Explain the use of
“ought to” to indicate
what somebody should
do/suggestion.
Students should e
saying…
*Teacher ought to tell
the parents.
*Teacher ought to
speak to the child.
Explain the use of
“should” to indicate a
suggestion on what is
the right thing to do.
Students should
say….
Interaction
T-S
White board and
marker
*Teenagers should
listen to their
parents.
*They should avoid
drugs.
Students read the
sentences on the
board.
Drill each sentences
with the students.
8
8
mins.
Grammar
activity
Explain the task-give
the students
worksheets that have
jumbled sentences
where they should
rearrange the words
to form the correct
sentence.
Interaction
T-S
Make the first
sentence an example.
Monitor the students
while they answer and
check their answers.
Students check
their answers.
T-S
Discuss their answers
afterwards.
9
7
mins.
Produce
activity
Explain the task to the
students-put the
students in pairs for a
role play give each
pairs a dialogue
pattern where they
could follow it in
making a dialogue.
Interaction
T-S
Student A will be the
parent who inquire
about his son’s bad
behavior at school.
Student B will be the
teacher.
S-S
Model the task with a
student.
T-S
Dialogue
patterns(for role
play)
Supervise and monitor
the students.
10
5
mins.
Wrap-up
Read five statements
and ask the students if
the statement is
true/false.
E.g.
Parents are
responsible for their
children. True
Give encouraging
Interaction
T-S
Worksheet
words to the students.
Bid them goodbye.
Students bid the
teacher goodbye.
11
5
mins.
Back-up 1
Explain the task-put
students in pairs for
pair work students will
make five sentences
using each modal
verbs “must”, “ought to
“and “should”.
Interaction
T-S,S-T
Paper
12
4
mins.
Back-up 2
Explain the taskstudents will make a
short essay about
juvenile delinquency,
using the vocabulary
and modal verbs.
Interaction
T-S
Paper
Students who attended
Name
Conchi Peñalver
Age
60
Level
Advanced
Yana
32
Advanced
Ilia
36
Advanced
Notes
Conchi was trying her best to
keep up with the others. Offered
her thoughts quite freely. She had
difficulty reading and
pronouncing words.
Yana was the strongest among the
three, she was very open with her
insights. Knew and understand a
lot of English words. She was
very good in rearranging words to
make a correct sentence.
Ilia was the quiet among the three,
had a difficulty in expressing his
opinions to others. He knew
some vocabulary but had problem
pronouncing them.