Moure secondary intermediate_lesson_plan2 - 9.5

Taller Práctica Docente Regina de los Ángeles Moure
Tutor: Prof. Cecilia Zemborain regis246@hotmail.com
October 19th, 2015
INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE
PROFESORADO DE INGLÉS A DISTANCIA
2015
Alumno practicante: Regina Moure
Período de práctica: Secundaria
Institución educativa: Instituto Marcelo Spínola – Nivel Primario.
Dirección: Don Bosco 193 – Caleta Olivia (Santa Cruz)
Sala/Grado/Sección: Ciclo Orientado
Cantidad de alumnos: 33
Nivel lingüístico del curso: Intermedio
Tipo de Planificación: Clase
Unidad temática: Creando Música.
Clase Nº: 2
Fecha : Jueves 22 de octubre de 2015
Hora: de 7:20 a 9:30
Duración de la clase: 120’
Fecha de primera entrega: 19 de octubre de 2015
Teaching points: The world of music: Music styles and musical instruments.
First Conditional: if + Present simple + Future simple.
Lesson Aims:
By the end of the lesson, Ss will:
 Be able to identify and name music styles and musical instruments by means of different
types of activities related to the topic.
 Be able to understand and make use of the First conditional to predict possible events based
on current situations.
 Develop their speaking and listening abilities by taking part in short oral exchanges, as well
as watching/listening to music videos and a few audio excerpts.
 Develop their reading and writing skills by means of a simple jig-saw activity.
 Develop their critical thinking by associating instruments, types of music and performers.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
Rev Greetings:
-Hello! Bye-bye!
-Good morning.
- How are you
today? Fine!
-Come here! +
please.
- Vocabulary
-Greeting
-Following
commands and/or
instructions.
-Making
predictions:
In the future,
people will listen
to music online.
In the future,
WH questions and
answers in the
simple present.
What type of music
(does) (he) (make)?
(he) (makes) (pop)
music.
Will + infinitive:

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related to music:
album, digital
music, pop chart,
CD release,
download, radio
station, composer,
hit, singer,
concert, playlist,
track.
Vocabulary
related to the
weather:
sunny, clear (sky-
ies), cloud(s),
cloudy, rain (v),
rainy, wind (n),
windy (adj), hot,
cold, etc.
people won’t
download music.
-Affirmative: It’ll
rain.
-Negative: It won’t
take long.
-Interrogative:
Will (he) (answer)
(the phone)..?
Questions and
answers employing
modal verb WILL:
Will (people) (buy)
(books)?
Yes, (they) will
No, (they) won’t
New Vocabulary
related to musical
instruments:
drums, guitar,
keyboard, piano,
saxophone, violin.
Vocabulary
related to music
styles:
classical music,
hip hop, pop, rock,
country, jazz, rap,
techno, heavy
metal, opera,
reggae.
Predicting
possible outcomes
based on current
situations
First conditional:
If + present simple +
future simple Will
If I lose you, baby,
there’ll be no clear
skies.
(From Bruno Mars’
song “It will rain”)
Recognition and
production of
the following
sound in final
position.
/l/
I’ll
There’ll
Teaching approach: Natural approach – PPP
Materials and resources:
 A board and pieces of chalk.
 Videos and audios retrieved from internet:
Bruno Mars – It will rain.
https://www.youtube.com/watch?v=W-w3WfgpcGg

