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 Page 1 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 Page 2 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 Page 5
