LESSON PLAN

Date: Jan, 2015.

Telling the time / Present Simple
MAIN AIM: To develop
reading and writing skills through Harry Potters daily routine. By the end of the class Ss will be able to write their
daily routine by using Present Simple and time.
SUB AIMS: To recycle and reuse previous class vocabulary about house objects and numbers. To
recognize and use some vocabulary words referring to Telling the time (... O'clock, Quarter past..., Half
past... and Quarter to...). To learn and practice some grammatical structures through Present Simple
affirmative form.
CLASS PROFILE: Group of children which age average is 11 years old. All of them are beginners. Ss are
used to work in different patterns of interaction and listen to instructions in English.
PREVIOUS KNOWLEDGE: They have already learnt greetings, nationalities, numbers (1-20), family
members, jobs, a/an, classroom objects, prepositions, there is/are, how many, house objects and
personal information.
At the end of the class, student will present their projects. If time allows, they will talk in front of the
class. If not, they will paste it on the wall where everybody can see it.

Stag
e

Warm
up

Activit
y

Bingo

Rationale:

Objective
To review and recycle
previous class
vocabulary: house
objects and numbers

Procedure

Material

Interactio
n

T gives instructions and

checks comprehension, if
necessary uses a strong S
to explain.
T reads cards to play bingo
with house objects and
personal information.
SS put a chip in the correct
picture, when s completes
the pattern s says Bingo!

Bingo (house
objects and
numbers)
Appendix 1

Lockstep:
instructio
ns
Class as a
whole
(Bingo)

Possible problems
and solutions
Ss dont
understand
instructions/ T
reexplains or
demonstrates or
makes a strong S
to do it
SS do not
remember house
objects/T shows
the card

Time

10
min.

This is a PPP lesson which makes use of the presentation to introduce the target language in a real context. The topic gives the
opportunity to know some concepts referred to telling the time and present simple structure.
Gardner (1993) defined the intelligence as the ability to solve problem or fashion products that are of consequence in a particular
cultural setting or community. According to him, individuals use eight different types of intelligence such as linguistic, logicalmathematical, visual-spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For teachers this assumption becomes
an important aspect to consider when planning in order to help students to learn easily by using the strongest ability in the class.
Since most frequent intelligence is the visual, the presentation is designed to attract the students attention by talking to a famous
character. The use of a visual aims (flashcards, not only colourful handouts) will help students to engage to the language in a more
memorable way, the target language will be set in a real context. Attractive presentation also helps, for example, real objects used
as teaching aids (Davies, P., 2000:42).
The PPP cycle introduces students gradually both vocabulary and use of the language. Starts with the presentation of the vocabulary
by giving a real context where the students would feel comfortable. In the Practice stage, students will have enough exercise to
comprehend the concepts by working in a collaborative way (pair and group work), and they will become more independent by
producing by themselves.
The course follows the SEP syllabus, which is focus on develop projects at the end of the units by using the target language and the
constructivist framework. It involves lessons of 3 hours every week. Students like when they have to talk about themselves or to
present the projects to the class, so everybody can see the work.