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Bruno Mars – It will rain – Lyrics version video
https://www.youtube.com/watch?v=x8M1vqJYKtM
Mozart, Symphony n° 40 in G minor
https://www.youtube.com/watch?v=JTc1mDieQI8
Public Enemy – Fight the power.
https://www.youtube.com/watch?v=8PaoLy7PHwk
Madonna – Hung up
https://www.youtube.com/watch?v=EDwb9jOVRtU
Elvis Presley – Jailhouse rock
https://www.youtube.com/watch?v=gj0Rz-uP4Mk
Taylor Swift – Our song
https://www.youtube.com/watch?v=Jb2stN7kH28
Ray Charles – Hit the road, Jack
https://www.youtube.com/watch?v=0rEsVp5tiDQ
Snoop Dogg – Drop it like it’s hot.
https://www.youtube.com/watch?v=RaCodgL9cvk
Daft Punk – Harder, Better, faster, stronger
https://www.youtube.com/watch?v=GDpmVUEjagg
Judas Priest – Breaking the law.
https://www.youtube.com/watch?v=L397TWLwrUU
Los Tres Tenores - La donna e mobile
https://www.youtube.com/watch?v=0yWbDB6AUYI
Bob Marley and the Wailers – Roots, Rock, Reggae.
https://www.youtube.com/watch?v=J6AT-u-BHbI
My life’s work.
https://www.youtube.com/watch?v=gLoQ-xn93uk
Madonna – Music
https://www.youtube.com/watch?v=TWoCnv7Wvdc

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Radio sound effect
https://www.youtube.com/watch?v=JroFDRrLUDY
AC/DC in concert
https://www.youtube.com/watch?v=PeO6yBoeRME
 Some flashcards from the previous lesson: playlist, CD release.
 TV set – Notebook- Speakers
 Handouts (1 per Student):
 Vocabulary puzzle (warm up)
 Music styles/Instruments grid (vocabulary work)
 Jig-saw reading : “IT will rain” lyrics = Student 1 and Student 2 handouts.
 Wordcards in braille for introducing music styles and instruments.
 Wordcards for introducing causes and consequences (Language focus stage).
 Next Move 2 – Student’s book (Pearson) – Pages 81/83
 Next Move 2 (Pearson)- audio: Cd 3, tracks 3.6; 3.7; 3.8; 3.9
Pedagogical use of ICT:
Ss will watch two videos during this lesson.
Seating arrangement:
Ss sit in rows of two desks, which allows for pairwork.
Cooperative work:
Ss will work on a jig-saw reading activity in which they will have to arrange the lyrics of a song.
Possible problems and possible solutions regarding behaviour:
As it was stated in the previous lesson plan, the only problem related to behaviour has to do with Ss’
participation. On this occasion, this teacher will try to leave the coursebook aside for a while, making
use of other resources to revise and introduce both lexis and structures.
Activities in the coursebook are mandatory for Ss, according to Ms. Paola, so a few of them will be
carried out in class and others will be assigned as homework. For that purpose, this teacher asked Ss
to bring a pen-drive to class, labelled with their names, to copy the audios they may need to work at
home.
Potential problems students may have with the language:
Once again, these Ss need more exposure to the target language, thus this encounter will be plenty
of oral input for them to work on and therefore, increase their oral production.
Comentario [R1]: Excellent idea!

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2015
Assessment: What will be assessed and how:
Ss’ responsibility as regards homework , participation in class as well as understanding and use of
the lexis and structures learned so far will be the focus of assessment during this lesson.
Skills integration:
The four language skills will be integrated during this lesson.
Observation:
Due to the presence of a visually impaired student, handouts will be transcripted into braille for her
to take part in all the activities.
Routine (10 minutes)
Aim: To comply with administrative tasks required by the institution.
To collect homework assigned at the end of the previous lesson.
To inform Ss about upcoming exam dates and remind them about completing their
coursebooks.
T will receive Ss in the classroom and start going over the roll-call right after greeting them. At the
same time, she will ask Ss to hand in their homework .Later, T will ask Ss to take note of the
following information related to end-of-year tests.1
Transition:
T: Well,, as you may remember, last class we started working around the
topic of music. And today we are going to learn a little bit more about it.
Warm up (15’)
Aim: To connect the previous lesson and the current one by means of a “listening” crossword
puzzle.
1
Ms. Paola asked me to inform Ss about these dates, but they were not set at the time of designing this plan.
Comentario [R2]: 

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T: But before moving further, I have a crossword for you to solve.
I need two volunteers to give out the copies
As soon as Ss receive the copies, they will notice that something is missing in the handout, which will
prevent them to carry out the task.
1
2
3
4
5
6
7
8
9
10
11
T: So, what do you have there?
Is that a proper crossword puzzle?
Ss: No
T: What’s missing?

