Teacher: Carlos Ivan Arellano Date: 20th March 2019 Lesson No.

1 No of SS: 6-8

Lesson level: Pre Intermediate International House Lesson length: 120 minutes Lesson focus:
Functions

LESSON PLAN

LEARNING OUTCOMES

1)MAIN AIM:
By the end of the lesson the SS will have become familiar and practiced functions and
vocabulary to introduce themselves to new people.

2)SUBSIDIARY AIM(S):

They will have also worked on their speaking skills by having demoing a situation on which
they will set themselves in a new country and introduce themselves to new people and
describing people as well.

3) CONTEXT:

Moving to a new country a meeting new people.

LESSON FRAMEWORK- TYPE OF LESSON

1) Is this a SKILLS or SYSTEMS 2) What lesson framework will you follow?

Situational presentation (PPP) ________
lesson? Text-based ________
Test –Teach- Test (TTT) ___X___
Guided Discovery (GD) ________
a) SKILLS: __________________ Task-based learning (TBL) ________
Receptive skills (Pre, While, Post) ________
b) SYSTEMS: ________X_________ Writing skills (Model) ________
Speaking skills (Prep- task- FB) ________

Section 2:

PERSONAL OBJECTIVES

Objectives: Strategies (How are you planning to achieve these

objectives?)

Cover MFP in a single stage effectively, Follow LP and stick to it. Develop in a deeper way
systematically and efficiently. both Form and Pronunciation.

Prioritise tasks to allow more time for language Make a thorough process while making the LP and
production. scripting how it is to be done.

Have clearer instructions and be more effective Script demos in LP and follow them in a more
with demos. systematic way.
ASSUMPTIONS (What you assume the students to know, be familiar with, have experienced or have been
taught) Write AT LEAST 4 Assumptions, feel free to write more! (e.g. sub-skills, language systems,
learner training, themes and topics, etc).

1. Students will be familiar to some of the phrases seen in this lesson.

2. Students will be familiar to the interaction of having a discussion to come to a decision.
3. Students will be familiar to permutations of the same phrases seen in this lesson.
4. Students will be familiar to the role-play task that will be carried out in the end of the lesson.

ANTICIPATED PROBLEMS AND SOLUTIONS

Problem 1: SS in this class often arrive late.

Solution 1: Whenever a St arrives once the class has begun, tell their peers to explain to him/her
what the task is or what the topic of the lesson is.

Problem 2: SS might not use TL for the last task.

Solution 2: Remember SS of the TL meant to be used in this stage and elicit from them examples
of it.

Problem 3: Time of the class doesn’t allow to have freer practice (Test 3)

Solution 3: Be aware of time, and in case the class runs out of time, don’t take that much on CP
(Test 2).

Section 3:

Resources and Materials

Board Plan: At each stage of the lesson the board will look like this (feel free to use another
page if you are planning to have different WB layouts during your class).
 STAGE AND TIME INT´R PROCEDURE
OBJECTIVE TEACHER AND STUDENT ACTIVITY
Note the objective of each
stage
Ice breaker 15 min T-S T introduces himself and welcomes Ss to their first class:
To get Ss to know HUMAN KNOT
eachother and get
information from Ss take their hands and create a KNOT which they are supposed
them about the to unknot.
expectations of the
course. Tell everyone to reach their right arm towards the center and grab
someone else's hand. Make sure no one grabs the hand of the
person right next to them.
Setting context 4 min T-S T introduces context by showing SS a picture of its last vacation:
(Lead in)
To engage Ss - I love going on vacation with my friends guys. But
and activate their whenever it comes to decide where we want to go, it’s a
schemata disaster. Do you remember the last time you had a
(previous discussion because you had to make a decision between
knowledge) several people?

T makes SS talk about this in pairs:

- Tell the person next to you when was the last time this
happened to you and what happened? What did you
decide? What was the discussion about?

T conducts OCFB.

S-S

T-S
Test 1 7 min
To provide learners a
test or task that will
help Teacher identify
needs and purposes
for TL of the lesson.
T-S T gives instructions for Test 1.
Test 1: Choose the correct option for the expressions.
Instructions: (Chesting Handout) Ok guys, here we have 8
expressions we use when coming to an agreement/making a
decision. For each you have two options to complete them in the
correct way (T will model but not answer). Choose the correct
option for each one and then when you finish, we will listen to
the audio to see if you were correct.

