LCB Teachers Training College Rodrigo Rouco Taller Didáctico p. la Enseñanza del Inglés en el Nivel Medio

Lesson Plan # 1

Coursebook: ‘Challenges 1’, by Michael Harris & David Mower. Pearson-Longman, 2006Unit: 10 ‘Free Time’, pp. 42, 43Course: 1st year secondary school / 8th year EGB Average age: 13 years old Nº of students: 25 (approx.)Level: BeginnersLength of lesson: 40 mins.

Topic: Free TimeVocabulary: free time activitiesGrammar: Adverbs of FrequencyLanguage skills: Reading (a report about teenagers’ leisure pursuits); Listening (to partners’ sentences in a game).Assumed knowledge: Grammar: Present Simple (all forms); Voc: some free time activities, places (shopping centre, cinema, sports centre, etc.)

Lesson Objectives: By the end of this lesson students will be able to identify the most common adverbs of frequency and recognise their position in the sentence.

1) Warm-up: Brainstorming round a word. (5 mins.)The teacher writes ‘Free Time’ on the board and asks students (as a whole class) what they do in their free time. As students call out their answers, the teacher writes them on the board. NB: This activity serves to set the students’ minds into the English lesson and as a lead-in for the topic.

2) Reading (Students’ Book, p. 42) (15 mins.)a) Pre-task: Teacher tells sts (students) that they are going to read a

newspaper report on the free time activities British teenagers like. With the aid of the pictures, sts predict which activities they think British kids like and which they don’t.

b) Global task: Sts skim the text (read through to get a general idea) and check their predictions (Were the activities the same they predicted?).

c) Specific task: Students read the article for a second time and complete the text with the verbs in the box (ex. 2).

d) Post-task: Teacher asks students if they do the same activities of British teenagers or they find any difference.

3) Teaching Point: Adverbs of Frequency (p.43, ex. 4) (10 mins.)Sts look for the words in the text to complete the sentences. Once they have done so, answers are checked with the whole class. As sts call out their answers, the teacher can write down some sentences on the board. Then the teacher explains that we use adverbs of frequency to say how often we do things and

that the percentages next to the sentences refer to the degree of frequency (from more often to less often). Teacher also elicits where we write the adverb in the sentence (before the verb).NB: The position of adverbs after verb to be will be introduced in following lessons.

4) Recognition Practice (p. 43, ex. 4) (5 mins.)Part A: Individually, sts put the words in order to make sentences. Then the class as a whole checks the answers. Part B: Once answers have been checked, sts write T (true) or F (false) in the boxes next to the sentences. (follow-up in next activity)

5) Guessing Game (5 mins.)Students get in groups of four or five. Each group will consist of two teams. Each student from each team takes their turn to read 3 of their own T/F sentences (from previous exercise) to the other team. The members from the other team guess whether the sentences are true or false. They get a point for each correct guess. When they finish, the team with the most points wins.