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Ss: (clues/pistas/hints)
T: Clues! Clues are missing and that is because, instead of reading the clues,
you are going to listen to them.
I’m going to read the clues aloud myself or ask you to listen to a few audio
tracks I’ll play.
Are you ready? Let’s do the first one, number 1. Listen to the following audio,
please.
T will play the first seconds of the following video (Ss will be listening to it only).
1) My life’s work.
https://www.youtube.com/watch?v=gLoQ-xn93uk
Key: Composer.
T: So, what do you think? This man says he writes music…so he is a ..
Ss: Composer!
T: yes! So, you will have to write COMPOSER in line # 1. Ok? Do it, please!
Ss do as told and T proceeds to play the following clues, giving Ss the time they need to think and
share their ideas before completing the grids.
2) Madonna – Music
https://www.youtube.com/watch?v=TWoCnv7Wvdc
Key: music.
3) Radio sound effect
https://www.youtube.com/watch?v=JroFDRrLUDY
key: radio station
4) Image for “hits” from the previous lesson + the corresponding music. T may help asking
questions such as “Do you know these songs? Last class we said they are very famous, so
they are….
Key: hits
Comentario [R3]: 
Comentario [R4]: Is it necessary to tell
the SS this? Can they understand it directly
from the audio?
Comentario [R5]: Will you write it on
the board for visual learners?
Will they spell it for you?

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5) Hits usually take part of..(T shows Ss the following image):
Key: Pop chart
6) Pay attention to these names: Demi Lovato, Adam Levine, Gustavo Ceratti, Taylor Swift, Mick
Jagger, Freddy Mercury, and Chano are….??
Key: singers
7) “Hells bells”, “Shoot to the thrill”, “What do you do for money, honey?”, and “Given the dog
a bone” are all……you can listen to in AC/DC’s Album, “Back in black”.
Key: Tracks
8) (Showing her cell to the class, T will say) When I open my Spotify, I find different types of…..:
Music for studying, Music from films…
Key: Playlist.
9) “Nada personal”, “Signos” “Doble Vida” and “Canción Animal” are some of the ………released
by Soda Stereo.
Key: Albums
10) AC/DC in concert
https://www.youtube.com/watch?v=PeO6yBoeRME
key: concert.
11) There is a new CD out to be sold in shops!
Key: CD release.

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1
c o m p o s e r
2
m u s i c
3
r a d i o S t a t i o n
4
h I t s
5
p o p C h a r t
6
S i n g e r s
7
T r a c k s
8
p l a y l i s t s
9
a L b u m s
10
c o n c e r t
11
C D r e l e a S e
T and Ss will go over the 11 clues and when they finish completing the puzzle a composed word with
appear/ be formed in the middle column.
Transition:
T: …Ok, we have finished the puzzle and…can anybody read what’s in the
middle column?
S1: Music styles. Comentario [R6]: Fantastic warm-up!!!

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Presentation 1 ( 10’)
Aim: To introduce the vocabulary related to music styles by means of a “listen and match” activity.
Before listening task: Brainstorming (5 minutes)
T will write the words Music Styles on the board
Music Styles
T: You already showed me you know quite a lot about music. So here’s a
challenge for you: Let’s see how many music styles, types of music you can
think of and write in 2 minutes.
You are going to work in pairs, with the mate sitting next to you
(T makes gestures so as to convey meaning)
For instance: Rock, or Rock and Roll is a music style, right? Then, I’ll write it
on the board.
Is it clear? Can anybody tell us what you have to do?
T waits for a response or nominate a student to explain the task.
T: Ok, are you ready? You have 2 minutes starting..NOW!
As soon as the allotted time is over, T will ask Ss for feedback.
T: Ok, time’s up, everybody! Let’s see what you have noted down.
T completes the mind map on the board with the suggestions made by Ss at the time she asks them
to repeat the words after her. The idea is that the following types of music are included in the visual
organizer.
Music Styles
Rock and
Roll

