8

th

GRADE

LESSON PLAN
Theme: Democracy and Peace: Language in the Construction of Peace
Length of Class: 90 min
Number of students: 42

Language Focus:
Grammar

Vocabulary

Functions

Other

Skills: Approaches Followed:

Reading Co-Teaching

Listening Communicative Approach

Writing Project Based Learning

Speaking PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Aims

Main aim: By the end of the lesson, students will be able to express their ideas on
some solutions regarding the stray dogs’ issue in their community as
part of the construction of peace.

Subsidiary aims: • To be familiar with facts and opinions related to a common problem.
• Toidentify useful vocabulary and expressions to give personal
opinions.

• To exchange information about the main topic.

Lesson plan designed by:

Felipe Segundo Blanquicett Gómez 1

I.E. CRISTÓBAL COLON
Montería
 8
th

GRADE
Performance indicators:

Knowing: Identifies the structure of information questions.

Recognizes expressions of opinion and points of view

Doing: Shows comprehension of general and specific ideas in oral and written
texts by completing preestablished forms.

Being: Shows respect for opinions expressed by his/her peers.

Recognizes his/her responsibility in the construction of peace in his/her

community.

Learning to learn: Connects background knowledge with new vocabulary and structures.

Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to
the curriculum? what do learners need to know in order to cope with this
lesson?)
This is the seventh lesson in a series of ten lessons for module 3. In previous lessons, students have been talking
about democracy and what is required from people to make peace available for everyone.

In this lesson, students will recycle vocabulary and modal verbs to talk about possible solutions for the issue of
stray dogs, which is a situation that affects society nowadays.

In future lessons, students will revise conditionals forms to express their points of view regarding other issues,
whose solution can contribute to the achievement of peace for everyone.

Lesson plan designed by:

Felipe Segundo Blanquicett Gómez 2

I.E. CRISTÓBAL COLON
Montería
 8
th

GRADE
Content:

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical: •Expressions to argue and support points of view: I agree / I disagree / I believe / I think / In my
opinion / I’m sorry, I can’t agree with … / Exactly! I couldn’t agree more / Perhaps, but … / That’s
true. / I’m sorry, but I disagree. / I’m afraid that isn’t right. / You’re absolutely correct!. / That may
be the case, however, … / You should, shouldn´t

Grammar: Modals of obligation

Meaning
• Should - Ought to
They are used to give advice, or to say what the right thing to do is.
“Ought not to” is more commonly used in British English. Americans prefer “should not.”

• Had better
We use had better to refer to the present or the future, to talk about actions we think
people should do or which are desirable in a specific situation. It is more commonly used
in spoken English.

Form Should - Ought to Had better

I I
You You
Affirmative He He
form She Should + verb base form She Had better + verb base form
It Ought to+ verb base form It (‘d better)
You You
They They
We We

I
I
You
You Should not + verb base form
He Had better not + verb base
He Shouldn’t
form
Negative She
She (‘d better)
form It Ought not to + verb base form
It
You
You
They
They
We
We

Pronunciation: Had better /hæd ˈbet. ər/

Should /ʃʊd/
Shouldn’t /ʃʊd.ənt/
Ought to /ˈɔːt ˌtə/

Discourse: • Contrast connectors: however, but, on the other hand.

Sociolinguistic / • Ability to listen and observe

Intercultural: • Valuation of cultural diversity

Lesson plan designed by:

Felipe Segundo Blanquicett Gómez 3

I.E. CRISTÓBAL COLON
Montería
 8
th

GRADE
Anticipated problems: Planned solutions

Students will probably find the reading challenging. The vocabulary activation before working on the reading
task will help students deal with this situation

Students might have problems to express their opinions Teacher will provide students with expressions and
about the topic. prompts to foster communication.

Lesson plan designed by:

Felipe Segundo Blanquicett Gómez 4

I.E. CRISTÓBAL COLON
Montería
 8
th
Warm up

Total Stage
timing (5 min)
GRADE

Stage aims To actívate prior knowledge.

