Lesson Plan

Marija Stojisavljevi
2013/1643m
Teacher:

Class
Profile
Lesson
Stage

Number of Ss: 20

Time: 45
mins

Marija Stojisavljevi
Level: Upper - Intermediate

Age: 15-16

American Culture: Traditions and Customs of the United States

Possible
Aim
Procedure
problems and
solutions
Introduction. Ss will
T asks students what they
get to know the theme think are the most important
of the lesson, and
characteristics of Serbian
share their experience
culture. Ss raise hands and
about their own
talk about their view of
culture, comparing it
culture in Serbia. Then T
with American. Ss will
asks them if they think
practice speaking and
American culture is much
become more
different than Serbian and in
confident in
what ways.
conversation.
T pick students randomly
and discuss with them.
Students will know
what the lesson is
about by reading the
text, and be ready to
do the following
exercises.

T asks Ss to read the text

in silence. Ss read the text.
(See the lesson)

Ss may not know

what the term
culture
includes. T than
gives them clues
buy asking them
what is different
with every nation,
is it food,
customs, religion,
people, sports,
music?
Some students
may need more
time to read the
text. T waits 2-3
more minutes.

3
7

Students will learn the

new words from the
texts and be more
confident in their
vocabulary
knowledge.

T gives Ss handouts with

Some students
some possible unknown
may not be able to
words from the text on one
finish this
side, with short definitions
exercise. T then
of those words on the other
asks other
side. Definitions are not in
students to help
the right order, and T asks
them with the
Ss to match the words with
correct answer.
the right definitions,
remembering the clues from
the sentences those words
were used in. Ss do it in
pairs, and when they are
finished, T checks the
correct answers discussing

Interaction

T-Ss
Ss-T

T-Ss

T-Ss,
Pairs,
S-S

the meanings with all

students.
(see appendix A)

10
4

Ss will remember the

passive voice and
practice using it in a
sentence, and be more
confident in
distinguishing it from
active voice.

Ss will practice
making questions and
answering them, as
well as practicing
using English in
ordinary conversation.

Ss will become more

confident in speaking
English and they will
compare Serbian
culture with American
and see differences.

T asks Ss do they remember

how to use passive voice in
a sentence? T asks them to
scan the text, and find all
examples of passive voice
and underline them.
After they are finished, T
tells them to make all the
passive sentences active,
and write them into their
notebooks.

Some of the
students may have
trouble making
active sentences
from the passive
ones. T asks some
other students to
help them, and the
teacher herself
gives clues for
finishing the
exercise.

T asks Ss to read given

conversation lines and
Some students
figure out which words are
may find it hard
missing from those lines.
to finish some of
Then, T asks Ss to work in
the lines, or they
pairs, where one student
did it wrong. T
reads the conversation lines, then asks his/hers
and another one gives a
peers to provide
suitable response.
the correct
Meanwhile, teacher walks
answer. Then T
around the classroom and
explains why was
observes.
the answer wrong,
When they finish, T asks
and why the
pairs randomly to read one
correct one suits
conversation line.
best.
(see appendix B)
Teacher writes on the board
a grid, with categories used
in the text (language,
religion, style, food, art,
sports and holydays). T
explains that Ss should fill
in the chart with both
American and Serbian
culture characteristics for
those categories, in separate
columns. Randomly, T
chooses a S to come out and
write some of the American
characteristics in the chart.

Some students
may not know
what to write
about American
culture. T then
asks another
student to read
that particular
section from the
text, and they
together try to
figure out what to
write.

T-Ss
S-S

T-S
S-S
In pairs

T-Ss
S-Ss
S-T

Materials:

T checks if Ss
understood everything
during the class and
gives homework so
that they can practice
what they learned.

Another S comes out and

compares it with Serbian
culture and writes its
characteristics.
T discuss with them as they
are writing on the board.
T asks Ss if they have any
questions and answers if
they do. T then explains
what they should do for
homework. Ss should write
an essay, about Serbian
culture and what they like
and dont like about it.
The essay shouldnt be
longer than 150 words.
Handouts, board, chalk

Ss may not
understand the
task they should
do for homework.
T repeats the
explanation.

T-S
S-T

Appendix A
Match the following words with correct definitions:
Encompass

The manner in which an organization or

activity is managed or directed.

Melting Pot

The state of having shared interests or efforts

(as in social or business matters)
The leaves of kale, used as a vegetable

Conduct
Affiliation
Authentic
Collard greens
To shred
harvest

To cut or tear (usually food) into long irregular strip

1.To form a circle or ring around; surround.

2. To enclose; envelop
the process of gathering mature crops from
the fields
Of undisputed origin and not a copy; genuine
Different elements "melting together" into a
harmonious whole with a common culture

Appendix B
Which words are missing in these lines from conversation?
1. Heard about Jane and John splitting up?
2. Leaving already? Whats wrong?
3. Failed again? How many times is that?
4. Sorry Im late. Been waiting long?
5. Doing anything interesting this weekend?
6. Like the car! When did you get it?
7. Bye Jo! See you later!
8. Just coming! Hang on!
9. Want a lift? Hop in.
10. Seen Jim lately?
Read the lines aloud to your partner and make suitable responses. Work in pairs.