Universidad Autónoma del Estado de Hidalgo

INSTITUTO DE CIENCIAS SOCIALES Y HUMANIDADES

Área Académica de Lingüística

LESSON PLAN

Teacher¶s name: Lorena Reyes Callado. Date: September 20th , 2010

Students¶ level: Pre-intermediate. Length of the lesson: 1hr
Recent relevant work: Sts were practicing how to express agreement and disagreement in a discussion. Number of students: 20
Topic: what kind of friend you are.
Objective: Based on the quiz ³What kind of friend you are´, students of 5th semester of high school will be able to discuss in pairs if they agree/disagree with their results
using the information they wrote in a previous activity about three kinds of friends as fluent as possible.
Specific goals:
Î Sts will be able to utilize at least 6 adjectives that were taught for describing the characteristics of three kinds of friends.
Î Sts will be able to report their result that they got when they read and answered a quiz.
Î Sts will be able to express agreement/disagreement about some given statements about what a friend has to do.
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(10min)
Î T. sticks on the board 10 adjectives describing people. Words
Î T. draws a chart in the board and writes in one column ³The best friend´ and in the other column ³the worst friend´ Board
Î T. asks Sts to classify the 10 adjectives in the columns according to the characteristics that each kind of friend has.
Î T. and Sts share their opinions about the adjectives that describe the best and worst friends.
Î T. tells Sts that they are not sometimes somebody¶s best friend, but they still are good friends.
(18min) c
Î T. forms 3 teams and gives each team a kind of friend ³The best friend´, ³The good friend´ and ³The worst friend´.
Î T. asks each team to write 4 characteristics that describe the kind of friend they have on a bond paperÔ Bond paper
Î T. asks the teams to stick their bond papers on the wall. Sts¶ notebooks
Î T. asks Sts to stand up and to read the characteristics of each kind of friendÔ
Î TÔ asks Sts to write what kind of friend they are according to the information they readÔ
(27min) c
Î T. tells Sts that they will answer a quiz from a magazine that is going to tel l them the kind of friend they are in order to compare their result to what they
A quiz.
have thought at the beginning
á



(Sts¶book)
Î TÔ asks Sts to choose a partner and to discuss the result of the quiz, if they agree or disagree with the results and whyÔ
Î TÔ asks some Sts to report what their partner talked about his/her result.
Î T. makes some comments about Sts¶ reports.
Î T. asks Sts to write their own definition about what a friend is.
Î T. gives Sts a hand out which contains 3 statements about what a friend must do. Sts¶ notebooks
Î TÔ asks Sts to answer the hand out and to use the definition they wrote to support their opinions. Hand out
Î T. asks Sts their opinions about each statement.
Î T. makes a final comment about what a friend is.
(5 min) closure: Board
Î T. writes on the board some errors about the use of language that students made during the whole lesson. Video
Î T. tells Sts that he cannot describe how it is really the best friend, but she would like to show what somebody does for a friend by presenting them T.V
a video.
D.V.D
Î T. and Sts comment about the video.

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-Lack of vocabulary. c T .monitors and when she notices someone does not know how to say something she
provides the vocabulary that Sts need.
-Sts might have not answered a quiz from a magazine before , so they might not know the -T. gives Sts a clear explanation and tells Sts the appropriate instruction to answer the
instructions. quiz.
-Sts might not understand some vocabulary of the quiz. -T. gives the meaning of the unknown vocabulary.
-T. might not show the video because of DVD/TV does not work well. -T. explains Sts why she cannot show the video and tells them what it is about.
c
c c c

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 
T. asks Sts to think who their best friends are and to identify what characteristics their friends have using the characteristics of the three bond papers.
T. asks Sts to identify what kind of friend they have.