LIZBETH ESPERICUETA & LUIS COUTIÑO
23 DE FEBRERO DEL 2020
PHASE 1 LESSON PLAN TEMPLATE
A. Students and Setting:
The students are between 18 to 25 years old with a level of A2-B1.
The institution is a public university, in the class there is a total of 14 students that are studying English as a Foreign Language,
some of which are native speakers. The sessions are approximately 2 hours (due to out of hand circumstances sometimes) each on
Tuesday and Thursday per week. We are situated in a closed space with not a lot of free roaming space with no projector of
immediate accessibility. We have a marker board, big desks the fit two people, a lot of chairs, a bulletin soft wall, electricity cables on
the roof, big windows, etc.
B. Lesson Background:
The students focused on practicing their speaking by talking about their likes and dislikes to their classmates.
Grammar: difference between meeting and knowing.
C. Target Language:
Question structure
Simple present
Adverbs of frequency
D. Learning Objectives/Expected Results:
Objective: students will be able to ask and answer about their personal daily routines.
E. Materials and Sources:
Notebook
Markers
Projector
YouTube link:
https://www.youtube.com/watch?v=F3PI_X34KiU&list=WL
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
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LIZBETH ESPERICUETA & LUIS COUTIÑO
23 DE FEBRERO DEL 2020
F. Procedures / Timing:
Activity
Writing
Teacher does/says . . .
Students do/say . . .
Approximate
time needed
The teacher will ask the students to take out a piece
of paper or take out their notebook.
*Note: Tell the students that this writing activity will
be handed in to the teacher.
The students will write about these questions in
their journal. Some may finish faster than others so
the teacher has back-up questions for those
students so the others can complete their writing
activity
15 minutes
The students in groups will discuss their daily
routines and description of their perfect day with
their classmates and, hopefully, they can find
relation between their answers which will provoke
more and therefore more speaking.
15-20
questions
minutes
Journal
Describe your perfect day:
How would it be?
Where would you spend it?
Who you would spend it with?
Teacher says: Try to write as much as you can. This
journal will be for you so don´t worry about the
structure. Write about the things that come to mind
with these questions.
Speaking
The teacher will arrange the students into groups
where they will be asked to discuss the differences
and similarities between their perfect day (what they
wrote in their journal) and the teacher will ask to
have in mind the next questions:
-
Do you think that the perfect day from your
classmate could work for you? Why?
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
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LIZBETH ESPERICUETA & LUIS COUTIÑO
23 DE FEBRERO DEL 2020
-
Is your perfect day very different from your
normal days?
Teacher say: Now, I want each one of you to pick a
piece of paper. Get together with the classmates that
have the same color as you. Within your group talk
about the differences and similarities between what
you wrote about your perfect day and what you
usually do, daily, every day.
Listening
(Luis I don´t know if
we should tell them
what questions we
are going to ask
before showing the
video or just tell
them to pay
attention because
we will ask some
questions?)
The teacher will project a YouTube video (7 minutes
long) about daily routines.
Speaking
The teacher will ask the students to make their own
YouTube script like the one they saw because they
will have a role-play presentation of their script in
front of the class. The teacher will also hand them a
mixed-up syntactic structure of various questions in
cut out rectangular pieces of paper. They will be
asked to unscramble the words and make questions
Teacher says: Now I want everyone to pay attention
to this video and think about what is happening, what
is the person describing? Take notes if you wish to.
The students will pay attention to the video and
take notes if they want to because after the video
the teacher will ask them some questions related to
the video.
15 minutes
What does she do first thing in the morning?
(What questions are we going to ask the students
about the video?
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 3
30 minutes
LIZBETH ESPERICUETA & LUIS COUTIÑO
23 DE FEBRERO DEL 2020
that can be answered with a daily routine response
like the video.
Teacher says:
(Luis I´m having trouble creating instructions for
this activity.)
Speaking
The teacher will ask if everyone is done with their
scripts and will ask for a group volunteer to come in
front of the class and present. After one group is
done the teacher will let the group that just presented
to pick the other group who will present.
*Note: As the students come in front of the class the
teacher will write the questions in the computer that
they have unscrambled because the background for
their role-play the teacher is using PowerPoint to set
the scene for a YouTube video setting. The
questions will be verified by the teacher before they
present, during their discussion time for the script is
when this will happen.
Teacher says: Is everyone done writing their script?
Yes, okay. Do I have any volunteers that want to
present first? If not, I will pick a group. Okay, Lizti´s
group come on, you´re first. Your questions? You
can start now.
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 4
30 minutes
LIZBETH ESPERICUETA & LUIS COUTIÑO
23 DE FEBRERO DEL 2020
G. Anticipated problems / Possible solutions
Anticipated problems
Possible solutions
Limited students
Have different ways of grouping students together based on the number of students and be
careful of the time consumption.
Finishing the writing activity too fast.
With the students that finish the writing activity before the time limit is up the teacher will ask
them to write about their bachelor’s degree (experiences).
1. Do you like what you are studying?
Any new/cool things you´ve learned?
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
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