October 19th, 2015
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After asking Ss to copy the final mind-map in your folders, T will say:
Transition:
T: Well done! Now, let’s see if you can identify these types of music when you
listen to them.
Practice 1: (10 minutes)
Aim: To have Ss identifying and naming the different types of music recently introduced.
T: Now you are going to watch different videos, each of them belonging to
one of these styles.
(T points at the mind map on the board)
You will have to number the styles in the order you listen to them.
For instance, Which of those styles is the following?
T will play the first video (only the first minute): Elvis Presley’s “Jailhouse Rock”
Ss: Rock/Rock and Roll
Music Styles
Rock and
Roll
Classical
music
Opera
Pop
Country
Techno
Jazz
Heavy
metal Rap
Hip Hop
Reggae

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T: Great! It is rock and roll!
Can you identify the singer?
Ss: Elvis Presley.
T: Right! Elvis Presley made rock. So, let’s write 1 next to rock and roll.
Are you ready?
As soon as T finishes playing all the music videos, she will ask Ss for feedback:
T: Ok, everyone. Let’s see what you’ve done.
Rock and roll is #1.
Which of these is #2?
T and SS go over the task this way. T will also ask Ss if they were able to identify singers/bands:
T: Classical music is #2.
Who or what plays classical music?
Ss: orchestras!
T: Classical music is commonly played by an orchestra.
Key:
1) Rock.
2) Classical music.
3) Hip hop.
4) Pop.
5) Country.
6) Jazz.
7) Rap.
8) Techno.
9) Heavy metal.
10) Opera.
11) Reggae.

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Transition:
T: As you know, each type of music has its particular sound, which is created
by the use of particular musical instruments.
Presentation 2: (5’)
Aim: To introduce the second lexical set of this lesson: musical instruments.
T will ask Ss to open their coursebooks at page 81.
T: Can you, please, open your books at page 81. Take a look at the musical
instruments from exercise 1.
I’d like you to listen to the following audio. You are going to listen twice, two
times. The first time, you’ll only look and listen. The second time, you will
have to listen, repeat and match each instrument with its name.
Is it clear?
T plays track 3.6
Transcript:
Keyboard (1)
Piano (2)
Drums (3)
Saxophone (4)
Guitar (5)
Violin (6)
Right after that, T will ask Ss for feedback:
T: Ok, let’s check the exercise all together.
We all know that the keyboard is #1
#2?
T will pay attention to Ss’ pronunciation, correcting of asking Ss to repeat if necessary.

October 19th, 2015
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Transition:
Now, let’s think for a moment. Which instruments are employed in each
music style or type of music?.
Practice II : (10’)
Aim: To have Ss integrating the lexical sets recently learned according to the characteristic sound of
each type of music.
T will show Ss the following handout, which is a double-entry table.
Musical instruments and types of music.
Look at the following table. Complete with X or . Which musical instruments are used in
each type of music?
keyboard Piano drums saxophone guitar violin
classical
music
Hip Hop
Pop
Rock
Country
Jazz
Rap
Techno
Heavy
Metal
Opera
Reggae

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Ss may come up with other musical instruments not included in this lexical set:
Bass
Cello
Synthesizer
T will ask Ss to read each column and line. Right after that, T will say:
T: This time, you will have to relate musical instruments to types of music or
music styles.
How are you going to do that?
Well, in pairs again!
You’ll have to put ticks or crosses depending on whether a particular
instrument is used or not by a particular type of music.
Let’s do the first one together.
Which is the first type of music mentioned here?
Ss: Classical music.
T: Ok, let’s look at the instruments. Are keyboards used in classical music?
What do you think?
Ss: no
T: Ok, so..are we going to put a tick or a cross there?
Ss: cross!
T: keyboards are not used in classical music. What about pianos?
Ss: yes!
T: ok, so? Tick or cross?
Ss: Tick!
T: Fantastic! Go on like that. You have 5 minutes. Then we are going to check
the task all together.

