Recent topic work: Recent Language

Lesson Plan: Story Central 1

Chapter 3: Wild Animals, page 80.
Lesson 5
Group:
Recent Topic
Work:
Aims:
Objectives:

Assessment
Materials:
Anticipated
problems:
Timing
5 min: Warm up

Presentation
and Practice 25
min

Additional
possibilities:
Homework:

Date:
Recent Language Work:

Time: 45 min

Number of students: 25

To describe animals using specific adjectives. To distinguish and practice

T and Th sounds.
At the end of this lesson the students will be able to:
- Identify adjectives to describe animals
- Use what are these? What are those? to identify animals.
- Practice the pronunciation of words with t and th sound.
The students will make a poster to illustrate the meaning of the
adjectives in the lesson.
Cd, cardboard, paper, markers.

Teacher activity
Divide the class into
three animal groups:
tigers, crocodiles, and
giraffes.
Write the new adjectives
on the board and use
mime actions. Play de
Cd; model the
pronunciation of the
new words.

Student Activity
All the students
mime their animal
according to the
group.
Listen and read to
identify key words
in red.
Look at the
pictures and use
words to describe
the animals.

Success Indicators
Students participate
actively in the activity.
Completing a diagram
matching the new words
with the animals
described.

Game: Spelling Bee. From the Game Bank, page 222.

Activity Book: Activity from lesson 5.

LESSON PLAN
Book: Inspired #3
Unit 3: Opinions When can you drive a car?
Group:
Recent Topic
Work:
Aims:

Objectives:

Assessment
Materials:
Anticipated
problems:
Timing
5 min: Warm up

Presentation
and
Practice 25 min

Date:
Time: 45 min
Number of students: 25
Recent Language Work: Puzzles with definitions from the previous lesson.
To express obligation and prohibition
To introduce the context of laws.
To get students to discuss laws in their country and the U.S using Can
and Cant
- To practice new vocabulary from the lesson.
- To discuss laws in our country.
- To use new words related to the topic of the lesson in the context.
- To complete listening comprehension activities.
- To use modals: must, have to, dont have to, had to in sentences
related to the topic.
Book, pictures of teenagers breaking the law.
The students may not know the meaning of some of the new words.
Teacher activity

Student Activity

Success Indicators

Ask students to imagine

they are going on a trip
to the U.S, so they have
to choose three places
they would like to visit
and why.

In pairs, discuss
the places they
are going to visit
and what they are
going to do on
the way.

To talk about the places

they want to visit, using
their prior knowledge.

Asking questions about

the laws in our country
using modals use: can
/cant, must, have to/
dont have to

Answer the
questions and
discuss the laws
about driving a
car in our country.
Complete the
language workout
with the correct
answers.

To use the new vocabulary

and modals to talk about
laws in our country.

Additional
possibilities:

Students must write new laws that they consider important for our
country.

Homework:

Students write a list of ten important laws for teenagers of their age and
their parents. Discuss in the next class.

Definition

Aims

Example Are extreme but

perhaps you will get the points.

Aims are general statements that

Students will understand and

provide direction or intent to

become proficient at

educational action. Aims are

identifying the different types

usually written in amorphous

of spoken English.

terms using words like: learn,

know, understand, appreciate, and
these are not directly measurable.
Aims may serve as organizing
principles of educational direction
for more than one grade. Indeed
these organizing principles may
encompass the continuum of
educational direction for entire
programs, subject areas or the
district.

Goals

Goals are statements of

Students will be able to

educational intention which are

identify and use American

more specific than aims. Goals too

slang terms and phrases.(This

may encompass an entire

example is a subset of the aim

program, subject area, or multiple

above, but the area becomes

grade levels. They may be in

more specific. This goal moves

either amorphous language or in

from generic spoken English to

more specific behavioral terms.

the more detailed area of

American slang. One verb used
is still identify, although this
goal does not specify how
students are to identify, and the
verb use has been added. The
objectives related to this goal
should specify how the students
will identify and use new
knowledge.)

Objective

Objectives are usually specific

statements of educational
intention which delineate either
general or specific
outcomes.There are advantages
and disadvantages to different
types of objectives.

Learning Objectives: Stems and Samples

by the Education Oasis Staff
Generally, learning objectives are written in terms of
learningoutcomes: What do you want your students to learn as a
result of the lesson? Follow the three-step process below for
creating learning objectives.
1. Create a stem. Stem Examples:

After completing the lesson, the student will be able to . . .

After this unit, the student will have . . .
By completing the activities, the student will . . .
At the conclusion of the course/unit/study the student will . . .

2. After you create the stem, add a verb:

analyze, recognize, compare, provide, list, etc. For a list of action verbs see below.

3. One you have a stem and a verb, determine the actual product, process, or outcome:

After completing these lesson, the student will be able to recognize foreshadowing in various
works of literature.

