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Lesson Plan 1: (A Brief Description of An Activity)

This lesson plan aims to teach 2B level students how to discuss the advantages and disadvantages of living in different locations. The teacher introduces vocabulary related to describing houses and locations. Students then practice forming sentences combining pros and cons of living in the countryside, city center, or suburbs. To conclude, students work in pairs roleplaying a discussion about the best place to live while providing arguments for and against each option. The teacher reflects that the lesson could be made more challenging by having students rely more on their own knowledge.

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80 views

Lesson Plan 1: (A Brief Description of An Activity)

This lesson plan aims to teach 2B level students how to discuss the advantages and disadvantages of living in different locations. The teacher introduces vocabulary related to describing houses and locations. Students then practice forming sentences combining pros and cons of living in the countryside, city center, or suburbs. To conclude, students work in pairs roleplaying a discussion about the best place to live while providing arguments for and against each option. The teacher reflects that the lesson could be made more challenging by having students rely more on their own knowledge.

Uploaded by

hambet
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Student's name : Tomasz Krawczyk

LESSON PLAN 1
Topic: "A house for the grandparents" - wiczenia na mwienie, zadanie maturalne
Level 2B
Lesson aims: to practice in speaking the vocabulary connected with describing the
advantages and disadvantages of living in a particular place, to present such vocabulary, to
present and practice the useful phrases that would help Ss to talk about pros and cons and
express their opinions.
Teaching aids: "Matura Repetytorium poziom podstawowy" Express Publishing
Interaction

Time

The Ss are to read the Matura task rubric on p.24, then


the teacher asks one of the Ss to briefly describe what
the goal of the task is
The Ss are supposed to look at the pictures of the three
kinds of houses on p.24 and describe what kinds of
houses they see and where they are located.
Then the teacher refers to the adjectives the Ss
practiced during the previous lessons and asks them to
choose some words that could describe the houses
presented in the pictures.
Finally, the teacher asks the Ss themselves where they
would like to live and why.

TSs

2'

TSs

5'

PRESENTATION

The teacher asks the Ss to read the table with pros and
cons of living in particular locations (in the
countryside, in the city center and in the suburbs) he
asks the Ss whether they understand all the words and
gives the polish translation of the unknown words.
Then he asks them to look at the table containing the
useful phrases that may serve as introductory phrases
for talking about pros and cons.

TSs,
TSs

5'

PRACTICE

The teacher, together with the Ss, creates sentences,


combining the pros and cons and useful phrases. He
does it by reading aloud the beginning of a sentence
that he wants the Ss to create, and then he chooses a
person who is to continue and finish the sentence. The
Ss can choose the advantage or disadvantage. The
teacher makes sure that the phrases and sentences that
follow each other form a coherent whole, so that the
advantages would be mentioned with advantages, or
the phrase 'however' or 'on the other hand' from the
table useful language, was preceded by the opposite
idea than that which follows.

TSs
TSs

LESSON STAGES
&
Activities
Introduction
Warm-up

PROCEDURE(S)
(a brief description of an activity)

PRODUCTION

LESSON
EVALUATION
(self-evaluation)

The Ss are to write down all the sentences that they


created together with the teacher into their notebooks.
Then the teacher asks two Ss to read out what they
have jogged down.
.
The teacher tells the ss to work in pairs. They are to
persuade their partner that a particular place is the best
place to live, by giving advantages of a particular
location, and deflecting the arguments of the other
party by providing disadvantages. Then the teacher
asks two Ss to perform the dialogue.

The Ss didn't have any problems with creating


sentences and using the given vocabulary. I suppose I
could've made lesson more challenging by letting the
Ss to rely on their own knowledge more rather than
confine them to the vocabulary in both tables. I
suppose that the lesson was also too teacher centered,
though I wanted to make sure that the Ss create the
correct sentences and that's why I employed the T->Ss
interaction pattern. I liked the fact that the Ss had time
to write down the sentences and had something to rely
on while production stage.

TS

5'

SS
TSs

10'

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