LESSON PLAN FOR “A DAY IN THE LIFE OF MICHELLE AND ALEXA”

Student profile: a mixed class (20 students) and a mixed ability class with a variety

of learning styles.

Level: A1, A2

Aids: Interactive Whiteboard, Internet connection, Video from You Tube, Leaflets,

using video as a resource - supplementary material.

Previous Knowledge: Grammar: Tenses (Simple Present vs Present Continuous),

Lexis: School Subjects, Free-time activities.

Skills and sub-skills: Listening, speaking, writing, taking notes, writing a report,

describing matters of immediate environment.

General Goals: students will become more aware of the use of Simple Present and

Present Continuous in real-life situations.

Attitude: students will develop a positive attitude toward speaking.

Objectives: to offer students the opportunity to use their linguistic resources in a

productive and imaginative way in order to speak.

Skills integration

Listening: listening for specific information.

Speaking: giving personal information about themselves.

Writing: writing a report.

Anticipated outcomes: Students should be able to: understand sentences and fre-

quently used expressions related to areas of most immediate relevance (e.g. very ba-

sic personal and family information, school, leisure, etc), communicate in simple and

routine tasks requiring a simple and direct exchange of information on familiar and

routine matters, describe in simple terms aspects of their background, immediate en-

vironment and matters in areas of immediate need, introduce themselves and others

and ask and answer questions about personal details such as where they live, people

they know and things they have.

Estimated duration of the lesson: 50 minutes

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STAGES &

ACTIVITES

TECHNIQUES AIMS & OBJECTIVES

PROCEDURE TIME ON

TASK

PRE-LISTENING

Integration of listening with speaking

Το raise students’ awareness

To stimulate interest in the topic

To attract students' attention

TEACHER ROLES

STUDENT ROLES

ACTIVITY 1

(teacher-students)

Brainstorming

Spider-gram

Predict and discuss

Το activate students’ schema knowledge To set a purpose for

listeningTo establish a context

Teacher asks students to name some of the activities they usually do after school

Students name the activities helped by the spider-gram and propose own activities

5 min

ACTIVITY 2

(teacher-students)

Brainstorming

Visuals

The use of visuals helps bring to life

the listening situation, focus on the subject as well

as aids comprehension

Το encourage students to pool their background

knowledge and expectations and expose them to key vocabulary before it occurs in the

text (activation of topic-related vocabulary)

Teacher asks students to identify the after-school activities they see in the pictures

Students identify the pictures

Suggested answers: playing the violin, playing football, dancing, watching tv, sleeping, doing homework, sending text messages, surfing the net, learning foreign languages, reading books, eating healthily, staying up late.

5 min

ACTIVITY 3

(teacher-students)

Silent Viewing

Skimming questions

Predicting

To provide a smooth introduction to the video

To guess meaning from gestures, facial expressions, and paralinguistic clues in general

To arouse students' interest

To allow students absorb the content of the

Teacher asks students to watch the video with the sound turned off. Then, she asks them to recognize which of the activities from Activity 2 the girls are doing, and she asks

Students watch the video with the sound turned-off.

Then they answer questions a, b and c.

Suggested answers:

a. Two girls

5 min

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sequence and to formulate in their minds what is being said

them to list some of the activities the students do after school.

(relatives)

b. The girls are at home

c. Doing homework, surfing the net

WHILE-LISTENING

To provide students with a feeling of fulfillment of their expectationsTo promote overall comprehensionListening for specific information (Progression from general/global to specific/detailed levels)Extensive listeningTop-down processing

Activity 4

(individual work)

Freeze Frame To have students practise taking notesTo have students look more closely at individual images or utterances within the sequence.To listen for specific informationTo exemplify forms of Simple present tense and present continuous tense

Teacher asks students to watch the video for a second time with the sound on and fill in a grid with the activities each girl is doing.

Teacher freezes the video where necessary to give students time to take notes

Teacher gives feedback

Students read the information needed in the grid and then watch the video and listen carefully

Students note down the necessary information

Students check answers with their classmates first and then with the teacher

15 min

Activity 5

(pair work)

Speaking To develop fluency and confidence in speaking

To help students develop another skill via the listening activity

Teacher asks students to compare and contrast orally what each girl is doing by using the present continuous tense

(Drilling, guided speaking

Students speak in pairs

10 min

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activity)

Activity 6

(group work)

Writing To transfer language from the grid

To help students develop another skill via the listening activity

Teacher asks students to choose a girl and write a paragraph about her by using the simple present tense

(Guided writing, a small-scale report)

Students write the paragraph in groups of four, each one contributing with his/her piece of writing, then they compose a paragraph and read it to their classmates

10 min

POST-LISTENING

To demonstrate students' understanding/consolidation of new knowledge

Homework

Activity 6

(Role-play)

Speaking - acting To transfer language from the situation on the screen to their own usage.

To make their own video

Teacher invites students to make their own video and present it to the class

Students (hopefully) make their own videos

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