LESSON PLAN

NAME:
SCHOOL:
GRADE/ LEVEL: Vth A grade/ intermediate level;
NO. OF STUDENTS: 24;
TEXTBOOK: Pathway to English- English Agenda;
UNIT 11: Shopping;
LESSON 1: In the clothes shop
DATE: May, 31th, 2017;
LESSON TYPE: Mixed;
TIME: 50;

SPECIFIC COMPETENCES: listening, speaking, reading, writing;

SUB- COMPETENCES:
-developing predictive skills based on a picture that students can see/ or on a silent
viewing scene that SS can watch on a video-projector;
-reviewing vocabulary related to clothes;
-enriching SS vocabulary with words and phrases related to shops and shopping;
-developing listening comprehension skills;
-developing listening for gist skills;
-developing listening to extract specific information;
-developing listening skills to extract specific small language details;
-recognizing specific words and phrases that are commonly used in shopping
conversations and practise them in sentences of their own;
-developing communicative skills by learning to express preferences using would/d
like, by learning to ask about the price, ask for clothes items/ the right size and use
all the learnt vocabulary in sentences of their own;
-improving reading and pronunciation skills;
-improving communicative skills, pair and group work;

MATERIALS: pictures; worksheets; laptop, video-projector (if available); CD; flip-chart;

blackboard; chalk; notebooks, textbooks, pencils;
ANTICIPATED PROBLEMS AND SOLUTIONS: students may become shy when they
have to give solutions to the tasks and use the English language. The teacher will
continually give them positive feedback encouraging them to use English for their answers.

STUDENT GROUPINGS: individual work, group work, pair work;

INTERACTIONS: T-Ss; Ss-T; S-S; GW; IW; PW;

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STAGES OF THE LESSON ACTIVITIES:

Warm up:
- greeting; marking the absentees; checking the homework if necessary;
-T. asks SS about the activities they do to relax, elicits from them the word shopping
and writes the title of the new study unit on the blackboard;

Aim: -to relax the classroom atmosphere;

-to mark the absentees;
-to check homework, if necessary;
-to introduce the title of the new unit;

Interaction: T-Ss; Ss-T;

Timing: 2

Techniques: question-answer; discussion; elicitation;

Procedure: - greeting; marking the absentees; checking the homework, if necessary;

T asks SS to tell some relaxing activities they do;
T announces the title of the new unit:Shopping

Activity 1: Lead- in:

Aim: -to relax the classroom atmosphere;

-to introduce the Ss. into the atmosphere of the lesson;
-to raise the Ss interest in the topic of the lesson;
-to motivate Ss. to interact and exchange ideas and information;
-to make predictions/ speculate about what the characters in the picture/ from the
movie scene are saying;
-to predict from a picture/ or from a funny movie scene what the characters are saying;
-to raise SS expectations;
-to offer SS a background scene setting and introduce them into the topic of the lesson;
-to listen to confirm expectations;

Techniques: question-answer; discussion; prediction; silent viewing for language;

Interaction: T-Ss; Ss-T;
Time: 5;

Procedure: Before viewing the short film T sets the tasks.

T tells SS they are going to see two men speaking to each other but with sound off and
that they have to guess what the two men are saying.
T asks SS some comprehension questions such as: Where are the two men? / Who is
the man Mr. Bean is talking to? /What do you think they are saying to each other? SS
answer the questions and make predictions. T plays the video again so that SS confirm
their expectations and see if their answers were correct.

Possible problems: If the laptop or video projector break down the T will have a picture as an
extra material for the lead in stage.

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Activity 2: Introducing the new vocabulary items:

Aim: -to check the SS comprehension of the vocabulary used while shopping with the help
of a matching exercise;
-to discover the meanings of the unknown words through cooperative learning;
-to introduce the vocabulary items that some SS may not understand;
-to listen for gist;
-to check if SS can identify what a customer and a shop assistant may say in a typical
sequence of exchanges;
-to listen in order to extract specific information;
-to check the SS listening comprehension of details;
-to confirm the SS expectations from the lead-in stage activity;

Interaction: T-SS; SS-SS; SS-T; GW; PW; IW;

Techniques: silent reading; discovery techniques; question-answer; discussion; self-
correction; peer-to-peer correction; cooperative learning;
Time: 25

Procedure: Task 1: The T arranges the SS in groups of 4 and asks them to solve exercise 1
from their worksheet. SS discover the meaning of the possible unknown words and phrases
from their colleagues. T leads a feedback session to see if SS have matched the pictures with
the words correctly.
Task 2: The T asks the SS to solve exercise 2 from their worksheets in pairs while
listening to the recording. SS check their answers with another pair of SS. The T leads a
feedback session to see if SS have chosen the right solutions for this exercise and writes on the
blackboard the possible unknown phrases and their explanations returning to the lead-in
stage activity and completes the chart for the customer and shop assistant replies.
Task 3: The T asks the SS to solve exercise 3 from their worksheet, while listening
and mentions that they have to do the exercise by themselves. SS give their answers and the T
makes sure that all the SS agree with the chosen answers.

Activity 3: Working on specific language details:

Aim: -to check the SS comprehension of the recent introduced conversational phrases;
-to check if SS have acquired the correct full phrases used in typical shopping
conversations;
-to listen for specific language details;

Interaction: T-SS; SS-SS; SS-T; G-W; I-W;

Techniques: question-answer; discussion; prediction; self-correction; peer-to-peer correction;
Time:10

Procedure: Task 1: T asks Ss to solve exercise 4 in groups of four. The T checks their answers
and writes the correct solutions on the blackboard.
Task 2: SShave to solve ex. 5. SS are asked to fill in the missing words from the
text according to what they are going to listen to on the recording. SS check their answers in
pairs. The teacher writes their correct answers on the blackboard.

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 Activity 4: follow-up tasks:

Aims: -to practice the new functional structures in dialogues of their own;
-to end the lesson in a funny atmosphere;
-to give SS homework assignment;

Interaction: T-SS; SS-SS; P-W;

Techniques: discussion; question-answer; role-play; gentle correction;
Time: 8

Procedure: In pairs students are asked to role-play a dialogue from a shop with the help of a
role play card.
SS will watch the happy ending of Mr. Beans adventure in the city.

Homework assignment: ex. 2 a) on page 106 from the textbook.