LESSON PLAN

T = Teacher

St = Student

T x Ss = teacher w ith students

Seven Idiom as

Date: 27/m ar/2015

Length of the class: 3h

Book: Word Link Intro

Unit: 5

Teacher: Thiago Oliveira

TIME

10

STAGE

Warm up

Lead in

AIM

Review of vocabulary

Introduce the topic of the

lesson

ANTECIPATED PROBLEMS AND

SOLUTIONS

P1: Some St may arrive late.

S1: Use this stage to give
some time to the latecomers.
P2: Ss may not remember
the name of parts of the
house and/or of some
places.
S2: The warm up is the
opportunity to remember
previous classes/knowledge.

1.
2.
3.
4.

SSS.
Put the cards on the floor or on a desk.
Ask them to match the pictures with their respective
names.
Model the activity.

1.

Pair Ss and ask them to discuss the question:

What can you do to be healthy?
Model by giving an example:

Vocabulary
Presentation

Introduce new vocabulary

INTERACTION

MULTIPLE
INTELLIGENCES

MATERIAL

S-S

Verbal-Lgg
Interpersonal
Visual
Logical
Kinaesthetic

Cards

Verbal-Lgg
Interpersonal

Board
Markers /
Chalk

Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual

Cards

Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual

Books
Board
Markers /
Chalk

Verbal-Lgg
Interpersonal
Logical
Visual

Slips of
paper with
questions

T-Ss
S-S

You exercise..What you eat...

2.

10

[ ] = not m andatory

Level: Basic

PROCEDURES

P: Ss may not understand

the question.
S: Write the question on the
board.

P1: Ss may mispronounce

some words.
S1: Correct them on the
spot.

SSS = w hole group

1.

1.

Check with the group what they have found out.

Hold the cards up and drill the target

vocabulary/expressions with the whole class.

T-Ss
S-S

Ask Ss to complete the sentences with the target

vocabulary (pg 51).

10

Vocabulary
Written
Practice

Vocabulary
Oral Practice

Practice new vocab.+

collocation (prepositions)

Practice the new vocabulary

in a conversation

P: Ss may have problems to

find out their answers.
S: Monitor and help them.

P: Ss might use their L1.

S: Monitor and remember
them to speak in English.

T-Ss
2.

SS check in pairs;

3.

Check with the whole group (and work on

pronunciation if necessary, on the board).
Ss in pairs.
Ss interview their classmates (eating habits).
Model the activity if necessary.
Check with SSS what theyve learned about their

1.
2.
3.
4.

St

S-S

classmates.

10

Lead in

Presentation

Introduce the topic

1.
2.

T tells SS about his eating habits (dos and donts)

T asks SS what they do in the morning.

1.

T asks SS about their routine. (Do questions)

e.g.:
Do you smoke?
Do you have breakfast every day?
Do you drive to work ?
Ss ask questions using the words on the cards.
e.g.: (card) work out
(expected question) Do you work out?

Review and expand the

structures

1.

2.
3.
4.

15

20

Practice

Production

T-SS

S-S
T-SSS

P: Ss may have some

difficulties to write their
questions.
S: Help them with ideas and
monitor.
P2: Some questions may not
be accurate;
S2: Monitor and give some
feedback afterwards. (when
Ss finish the activity)

5.
6.
7.

SSS do the exercise (Do/Does handout)

S-S check
SSS check

1.

SSS make 8 questions about family members or

friends (mother, father, best friend, sister...)
Ss ask their questions in pairs.
Elicit some mistakes (if any) on the board and drill
the correction.

2.
3.

--

--

Elicit on the board the structure, using some of their

questions as examples.
Drill the structures if necessary.
Expand the structure to all Subject Pronouns

Give SSS the chance of

practicing

Give SS the chance of

creating their ow n questions
and ask them.

T-SSS

Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual
Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual

Coffee-break 10

St
S-S
T-SSS

Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual

Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual

Board
Markers /
Chalk
Handout with
exercise

Board
Markers /
Chalk
Piece of
paper
Pencil

1.

15

Lead in

Introduce the topic

and practice how to ask
questions

P: Ss may not understand

the instructions
S: Model the activity.

3.

Ss complete the chart (pg 55) with their personal info

(check yes/no).
Ss ask questions to their classmates in order to
complete the chart.
Do you have breakfast every day?
Model the activity.

4.
1.

SSS check.
T-SS: (pg. 55)

2.

St
S-S
SSS

Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual

Books
Board
Markers /
Chalk

I love Italian food. My favourite dish is pasta. With

tomato sauce.

15

Model
analysis
+
Scanning

Recognize the structure of

text.
Elicit Ss inherent vocabulary

Do you have a favourite food?

Where is it from?
Whats in it?
P: Ss may not recognise the
structure of some questions.
S: Grade the questions.

2.

Open at page 55 and check the description of a dish.

T-SSS
St
SSS

3.
4.

Ss read.
T ask SSS:

Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual

Books
Board
Markers /
Chalk

How is it called? (paella)

Where is the dish from? (Spain)
When people eat it? (lunch and dinner)
What does it have? (rice, chicken...)
Is it good? (yes/delicious)
1.
10

HC practice

Practice descriptive w riting

P: Ss may find difficult to

write.
S: Help and Monitor.

2.
3.

Ss read for the class.

Elicit the questions (if any) on the board.

1.

Imagine you have a dinner party. What dishes and

drinks would you put in the menu?
Ss write on the board.

2.

15

LC practice

Using the dictionary

Expand vocabulary

P: Ss may not have enough

vocabulary
S: Elicit on the board and/or
hand out some dictionaries.

Write on a piece of paper about your favourite food;

[You may follow the model.]

St
SSS

Elicit the Components of a traditional Diner Party:

S-S
Salad
Entrance
Main Course
Dessert

Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual

Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual
Kinaesthetic

Piece of
paper
Pencil
Board
Markers /
Chalk

Piece of
paper
Pencil
Board
Markers /
Chalk

20

Freer

Feedback

Opportunity for selfexpression and

improvisation

Opportunity for selfevaluation and concluding

corrections

3.

Write the menu considering this categories. (Ss may

use the dictionary)
[CCQ: Can you use this (pointing to the board)
dishes? (YES)]

4.

Ss perform.

5.
1.

SSS check.
Role Play:
St A is organising a dinner party and you are
inviting St B.
Ask about St B preferences and allergies (related
to food) and if he/she is on a special diet.

P: Ss may not clearly

understand the instructions.
S: Hand out the instructions.

P: Ss may not have many

comments.
S: Skip to the correction of
the mistakes

2.
3.

Ss perform and change roles.

Ss may perform to SSS if they feel like it.

1.

Ask Ss about the difficulties of performing the

activities.
Elicit the mistakes on the board and ask them for
correction.

2.

S-S

Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual
[Kinaesthetic]

Piece of
paper with
instructions

T-SSS

Verbal-Lgg
Interpersonal
Intrapersonal
Logical
Visual

Board
Markers /
Chalk