T. draws a spider web around the word RIGHTS and asks SS to brainstorm ideas about this topic. Time and
T. takes into account SS’ ideas and directs them to the fact that animals are also part of our society and thus, they have rights. Then. T. asks the questions: Interaction
Procedure -What rights do animals have?
5 min.
T- SS
T. leads a short class discussion and summarises SS’ ideas.

Lesson plan designed by:

Felipe Segundo Blanquicett Gómez 5

I.E. CRISTÓBAL COLON
Montería
 8
th
Reading task

Total Stage
timing (30 min)
GRADE

Stage aims To provide input for main task

Pre – reading Time and

T. divides the class into groups (4 / 5) people. One person from each group must be standing back to the board and he/she is not allowed to see the board. Then, T. Interaction
Procedure writes a word on the board and the people in each group must help the one who is back to the board to guess the word by miming, giving synonyms, definitions or clues,
but they are not allowed to use either the same word they are defining or the word in Spanish.
Once the person has guessed the word, the group gets a point and now, another person in each group participates. The game finishes when all the words are guessed
10 mis
and the winner is the group that gets the highest score.
GW 4 /5
Key words: Street dogs, unfriendly, food, water, car accidents, population
T- SS

T. asks SS how these words are connected to the topic of animals’ rights. SS are encouraged to express their ideas, and then T. introduces a reading about the topic.
15 mins
While – reading – Appendix 1
IND.
T. gives SS the reading on appendix 1 and asks them to work individually on activity 1. Then, SS check in pairs and finally T. checks s the answers with the whole class.
T monitors
PW
Same procedure is followed with activity 2 but at this stage, T. writes the answers to the last question on the board for later reference.
T-WH
Sample answers:
The government should sterilize stray dogs so that they cannot breed.
The authorities had better cull stray dogs.

Post - reading
5 mis
T. leads a class discussion about the topic:
T- SS
Do you think that stray dogs are a problem in our country?
Do you know what measurements have the authorities taken to beat the problem?
Ss. express their ideas and T. summarises them.

Lesson plan designed by:

Felipe Segundo Blanquicett Gómez 6

I.E. CRISTÓBAL COLON
Montería
 8
th
Presentation

Total Stage
timing (15 min)
GRADE

Stage aims To raise awareness and understanding on the target language

T recalls the suggestions SS found in the article about the stray dogs issue in Chile.
The government should sterilize stray dogs so that they cannot breed. Time and
The authorities had better cull stray dogs. Interaction
Procedure

T asks SS to say what expressions / words they consider are used in these samples to give suggestions. Then, T. elicits the form for these sentences and he/she uses
markers with different colors to highlight them.

T. explains that OUGHT TO is another form used for giving suggestions and explain what the difference is compared to the modals SHOULD and HAD BETTER and give
some examples on the board. 15 mins
T-SS

Practice

Total Stage
timing (10 min)

Stage aims To use the target language in simple sentences to talk about a real situation

T. asks students think of ideas that could help to solve the problem of stray dogs in their community. Then. SS compare their ideas in pairs and write them down.
Time and
Volunteers are asked to write them on the board and T leads correction.
Interaction
Procedure
T. checks pronunciation and helps the class drilling the mispronounced words. 10 mins
PW
T. monitors

Lesson plan designed by:

Felipe Segundo Blanquicett Gómez 7

I.E. CRISTÓBAL COLON
Montería
 8
th
Production

Total Stage
timing (25 min)
GRADE

Stage aims To exchange information on a pyramid discussion

T ask Ss to work in groups of 6 people. They must nominate a moderator who leads a group discussion about the suggestions to solve the problem of stray dogs in the
Time and
community. T. suggests SS to use the structures learnt in the previous stage and this useful language to express their ideas:
Procedure Interaction
I agree / I disagree / I believe / I think / In my opinion / I’m sorry, I can’t agree with … / Exactly! I couldn’t agree more / Perhaps, but … / That’s true. / I’m sorry, but I disagree.
/ I’m afraid that isn’t right. / You’re absolutely correct! / That may be the case, however, … / You should, shouldn´t
20 Minutes
The moderator in each group must moderate the discussion and write the main ideas to share with the whole class later. T. gets the class together and asks moderators GW
to share their conclusions / suggestions with the class. T monitor

