LESSON PLAN
Title of the Unit:...............................................
Level: 3º,4ºof ESO. 1º, 2º of Bachiller in a school situated in a “middle class”
neighbourhood and our pupils` parents show concern for their sons` and daughters`
future valuing education highly.
Our pupils are now studying 3º,4º of ESO 1º,2º of Bachiller.
They are now 14,15,16,17 and in the stage Piaget termed as "formal operational". Our
pupils can think abstractly, solve logical problems and follow the scientific method.
Adolescents with formal operational thought often reason about moral dilemmas at post
conventional levels. They base their moral judgements on their own personal values and
standards, not on social conventions or the persuasion of the authorities.
Our pupils also show a tendency called egocentrism. They tend to think that they
are more important and unusual than they really are.
Time:.....................................
Lesson Objectives
General Objectives: We want to develop in our students a positive attitude
towards the study of language which will make them appreciate the richness of
functions it has. We will make emphasis on the different grammatical resources that can
be used to express emotions, desires, complaints, etc, so that the primary aim of the
acquisition of a language is the transmission of knowledge and experience.
The study of grammar should be a tool which will help them to transmit
information, not the aim of their study.
Specific Objectives: (Los que se pretendan conseguir a travès de las actividades
diseñadas en el L.P.)
Classroom Profile:................................................
..................................................................
Assumed Knowledge:.................................................
Problems:.........................................................
Cross-Curricular Connections:
(1)
(2)
(3)
(4)
(5)
(6)
(7) (8)
____ _________ ________ __________ ________ ________ ____ ____
Steps Estimated Aim
Students`
Teacher’s Interaction Skills Aids
Nº
Time
Activity
Activity
_________________________________________________________________
CONTENTS
CONCEPTS
PROCEDURE
Lexical Functional Grammatical
Exponents
Content Content
Content
of
Functions
ATTITUDES
Students must
adopt ....
(see examples)
EVALUATION: As evaluation I will mark them according to their participation,
interest and work in class. I would also mark the written activities and texts produced in
pairs or groups. And as individual work I.....
CROSS-CURRICULAR THEMES
- Moral and civic Education
- Education for Peace
- Environmental Education
- Health Education
- Education for the equality of sexes
- Consumer Education
-Traffic Education
CORE/BASIC COMPETENCES:
- Linguistic Competence
- Mathematical Competence
- Competence on Knowledge and interaction with the Physical World
- Treatment of information and Digital Competence
- Social and Civic Competence
- Cultural and Artistic Competence
- Learning to Learn Competence
- Autonomy and Personal initiative Competence
EXAMPLE
TITLE OF THE UNIT: Favourite things
LEVEL: 3º ESO in a school situated in a middle class neighbourhood and our pupils`
parents show concern for their sons` and daughters` future valuing education highly.
Our pupils are now studying 3º of ESO. They are now 14-15 and in the stage
Piaget termed as "formal operational". Our pupils can think abstractly, solve logical
problems and follow the scientific method. Adolescents with formal operational thought
often reason about moral dilemmas at post conventional levels. They base their moral
judgements on their own personal values and standards, not on social conventions or the
persuasion of the authorities.
Our pupils also show a tendency called egocentrism. They tend to think that they
are more important and unusual than they really are.
TIME: 50 minutes.
LESSONS OBJECTIVES.
General Objectives: We want to develop in our students a positive attitude
towards the study of language which will make them appreciate the richness of
functions it has. We will make emphasis on the different grammatical resources that can
be used to express emotions, desires, complaints, etc, so that the primary aim of the
acquisition of a language is the transmission of knowledge and experience.
The study of grammar should be a tool which will help them to transmit
information, not the aim of their study.
Specific Objectives: By the end of the lesson ss. will be able to express,
ask for and understand information referring to his/her and other people.
CLASSROOM PROFILE: Number of ss. 28. Very homogeneous class. They’ve been
learning English since they were at Primary School, 3 er level.
ASSUMED KNOWLEDGE: The ss. already know how to ask questions with "what"
and "who" and how to use My/your, his/her. They know about different kinds of
communication. We’re going to revise vocabulary referring to numbers, places, days of
the week and food.
PROBLEMS: They have difficulties in using every item properly. They need more
practice, specially with HIS/HER.