October 19th, 2015
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Key:
Musical instruments and types of music.
Look at the following table. Complete with X or . Which musical instruments are used in
each type of music?
keyboard Piano drums saxophone guitar violin
classical
music
x x x x
Hip Hop
X x x
Pop
X x x
Rock
x x
Country
X x
Jazz
x x
Rap
X x x
Techno
X x x x
Heavy
Metal x X x x
Opera
x x
Reggae
X x x
When the allotted time is over, T will ask Ss to compare their works with another pair of students.
Then she will ask Ss:
T: Who do you think is the most appropriate person to tell us if this work is
right or wrong?
Ss: the music teacher!

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T: Right! So here’s your first piece of homework .
Check this grid with your music teacher.
We’ll be talking about this again next Thursday, ok?
T will write the homework on the right side of the board.
HOMEWORK 1:
Check the musical instruments/types of music grid with your music teacher.
Transition:
T: You know, sometimes it is not that easy to say for sure when a particular
group or singer belongs to this or that music style.
Singers tend to mix, fuse styles together.
There is a singer who does something like that, and I like to listen to his
songs from time to time. Maybe you have heard about Bruno Mars.
Well, today I’d like to share one of his songs with you. It is called
“It will rain”
(T writes the name of the song on the board)
Pre- Listening activity (5’)
Aim: To have Ss predicting the theme of a song based on its title.
Right after writing the title of the song on the board, T will ask the following:
T: What do you think this song will talk about?
What does the title “It will rain” suggest to you?
Here I have three options for you:
A: Mars will sing about the weather.
B: Mars will sing about a weather-girl from a T.V. news show he loves.
Comentario [R7]: Smart idea!!

October 19th, 2015
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C: Mars will sing about the things that will happen if his girlfriend goes away,
if she leaves him.
( T will have three different cards prepared beforehand with the options written on them, along with
images to illustrate each of them.)
T: Choose one of them. Ready? Have you already chosen one option?
Transition:
T: Ok, now you are going to watch the first part of the video.
While – listening: (10’)
Aim: To have Ss listening for gist, in order to check their predictions.
Ss will watch the video till the end of the first verse (chorus lines)
https://www.youtube.com/watch?v=W-w3WfgpcGg
Transcript:
Bruno Mars – It will rain (lyrics)
If you ever leave me, baby,
Leave some morphine at my door
'Cause it would take a whole lot of medication
To realize what we used to have,
We don't have it anymore.
There's no religion that could save me
No matter how long my knees are on the floor (Ooh)
So keep in mind all the sacrifices I'm makin'
To keep you by my side
To keep you from walkin' out the door.
'Cause there'll be no sunlight
If I lose you, baby
There'll be no clear skies
If I lose you, baby
Just like the clouds
My eyes will do the same, if you walk away
Everyday it'll rain, rain, ra-a-a-ain
I'll never be your mother's favorite
Your daddy can't even look me in the eye

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Ooh, if I was in their shoes, I'd be doing the same thing
Sayin' "There goes my little girl
Walkin' with that troublesome guy"
But they're just afraid of something they can't understand
Ooh, but little darlin' watch me change their minds
Yeah for you I'll try, I'll try, I'll try, I'll try
And pick up these broken pieces 'til I'm bleeding
If that'll make you mine
If I lose you, baby
If I lose you, baby
Oh, don't you say (don't you say) goodbye (goodbye),
Don't you say (don't you say) goodbye (goodbye)
I'll pick up these broken pieces 'til I'm bleeding
If that'll make it right
If I lose you, baby
If I lose you, baby
And just like the clouds
Transcript retrieved from http://www.metrolyrics.com/it-will-rain-lyrics-bruno-mars.html
Right option: C
Ss will share their ideas with the rest of the class: What convinced you that option C was the right
choice?
Then, Ss will watch the video in full.
Transition:
T: All right, people! Now you are going to work with the lyrics of this song.

