LESSON PLAN 6 – Andreina Lucchesi
Class level
Classroom
Advanced
Room 3 MAD
Lesson date
Lesson duration
Progress
expectation
The students would be able to understand the grammar structure of the phrasal verbs, and the
differences between them and their use, in order to express themselves in full sentences, related
to the topic “Recycling”.
05/12/2014
1 hour
The students will be also capable to use specific vocabulary regarding the topic, to give their
opinions about the recycling issue using the phrasal verbs.
Subject
Introduce the subject structure of the phrasal verbs and vocabulary related to the topic recycling.
Topic
Aim
Recycling: working for a better city.
The students should be able to understand the meaning and use of the phrasal verbs in general
related to the topic of recycling.
Objective
The students should be able to use correctly a phrasal verb in a correspondent context.
Knowledge
assumed
Is assumed that advanced students have a previous very basic knowledge about the phrasal
verbs, and general meaning, and how to use the correctly.
Material &
equipment
Learning
assessment
IPad and laptop: FOR VISUAL SUPPORT
Hand outs
The planned exercises will be able to let the students use the phrasal verbs, in the correct
context, in this case related to the topic “recycling”, using the vocabulary presented for the class.
Post lesson notes
Positive: the students were very interested in the subject and were very cooperative to do all the
exercises. They understood all the activity instructions and delivered as well as they could. As
suggested, less vocabulary and grammar was presented to the class and this helped for a better
managing of the lesson as well as for the time.
Negative: the phrasal verbs were a little difficult to get in the beginning because they had use
them before but not in a specific topic, as it happed for the class, so they took a little to place
their ideas and usage of the vocabulary and grammar(phrasal verbs). One of the grammar
activities was not printed correctly and this took a few minutes from the class, and although the
students were able to practice the pronunciation while waiting in the end there was no time for
the wrap up, but still the rest of the class was understood and well received by the students.
Aspects to review and consider for the teacher: Be stricter about the time when an activity is
performed so the class can be completed as is was planned.
Tasks
Phase Duration Topic
1
2
Introduction
2
3
5
10
WARM UP
Introduction
vocabulary:
Teacher activity
.Self-introduction
.Presentation Of the subject
“Recycling: working for a better
city”.
Student activity
.Short introduction(while
they fill their name on a
chart)
Show pictures of places in the city
related to clean space and others
that are neglected.
Start a short discussion with the
questions like how they see their
neighborhoods and what they
could do to change or do better for
the environment.
of . The new vocabulary will be
introduced by the usage of visual
assets, like flash cards and
description of the words,
synonyms and by writing them on
the board.
Resources
No hand out
White board
IPad
Flash cards
. Look at the videos
. Group participation.
.Read and repeat. (For
pronunciation)
White board
Flash cards
.Watch the flash cards
Introduce the vocabulary by giving . Read and repeat
to the students a hand out with the
vocabulary, the meaning and an
image related to the word.
Ask each students to read for the
class one word and meaning at the
time.
For each word the teacher will
write on the board a sentence
related to the word so the students
can place it in to context.
4
Vocabulary
practice activity 1
. Explain the tasks to the Students . Work individually.
1-2 separately as flowing
. Match and check the
transition.
answers.
Hand out
5
. Ask the students to work
individually.
Ask the students to match the
corresponding word, to the correct
definition.
.Ask one student at the time to
read the answer.
. Check with the class.
5
5
Vocabulary practice . Ask the students to work in pairs. . Create sentences.
activity 2
. Ask the students to create one
sentence for each new word of the
“recycling” vocabulary.
. Ask the students to create the
sentences using the topic of the
lesson.
hand out
6
10
Grammar
. Meaning: Give to the students a
presentation part 1: hand out, (one for student) with the
Phrasal verbs, the meaning and
. Listen and repeat.
different examples of use.
. Write the grammar in the
note pads.
. Teach one phrasal verb at the
time, reading and using the
material of the hand out, giving
examples and different usage of
the phrasal verb so the students
can understand how to use it
correctly in context.
Board
Flash cards
Hand out
.Structure: For the specific topic of
“recycling” only 6 phrasal verbs
were presented.
Write on one side of the board the
6 phrasal verbs, and start
explaining the structure of the first
four (hurry up, look after, pick up,
join in) have a “verb+ preposition”
structure. Underlining the verb and
de preposition.
And as for the las 2 (throw away
and run out), the have a “verb +
adverb” structure. Underlining the
verb and the adverb.
Use: draw a box on the board and
explain as a summary that 1) a
phrasal verb has a different
meaning depending on the
context, and 2) a phrasal verb can
be used in any verb tense.
7
5
Grammar practice 1 .Ask the students to work in pairs. . Work in pairs,
Hand out
. Ask the students to fill in the gaps .fill in the gaps
with the corresponding phrasal
verb by reading the context in the
sentence.
9
5
Produce activity 1
Ask the students to work in pairs.
.Work in pairs.
Hand out
. Ask them to write a letter of
complaints for a local newspaper
about the things they would what
to change in their neighborhoods.
10
5
Wrap up
11
5
Back up 1
12
5
Back up 2
.Ask them to include the phrasal
verbs and the vocabulary of the
topic.
Ask the students to tell you 1
sentence of something they want
to change in their neighborhood
Introduce 2 other phrasal verb,
meaning and usage
.Oral task
.Answer
.reading activity
Reading activity: Title
. Oral activity
“Environmentally friendly”
The students will have a true/ false
activity, then there will be a
Hand out
Hand out
discussion about the things
happening in the reading.
The students have to do a
comparison about the reading and
what they see in their environment.
Students who attended
Name
Age Level
65 advanced
Notes
Very attentive and performed the activities very well as
usual. Struggled with the pronunciation.
Very attentive and performed the activities very well as
usual.
Conchi
Carolina
41
advanced
Daniela
41
advanced
Very attentive and performed the activities very well as
usual. Had to leave early.
Eduardo
65
Low advanced
Sandra
38
advanced
Very attentive but didn´t performed the activities very
well. Struggled with the pronunciation and the
understanding of the indications to perform the activities.
Very attentive but struggled with the pronunciation and a
few exercises.
Julian
31
Dima
31
High intermediate Very attentive but struggled with the pronunciation and
the understanding of the indications to perform the
activities
Low Advanced
Very attentive and performed the activities very well,
struggled with the oral production.