A secretary is pointed to write main ideas overall class discussion on the board. Finally, SS vote for the best suggestions and they write them down on an official
document to be presented to the School Coordination in order to be taken into account as part of the improvement plan to help the community next term. 5 mins
WH
T. monitors

Lesson plan designed by:

Felipe Segundo Blanquicett Gómez 8

I.E. CRISTÓBAL COLON
Montería
 8
th
Wrap up

Total Stage
timing (5 min)
GRADE

Stage aims To provide Ss with feedback on the target language in use.

Finally, T gets the class altogether provides the class with positive feedback on their performance. Then, T also writes any (language in use/pronunciation) mistake he /
Time and
she could have heard during the discussion and asks Ss to correct them.
Procedure Interaction
5 mins
T- SS

Materials Needed

A copy of appendix 1 for each student in class,

board,
markers, etc.

Lesson plan designed by:

Felipe Segundo Blanquicett Gómez 9

I.E. CRISTÓBAL COLON
Montería
 8
th

GRADE
Worksheet 1

Street dogs in Chile: are they a problem?

When I go to a new place the first thing I like to do is walk around the streets, to explore and get lost in the city. When I first
arrived in Santiago, Chile, and took a walk around the city centre, one of the first things I noticed was how many stray dogs
there were. The phrase ‘street dog’ or ‘stray dog’ is used to describe a dog with no home, that lives on the streets.

On every corner there was a sleeping dog. At every traffic light there was a dog waiting to cross. By every shop there was a
dog waiting for food. At first, I was nervous as I thought they might be aggressive or unfriendly. However, I have been here
for more than a year now and every stray dog I have seen has been passive, quiet and friendly.

The dogs are accepted and welcomed here in Chile. I have never seen a street dog being mistreated. In fact, they are often
given food and water by the public. Some people even make jackets for the dogs or put out beds or kennels for them to
sleep in.

The dogs do not have an easy life: they are often hungry, cold or injured. The government does not provide much care for
these dogs.

Some people believe that the situation is getting out of control and that it is unacceptable to have so many dogs on the
streets. The dogs can sometimes cause problems such as car accidents if they run into the road. There are an estimated 2.5
million stray dogs in Chile and the canine population is growing faster than the human population. Many Chileans think that
the government should sterilize stray dogs so that they cannot breed. Others think that the authorities had better cull stray
dogs.

The future of street dogs is uncertain but for now it looks like they are here to stay, with their population expanding year by
year.
Glossary

British Council. (n.d.). Street dogs in Chile: are they a problem? Retrieved and adapted November mistreat:to treat a person or animal badly.
22, 2018, from http://learnenglishteens.britishcouncil.org/magazine/life-around-world/street-dogs- -cull: To reduce animal’s population by
chile-are-they-problem
killing them

Reading comprehension

1. Read and answer true / false

a. The phrase ‘stray dog’ is used to describe a dog that lives on the streets (_____)
b. Stray dogs in Chile are unfriendly and aggressive (_____)
c. Chileans treat street dogs well. (_____)
d. The number of stray dogs has become a problem in Chile (_____)

2. Answer the questions

a. What do some people do to help street dogs?
b. Why do stray dogs have a hard life?
c. What problems can stray dogs cause?
d. What solutions do many Chileans suggest to beat dogs’ overpopulation?

Lesson plan designed by:

Felipe Segundo Blanquicett Gómez 10

I.E. CRISTÓBAL COLON
Montería