October 19th, 2015
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After-Listening activity: (10’)
Aim: To have Ss arranging the lyrics of the song at the time they are exposed to its written version
and to examples of the target structure (First Conditional) in use.
T will ask volunteers to distribute the following handouts:
Bruno Mars – It will rain (lyrics) (S1)
If you ever leave me, baby,
__________________________________________
'Cause it would take a whole lot of medication
_____________________________________________
__________________________________________________
So keep in mind all the sacrifices I'm makin'
____________________________________________________________________
_____________________________________
If I lose you, baby
________________________________
_______________________________________________
Yeah for you I'll try, I'll try, I'll try, I'll try
_________________________________________
____________________________________________________________________
If I lose you, baby
___________________________, if you walk away
___________________________________________________
____________________________________________________________________

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If I lose you, baby
_______________________________________________
Bruno Mars – It will rain (lyrics) (S2)
__________________________________________________________
Leave some morphine at my door
__________________________________________________________
To realize what we used to have,
There's no religion that could save me
____________________________________________________________________
To keep you by my side
______________________________
If I lose you, baby
________________________________________
I'll never be your mother's favorite
_________________________________________________
If that'll make you mine
____________________________________________________________________
If I lose you, baby
If I lose you, baby
My eyes will do the same, ______________________________
If I lose you, baby
________________________________________________________
___________________________________________________________________

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_____________________________________________________________
T will ask Ss to read the lines they have to their mates, without showing their handouts.
T: There you have part of the lyrics of the song. Your mate has the parts
missing in your handout.
Take turns to read your lines aloud, starting by Student 1.
Let me show you how. I’m S1.
Somebody who is S2 can come here, please?
As soon as a student holding the second handout has come to the board, T will start reading her first
line, pausing for S2 to read the following one. They will go on like that until finishing the first stanza.
Then T will say:
T: So now, both of us can complete our first stanza.
(T points at it for Ss to know what a stanza is)
T: Complete your lyrics in this first stanza and then move on to the second
one.
Is it clear?
You’ll have to read aloud first and then complete your lyrics.
As Ss work on their own, T will go around the classroom monitoring their work, making sure they are
doing what they have to do and providing assistance.
When the allotted time is over, T will ask Ss to watch the video again to check their work. The
student working with Ximena will have to tell her whether they did it right or not so she (Xime) can
transcribe the whole lyrics into braille.
Transition:
T: Great job, everybody….
Now it is time to analyse this song a bit deeper.
Language Focus: (10’)
Aim: To introduce the First Conditional structure and use to Ss.
Comentario [R8]: Will they díctate for
their mates? Will they copy the lyrics from
each other’s worksheets?
The task is not clear.

October 19th, 2015
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T: Last class we learned that, in order to make predictions about the future
(T writes the word Future on the board)
We use the structure
P + WILL/WON’T + infinitive.
Is that correct?
Ss: yes!
T: When we talk about predictions, we can think about two types of them.
One, like horoscopes, has no sound basis. The prediction is made, but there is
not any certainty that that will really happen.
But there are other times in which there are many possibilities that
something will happen because some conditions are given, are present.
So, we make predictions based on conditions we effectively see taking place.
For instance, In the song, Mars says it will rain if something happens.
What will make it rain, according to him?
T: Please, take a look at the lyrics again and look for those conditions.
T writes the following on the board:
Condition Consequence
If you walk away, it’ll rain
If I lose you, baby,
there’ll be no clear skies
As Ss provides the conditions from the song, T writes them on the board and then proceeds with the
explanation:
T: As you see, something has to take place in the present
(T points at the present simple sentences)
Comentario [R9]: Why don’t you elicit
this from SS?