CROSS-CURRICULAR CONNECTIONS: Valencian, Spanish
__________________________________________________________________
ACTIVITY Nº. 1
ESTIMATED TIME: 10 + TEACHER`S ACTIVITY: Warm/presentation. The ss. look at a number of pictures that
the T shows. The t. says:
- My favourite TV. star is......
- My favourite film is.....
- My favourite programme is.....
STUDENTS` ACTIVITY: The ss. participate in eliciting. Then the T. asks: - What`s
my favourite.....?
The ss. answer: Your favourite...... is.....
(Choral or individually)
INTERACTION: T -- SS.
SKILLS: L/S
AIDS: Pictures.
ACTIVITY Nº: 2
ESTIMATED TIMED: 10'+ TEACHER`S ACTIVITY: (Control practice). The T. asks the students about their
favourite things. i.e. "What`s your favourite TV. star?" etc.
STUDENTS`ACTIVITY: Student: "My favourite TV. star is ..."
TEACHERS`ACTIVITY: T. writes on the board: "HIS/HER favourite TV. star is...
INTERACTION: T --SS.
SKILLS: L/S
AIDS: Blackboard
------------------------------------------------------------------
ACTIVITY Nº: 3
ESTIMATED TIME:10' + TEACHER`S ACTIVITY: The teacher asks the students to form groups of four.
STUDENTS` ACTIVITY: (Free practice). The students get into groups of four. They
ask each other about their favourite: t.v.programme;
TV. star; radio programme; film star; kinds of communication; etc
INTERACTION: SS --SS
SKILLS: L/S
AIDS: None
------------------------------------------------------------------
ACTIVITY Nº: 4
ESTIMATED TIME: 15' + TEACHER`S ACTIVITY: S/he hands out an information sheet and asks the ss. to fill it
in.
STUDENTS` ACTIVITY: (Writing practice). The ss. fill in the information sheet with
their own answers, the teacher’s ones given in the warming-up and those from their
partners.
INTERACTION: SS --SS
SKILLS: W.
AIDS: Hand outs.
ACTIVITY Nº: 5
ESTIMATED TIME: 5' + - (Information transfer)
TEACHER`S ACTIVITY: The teacher checks some of the students` answers
reinforcing HIS/HER.
STUDENTS` ACTIVITY: They read from their handouts making complete sentences.
INTERACTION: T --SS
SKILLS: L/S
AIDS: None.
-----------------------------------------------------------------CONTENTS
CONCEPTS
LEXICAL CONTENT: TV. programme; radio programme; TV. star; film star; kinds of
communication; days of the week; numbers; food; places.
FUNCTIONAL CONTENT: Express, ask for and understand information referring to
his/her and other people favourite things, having to do with kinds of communication.
GRAMMATICAL CONTENT: Revise and consolidate questions with "what" and
"who" and use of possessives my/your/his/her.
PROCEDURE
In order to fulfil the tasks and get the objectives successfully through the lesson,
we have kept a balance among the different skills in each one of the activities as well as
we have also displayed a variety of techniques, such as: group work, information
transfer, fill in (pair work, extracting, identification, scanning, skimming, observing,
roll-play, etc), through which we have practised the following...
EXPONENTS OF FUNCTIONS: - What`s your/his/her favourite things?
- My favourite ........... is ........
ATTITUDES
Students must adopt a positive attitude towards the study of language from a
notional and communicative point of view. They also must realise the functional
component of language as a means of communication and be aware of a language is a
living entity which needs reflection rather than rules.
Apart from this students should be curious, interested and respectful towards
English and its world and should be willing to correct mistakes, communicate in
English and become more autonomous as learners.
EVALUATION: As Evaluation the teacher can ask the ss to transfer the information
from the information sheet, written in a semi diagrammatic way to a diagrammatic one.
CROSS-CURRICULAR THEMES:
Moral and Civic Education: since it is the base for respect among human beings.
Consumer Education: referred to the amount of hours ss. spend watching TV.
Education for the equality of sexes: girls favourite programmes, actors, etc cannot be a
factor of sex discrimination among boys.
CORE/BASIC COMPETENCES:
- Linguistic Competence
- Social and Civic Competence
- Learning to Learn Competence
- Autonomy and Personal initiative Competence