Lesson Plan Format – ELT 325

I.
II. BACKGROUND INFORMATION

Pre-service Teacher Tania Valdés Sepúlveda

Class Date December 19th, 2023
Time 15 minutes
Grade Second-grade high school
Class Topic Outstanding Persons
Method/Approach TBLT – CLL
Students’ This class consists of 16 students, each aged approximately between 15 to 16 years old. Their
background English language proficiency is at the intermediate level (B1). Their prior knowledge in this subject
includes vocabulary related to expressing opinions such as I think, I suggest, I assume, In my
opinion. They have a mixed cultural background, their interests include arts, sports, and technology.
There is one student who belongs to the PIE, so they may need extra scaffolding or adapted material
at times. Overall, they love to work in group activities, but they get easily distracted by their
classmates, so there is a need for a firm structured behavioural system. Furthermore, the institution is
a co-ed subsidised school.
Materials computer or cell phones, marker, sheet of paper, pen, projector.
III. OBJECTIVE OF THE CLASS
Learning Outcome Students will be able to express their opinions through a biography.
IV. PROCEDURE
Class Stage Activity Description Interaction & Justification (Theory)
Time
O WARM-UP Anagrams T-Ss In this way, students are engaged
P
The teacher writes a word or words 2 min. with the class. It gives them the
E
and asks students to rearrange the opportunity to practise their
N
I
letters to make other words. vocabulary and writing skills.
N e.g
G Change there into a number = three
Change tea into a verb = eat

PRE-TASK The teacher shows different pictures of T-Ss This section has the purpose of
famous persons and asks the following 3 min. preparing the learners to perform
 question to the students: Do you know the following task. Students start
one of these important persons? Do planning their performance.
you consider them important and why? Therefore, the role of the teacher
Then, as the students answer the here is to prepare students for the
teacher will write their answers on the task ahead.
whiteboard. The idea is for them to
recognize and explain why these
people are important by using
expressions such as: In my opinion, I
think, I believe, I suppose. Then, the
teacher explains that students will have
to choose an important person and
write a biography in two classes. She
shows the learning outcome and tells
the learners that today’s class will be to
create an outline for their work. After
that, the teacher asks students to
create a biography with the help of the
questions written on the whiteboard.
m TASK Students have to get together in pairs S-S Students perform a task by taking
D
and choose an outstanding person, 4 min. linguistic risks and working
E
who has made a difference to the world collaboratively in pairs (CLL). The
V
E
. They will have to search information, teacher monitors from a distance.
L read it and analyse it to create a Also, performance functions are
O biography that responds to all the present and adaptation functions
P questions previously seen. The teacher when learners adapt their
M
will be available to answer any doubts performance to each other,
E
N
that may arise. organisational functions to
T distribute roles within the pair of
students, and motivational
functions as they energise each
other to complete the task).

PLANNING Then, the teacher asks learners to S-S A part of the task cycle. Learners
 present and briefly explain who they make use of team performance
have chosen and why it is relevant. 1 min. functions to describe the person
they chose and give their opinions
of why they choose this person, in
this way they reinforce their critical
thinking
REPORT Volunteers share the biographies that S-Ss Another part of the task cycle.
they have created with the rest of the 3 min. Learners report back to the
class. The teacher pays attention to teacher and the class about their
any mistakes in their speech, but does work. There is just a focus on
not correct them immediately. fluency rather than accuracy, so
there is no correction of mistakes
yet.
C POST-TASK The teacher writes any vocabulary T-Ss Now there is attention to form and
L
words or sentences that students may 2 min. accuracy so the teacher corrects
O
have mispronounced during their report mistakes, but does not address
S
U
on the whiteboard, then asks them to anyone in particular rather than
R repeat after her. She also gives space the class as a whole. Use of drills
E to them to ask any questions that they (Audio-Lingual Method) so
may still have. Finally, the teacher students practise pronunciation in
finishes the class by telling students vocabulary or sentences. Students
what they will check next class. reflect on their own performance
of the task and discuss any
complications they had during the
task, so there is a focus on
developing critical thinking and
learner autonomy. Also, self-
regulation, self-monitoring, and
self-assessment..