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To cause something to take place in the future
(T points at the future simple sentences)
Do you remember the structure for making present simple sentences?
Ss: Pronoun + verb (+ s/es/ies) he/she/it
T: Ok, we introduce the necessary condition with this word: IF
IF + Present simple sentence , P + WILL/WON’T + Infinitive
For instance:
IF you study for the exams ,you will pass.
We can say the same by switching the sentences, look!
You will pass if you study for the exams
Pay attention here because the colon (,) is not needed anymore.
What do you think? If you study for the exams, will you pass?
Ss: yes!
T: of course, you have many possibilities to pass if you study.
So, we use this structure, First conditional, to talk about something
Possible or Impossible in the future….
Ss: Possible!
T: Right! So please, take note of all this in your folders before we move on to
the next activity.
Ss will copy the explanation written on the board:
We use the First Conditional to talk about something
___________________in the future.
Comentario [R10]: This could be done
through some examples. Isolated formulas
are not that meaningful, are they?

October 19th, 2015
2015
Transition:
T: Now, please, open your books at page 83. Let’s explore other examples of
conditionals.
Grammar Practice: (10’)
Aim: To allow Ss to practice the recently taught structure by means of a few focused exercises from
their coursebook.
Ss will work on the following exercises: 1, 2, 3
Exercise 4 asks Ss to make sentences about themselves.
Key:
1) Possible
2) 1-c 2-e 3-a 4-f 5-b 6-d
3) 1- download/will/’ll listen.
2- call him/ will he answer?
3- We’ll be late if we don’t leave now.
4- If you learn the piano, will you play classical music?
5- She’ll be good if she practises.
6 – If he doesn’t buy the guitar in the shop-window now, they’ll /will sell it.
Ss will have 5 minutes to complete the tasks. Then they will check with the whole provide feedback
as a class, orally, in order to check the exercises and share their own productions in exercise 4.
Transition:
T: Well done, everyone! Now that our time is almost over, let’s talk about
your homework.
Homework assignment: (10’)
Aim: To explain to Ss what they will have to do at home in order to reinforce the language acquired
during this lesson.
Comentario [R11]: Book? Page?
Can you include the activities in the lesson
plan?

October 19th, 2015
2015
T: You already know you have to check the musical instruments/types of
music chart with your music teacher, right?
Ss: yes!
T: ok, apart from that, this is the rest of your homework:
Next Move 2 – Page 81 – Exercises 2 - 6
Exercise 2- Audio 3.7: Listen and repeat the types of music.
Exercise 3 - Audio 3.8: Listen to the types of music. Choose the correct word.
Exercise 4 – Look at the types of music. Think of a musician for each type.
Exercise 5 – Complete the sentences with the words from the box.
Exercise 6 – Answer three personal questions.
Also: Listen and read the dialogue from page 82.
Observation:
In case there is time available, Ss will work on Exercises 1-5 from page 86 (Refresh your memory!).
This type of tasks is ideal for fast-finishers.
Right after checking that everybody has taken note and understood their homework, class will be
dismissed.
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization 
Coherence and
sequencing

Learning aims 
Stages 
Activities 
Teaching strategies 

October 19th, 2015
2015
Class. management
strategies

Language accuracy 
Observations Minimum score: 20 / 32
Score: 30 /32=9.5
Dear Gina,
Fantastic integration of resources in this lesson plan. Audio, video, images
and oral interaction make it an enriching experience for the learners.
Is it possible to plan some speaking pair or group work task in the following
lessons?
Check if adjustments to the song activity are required. Copying missing lines
may take longer than expected (and the purpose is not that clear).
Great job!
Cecilia

Moure secondary intermediate_lesson_plan2 - 9.5

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