Phase1 lesson plan

1. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 1
PHASE 1 LESSON PLAN
A. Students and Setting:
Students:
35-40 ninth graders of 14-16 ages, with English experience consisting of basic English at primary school
in a Spanish speaking environment.
Setting:
The class is to be performed in a public school where students have different teachers per subject,
making English classes not to be related to other subjects. English lessons are given 3 times per week,
making 50 minutes per class (two hours discounting 5 minutes from the beginning and last 5 minutes
from the whole lesson). The former teacher used textbooks to orientate grammar rules and vocabulary to
the students; tests were retrieved from the same textbook but texts were obtained not only from the text
but also from lyrics of popular songs. The classroom set-up consists of 5 lines of 8 chairs each line (or
‘pupitres’, as we call them here); the chairs are not fixed to the ground, making different seat arrangement
possible.
B. Background:
The lesson introduces the students to tell personal story by using present perfect tense. The
previous lessons were related to the Past simple tense. The following lessons will be about
practicing the tense by using different activities that lead to finishing the story to be told.
C. Learning Objectives/Expected Results:
At the end of the lesson students in groups will be able to write a first draft telling the things they did in
one selected place they visited by using the present perfect tense.
D. Materials and Sources:
Materials:
Photographs of different places brought by students to the class so they can be used to write first draft.
Some other photographs brought by the teacher to explain the main topic.
San Agustín - Colombia

2. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 2
Bogotá – Colombia
Chía - Colombia
Also sheets of blank paper will be used to draw a map filled with some required info to write the draft.
The map contains different items labeled as ‘City’, ‘Sight’, ‘Sound’ and ‘Feeling/Touch’ indicating to write
name of the city that was visited, the things they saw and liked, the sounds they remember from the city,
and the emotions or physical feelings while being in the place chosen. More than one item can be written
below the blank circles.
Sources:
Students’ photographs are brought by them.
Teacher’s photographs of San Agustin, Bogotá, Chia retrieved from Google images.

3. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 3
Map retrieved and adapted from
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB0QFjAA&url=http%3A%
2F%2Fwww.oncoursesystems.com%2Fschool%2Fwebpage%2Fdocuments%2FH43fREG9faRG9efTB8
%2F3462828-
11176753%2FdownloadFile.aspx&ei=C8m9VLvaBMLdsASI9IHwDg&usg=AFQjCNGj7pnebyf005lT7Zi_lb
SReiu-5w&sig2=mrx_50vq3Qllwq84EmsR3w&bvm=bv.83829542,d.cWc&cad=rja
E. Procedures / Timing:
Teacher does/says . . . Students do/say . . . Approximate time
needed
To place printed
photographs in different
positions around the
classroom.
To assemble in a half circle (moon
shape)
2 minutes.
To introduce the topic by
telling the story and standing
next to the photo of the place
that is being told at the
moment.
To watch and listen. 5 minutes
To ask students to show the
photos previously requested
and describe them.
Some students (up to three) show
the photos the rest of students and
describe them as requested. The
rest of students remain in silence.
5 minutes.
To request to choose one
photo to work with and form
groups of three people.
Select one photo and choose peers
to work with as requested.
1 minutes.
To give each group a sheet
of paper with the map, then
gives instruction and
examples on how to fill the
map.
To watch and listen 5 minutes.
To ask students to fill the
map by providing information
needed.
To fill the map with the words
needed (a city from the selected
picture, and words for sight, sound,
and touch). To negotiate functions
and what to write.
10 minutes.
To show how to write the To watch and listen. 10 minutes.

4. This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 4
draft by using the same
example and turning it into a
paragraph. To show how to
connect the ideas written
with present tense:
“Sight: Transmilenio (Bogotá
transportation). We can add
what we did with it, which
was seeing it full of people: I
have seen Transmillenio full
of people…”
To indicate students to write
on the other side of their
papers the draft. The teacher
indicates that it is not
necessary to be perfect.
To write the requested paragraph. 10 minutes.
To ask students to hand the
work and finishes the class.
To give the papers to the teacher. 2 minutes.
Total lesson time Total lesson time Total: 50 minutes
F. Reflection - Week 2:
Every person, especially teenagers, like to talk about what was done at vacations, the places
visited and the things seen. All these experiences are usually shared right in the first days of
classes after vacations. However, by using the activities shown in the lesson plan, students feel
more comfortable to share thoughts to whole class due to a shared liked activity. By using
photos brought by the students we are making the places (or moments if the photos were taking
by them or feature them) more meaningful and attractive to see and work with, thus making the
activity more interesting to them.
The good starting point of sharing in front of the students the experiences one had in a place
enables to break the ice and make students more interested in sharing experiences.
As said before, the photos enable students to share their best moments at different places, but
in a systematic way (see map in previous pages) so they take the same information they shared
to create the story to share and learn at the same time new grammar features.
Group work in this case is the mean the students will share with more detail the stories, review
what is being worked, and check the final outcome.