T provides SS with Handout 1.

SS compare answers in pairs.

T conducts OCFB by playing Audio 11.9 to check on SS answers.

S-S

T-S

Teach 8 min T-S T addresses MEANING through Guided Discovery. T gives

T will focus on 3 instructions for Guided Discovery.
aspects:
- Meaning Activity: Classify each expression to its intention.
- Form
- Pronunciation Instructions: Alright guys, now, these 8 expressions fulfill a
purpose. (T will model with 1 expression and classify it in one
of the 2 groups). Now it’s your turn, classify the rest of the
expressions in the corresponding box.

Expressions for giving opinion:

-I’ve been checking all the estate agent’s sites on the internet,
and there seem to be quite a few apartments that would suit
us.
-Let’s leave extras like that for now and concentrate on the
essentials.
-I’d like the apartment to have a balcony.
-Well, to start off, a bedroom each, and a nice living room …

Expression for asking for an opinion:

-What will we do in the summer when it’s hot?
-Don’t you think a balcony is essential?
- Could we move on to thinking about where we want to live?
- Ok, now the difficult question: how much rent can we afford
to pay?

CCQs:

For giving:
- Do you think she is trying to make a strong point?
- Are these more like suggestions or orders?
- Do you think they both want the same thing?

For asking:

- Are they trying to be polite?

- Are they trying to convince the others to change
opinion?
- Are they trying to make a point?

SS do Guided Discovery.

SS compare in pairs.

T conducts OCFB.

T address APPROPIACY (informal)

T address FORM by elicitation of different forms of either

fixed or semi-fixed expressions. Here highlighted, are the ones
that are semi-fixed and can be reformulated.

Expressions for giving opinion:

-I’ve been checking all the estate agent’s sites on the internet, and
there seem to be quite a few apartments that would suit us.
-Let’s leave extras like that for now and concentrate on the
essentials.
-I’d like the apartment to have a balcony.
-Well, to start off, a bedroom each, and a nice living room …

Expression for asking for an opinion:

-What will we do in the summer when it’s hot?

-Don’t you think a balcony is essential?
 - Could we move on to thinking about where we want to live?
- Ok, now the difficult question: how much rent can we afford to
S pay?

S-S T addresses PRONUNCIATION of 4 out of the 8 expressions.

T-S I’ve been checking all the estate agent’s sites on the internet, and
there seem to be quite a few apartments that would suit us.
T-S
Well, to start off, a bedroom each, and a nice living room …

T-S Don’t you think a balcony is essential?

Could we move on to thinking about where we want to live?

 T-S

Test 2 (CP) 8 min T-S T gives instructions for Test 2:

To provide CP of the
TL for accuracy
purposes and to see
the progress from Test
1 after Teach Stage.
Activity: Unscramble the words
Instructions: (Chests Handout) Now guys, here you have 6
sentences, but they are unscrambled. Ok? Unscramble them and
get the correct sentence.

T demoes first exercise.

SS do Test 2.

T-S SS compare answers in pairs.

S T conducts OCFB to check on SS answers.

S-S

T-S

Test 2 (FP) 8 min T-S T gives instructions for the activity:

To provide FP of the
TL for fluency Activity: Choosing destination for vacations.
purposes in a
contextualized and Instructions: (Chests images) Now guys, it’s your turn. Using
personalized manner these expressions, you learned, try to decide where you want to go
this summer on vacation. I will give you three destinations and
remember, using the expressions your learned, decide where you
want to go.

T provides SS with images.

SS do the activity.

T monitors.
T-S
T conducts OCFB to check on SS answers.
S-S

T-S
DEC 5 min T-S T writes 4 or 5 mistaken
To correct SS sentences on the board.
mistakes
T asks: Please with the person
next to you, look at these
sentences and correct the
wrong ones.

S-S SS compare in pairs.

T-S T elicits mistakes from SS.

END OF CLASS.

Name: ______________________________________________ Date: _____________