LESSON PLAN FOR A DAY IN THE LIFE OF MICHELLE AND ALEXA

Student profile a mixed class (20 students) and a mixed ability class with a variety
of learning styles!
Le"el A1, A2
Aid#: Interactive hiteboard, Internet connection, !ideo from "ou #ube, $eaflets,
using video as a resource % su&&lementary material'
Pre"iou# $no%led&e 'r())(r #enses ((im&le )resent vs )resent *ontinuous),
Le*i# (chool (ub+ects, ,ree%time activities'
S+ill# (nd #u,-#+ill# $istening, s&ea-ing, writing, ta-ing notes, writing a re&ort,
describing matters of immediate environment'
'ener(l 'o(l# students will become more aware of the use of (im&le )resent and
)resent *ontinuous in real%life situations'
Attitude: students will develo& a &ositive attitude toward s&ea-ing'
O,.e/ti"e#: to offer students the o&&ortunity to use their linguistic resources in a
&roductive and imaginative way in order to s&ea-'
S+ill# inte&r(tion
Li#tenin&: listening for s&ecific information'
Spe(+in& giving &ersonal information about themselves'
0ritin&: writing a re&ort'
Anti/ip(ted out/o)e# (tudents should be able to: understand sentences and
fre.uently used ex&ressions related to areas of most immediate relevance (e'g' very
basic &ersonal and family information, school, leisure, etc), communicate in sim&le
and routine tas-s re.uiring a sim&le and direct exchange of information on familiar
and routine matters, describe in sim&le terms as&ects of their bac-ground, immediate
environment and matters in areas of immediate need, introduce themselves and others
and as- and answer .uestions about &ersonal details such as where they live, &eo&le
they -now and things they have'
E#ti)(ted dur(tion of t1e le##on: /0 minutes
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STA'ES
2
ACTI3ITES
TECHNI45ES AIMS 2
O67ECTI3ES
PROCED5RE TIME
ON
TAS$
PRE-
LISTENIN'
Integration of listening
with s&ea-ing
01 raise students2
awareness
#o stimulate interest in
the to&ic
#o attract students3
attention
TEACHER
ROLES
ST5DENT
ROLES
ACTI3ITY 8
(teacher%students)
4rainstorming
(&ider%gram
)redict and
discuss
01 activate students2
schema -nowledge
#o set a &ur&ose for
listening
#o establish a context
#eacher as-s
students to
name some of
the activities
they usually
do after school
(tudents name
the activities
hel&ed by the
s&ider%gram
and &ro&ose
own activities
/ min
ACTI3ITY 9
(teacher%students)
4rainstorming
!isuals
#he use of visuals
hel&s bring to life
the listening
situation, focus on
the sub+ect as well
as aids
com&rehension
01 encourage students to
&ool their bac-ground
-nowledge and
ex&ectations and ex&ose
them to -ey vocabulary
before it occurs in the
text
(activation of to&ic%
related vocabulary)
#eacher as-s
students to
identify the
after%school
activities they
see in the
&ictures
(tudents
identify the
&ictures
(uggested
answers:
&laying the
violin, &laying
football,
dancing,
watching tv,
slee&ing,
doing
homewor-,
sending text
messages,
surfing the net,
learning
foreign
languages,
reading boo-s,
eating
healthily,
staying u& late'
/ min
ACTI3ITY :
(teacher%students)
(ilent !iewing
(-imming
.uestions
)redicting
#o &rovide a smooth
introduction to the video
#o guess meaning from
gestures, facial
ex&ressions, and
&aralinguistic clues in
general
#o arouse students3
interest
#o allow students absorb
the content of the
#eacher as-s
students to
watch the
video with the
sound turned
off' #hen, she
as-s them to
recogni5e
which of the
activities from
Activity 2 the
girls are doing,
and she as-s
(tudents watch
the video with
the sound
turned%off'
#hen they
answer
.uestions a, b
and c'
(uggested
answers:
a' #wo girls
/ min
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se.uence and to
formulate in their minds
what is being said
them to list
some of the
activities the
students do
after school'
(relatives)
b' #he girls are
at home
c' 6oing
homewor-,
surfing the net
0HILE-
LISTENIN'
#o &rovide students with
a feeling of fulfillment
of their ex&ectations
#o &romote overall
com&rehension
$istening for s&ecific
information
()rogression from
general7global to
s&ecific7detailed levels)
8xtensive listening
#o&%down &rocessing
A/ti"it; <
(individual wor-)
,ree5e ,rame #o have students
&ractise ta-ing notes
#o have students loo-
more closely at
individual images or
utterances within the
se.uence'
#o listen for s&ecific
information
#o exem&lify forms of
(im&le &resent tense and
&resent continuous tense
#eacher as-s
students to
watch the
video for a
second time
with the sound
on and fill in a
grid with the
activities each
girl is doing'
#eacher
free5es the
video where
necessary to
give students
time to ta-e
notes
#eacher gives
feedbac-
(tudents read
the
information
needed in the
grid and then
watch the
video and
listen carefully
(tudents note
down the
necessary
information
(tudents chec-
answers with
their
classmates
first and then
with the
teacher
1/ min
A/ti"it; =
(&air wor-)
(&ea-ing #o develo& fluency and
confidence in s&ea-ing
#o hel& students develo&
another s-ill via the
listening activity
#eacher as-s
students to
com&are and
contrast orally
what each girl
is doing by
using the
&resent
continuous
tense
(6rilling,
guided
s&ea-ing
(tudents s&ea-
in &airs
10 min
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activity)
A/ti"it; >
(grou& wor-)
riting #o transfer language
from the grid
#o hel& students develo&
another s-ill via the
listening activity
#eacher as-s
students to
choose a girl
and write a
&aragra&h
about her by
using the
sim&le &resent
tense
(:uided
writing, a
small%scale
re&ort)
(tudents write
the &aragra&h
in grou&s of
four, each one
contributing
with his7her
&iece of
writing, then
they com&ose
a &aragra&h
and read it to
their
classmates
10 min
POST-
LISTENIN'
#o demonstrate students3
understanding7consolida
tion of new -nowledge
;omew
or-
A/ti"it; >
(<ole%&lay)
(&ea-ing % acting #o transfer language
from the situation on the
screen to their own
usage'
#o ma-e their own
video
#eacher invites
students to
ma-e their
own video and
&resent it to
the class
(tudents
(ho&efully)
ma-e their
own videos
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