Below you will find numerous examples of learning objectives used by teachers. Modify them as
necessary.
Language Arts Examples
After completing the lesson, the student will be able to:

listen for the purpose of following directions . . .

record his or her understanding/knowledge by creating pictures . . .

use the vocabulary of _____ (shapes, colors, etc.) to describe _____ (flowers, etc.)

explain the meaning of the word(s): _____.

generate ideas and plans for writing by using _____ (brainstorming, clustering, etc.)

develop a draft . . .

edit a draft for a specific purpose such as _____ (word choice, etc.)

discuss the differences and similarities between the two main characters from _____ and
_____.

identify the definition of _____ (fables, fairy tales, etc.).

understand and be able to identify the traditional elements in _____ (fables, fairy tales,
etc.)

define the literary term _____.

re-tell in his/her own words _____.

summarize the plot of _____.

make inferences from the text . . .

demonstrate understanding by writing three facts about . . .

listen critically to interpret and evaluate . . .

represent textual information by _____ (drawing, painting, etc.)

recognize and list the literary devices found in _____.

state an opinion about _____, using examples from the text to support the opinion

compare the experience of _____ (a character in a text) to his or her own life

list the primary plot details in _____ (a text, short story, novel, or drama)

compare and contrast three different versions of _____ (Cinderella, The Three Little Pigs,
etc.)

write a narrative version of _____, with appropriate plot characteristics of the genre

compare excerpts of _____ (a novel) to first-hand accounts of _____ (the Civil War, WWI,
etc.)

describe _____ (Victorian, Elizabethan, etc.) attitudes toward _____ (a social concern, a
vice, a virtue, an event, etc.)

analyze _____ (a character's) desire to _____

list elements of _____ (a writer's) style in _____ (a text)

identify and trace the development of _____ literature from _____ to _____

define basic literary terms and apply them to _____ (a specific text or work)

produce an effective essay which details _____

produce an effective persuasive essay which takes a stand for/against _____

use the work of _____ as inspiration for a representative piece about _____

draw parallels between _____(a text) and _____ (a text)

explore the nature and implications of _____ (a vice, a virtue, a societal concern, a
characteristic, etc.)

explore allegory in various works of children's literature . . .

recite a poem (or excerpt of text) with fluency

use specific examples in _____ (a text) to illustrate an aspect of human behavior

compose a _____ (haiku, verse, rhyme, poem, etc.)

describe the traditional rules and conventions of _____ (haiku, the personal essay, etc.)

demonstrate mastery in the study of _____ through cooperative learning and research. . .

1. According to our own experience, and supported by J. Scrivener a

class can be divided on four steps:
2. Warm up
3. Presentation
4. Practice
5. Feedback/Wrap-up
LEVEL:Intermediate II
TIME: 11:00 hrs
TEXTBOOK: Channel direct 4
UNIT: 6 PAGES:38, 39
TOPIC: Inventions, movies and
music.

STUDENTS BACKGROUND: Students

have studied around 240 hours of English.
They are between 19 and 22 years old,
they are studying at the University but they
are studying different majors: Engineering,
Nursing, and Marketing. Most of them
have the same kind of free activities:
watching TV, surfing the internet, listening
to music, practicing soccer and watching
movies among others. Some of them are
taking the course for second time and they
have problems to develop their speaking
skills and their listening skills.

MAIN AIM OF THE

CLASS: Discuss facts.
Present passive voice
and some useful
phrasal verbs and
other expressions.

ACTIVITY

OBJECTIVE MATERIAL

PRESENTATION: In pairs Ss will

discuss the next questions.
Do you like cars?
What kind of car would you like to
have? Why?

To raise
Power point
students
presentation(Ppp
interest on the ) with images of 7
topic.
different kinds of S-S
cars

CONVERSATION: Sb page 38.

Ss read and listen check new
vocabulary by discovering
meanings throughout context.
Then students will practice the
conversation in pairs.

To present
Student book, CD 10 Ss arent able to find out
vocabulary in CD player.
S
meanings of the new
the context
S-S expressions by context
Teacher will give extra
examples and definitions.

GRAMMAR PRESENTATION:
Ppp. Teacher will set the
differences between active and
passive voice in present simple
using several examples. Group
work will answer an exercise in
the Ppp. Teacher will elicit the
answers.

Ss have to
Ppp
distinguish the
differences
between
active and
passive voice
and practice.

ORAL PRACTICE: Sb page 39. In To encourage

pairs Ss will develop a
speaking
conversation trying to find out
using passive
how much they know about some voice.
general facts.

Cards with
countries and
incomplete
sentences to
match.
Student book

TIME PROBLEMS/SOLUTIONS

Ss migh not know the

names of the cars. Teacher
could write some examples
on the board.

10 Ss might not remember the

T-Ss past participle of some f the
verbs used in the exercise.
Teacher will ask them to
use the chart of verbs that
they have on their Sb.

10 SS might have troubles with

S-S the general information;
however T. will motivate
them to give an answer in
order to learn more about
general culture.

GRAMMAR PRACTICE: Sb page To reinforce Student book

39. Ss will make a grammar
understanding Board to check
exercise.
about the
answers.
grammar
Markers
rules.

10
S

The possible
mistakes/errors will be
solved on the board in
group.

WRAP-UP: Ss will see some

10

Teacher will correct the

To evaluate

Ppp

pictures in Ppp and will make

students
sentences using passive voice to achievements
the whole group.
.

sentences on the board.