1. Lesson Plan Format
Name: Trinity and Billy Length of lesson: 60 minutes
Who are the Students (age, nationality, gender)? Young Thai students in Mahasarakham; ages 13-16; mixed gender class
Why are they studying? To study and to be ready to communicate with the people in the ASEAN Comunity
Where/when are they studying? During English classes
What is the setting (university, language school, public school, etc.)/time of
day/year/frequency of classes? Government School ; daily class one hour in the morning
What facilities are available (room, desks, seating, a-v) Small private classroom with individual desks grouped in fours, computer
with internet, projector, whiteboard
What is the main skill area(s)? Listening, Speaking
What is their ACTFL level Intermediate high
What is the theme? Travel, cultural exchange and culture shock
Materials: (include sources) Computer with Powerpoint; whiteboard and markers, Couchsurfing listening text
(http://elllo.org/english/1051/1098-JM-Couch.htm); T/F worksheet
Objective(s): By the end of the lesson, Students will be able to…. (SWBAT)
Show understanding of modals by listening for inference and identifying usage in a radio broadcast about Couchsurfing and create
dialogues using the target language.

2. I assume the students already know: some of the vocabulary needed to understand the text; understanding of differences in usage
with modals; a proven interest in travel and cultural exchange
I anticipate students will have problems with: pragmatic use and changes in register with modals; some level of confusion or
discomfort with the subject matter (Couchsurfing)
To solve/avoid these problems I plan to: have students create a reference list as a class for modal usage; act out scenarios to
represent different usage, work in groups to self and peer-correct; use personal anecdotes and photographs from the teacher’s
experience Couch surfing
How will I assess the students? Monitoring and gathering feedback during the listening activities (T/F exercise); students will
develop texts and use the target language on their own

3. Time Lesson Stage* Procedure/Steps
Describe so that someone unfamiliar with the lesson could
teach it.
(This can be divided into 2 columns: What does the T. do? What do
the students do?
Beliefs underlying your
choices**
Materials and Aids Comments
after
teaching
5
mins.
PRE
- motivation
-prediction
-pre-teach vocab.
Show the video about the revolution of smartphone
Ask students to make predictions about the video:
“What did you see on the video? Have you ever
seen these cell phone?”
Elicit key vocabulary using the video by telling the
riddle:
“ I …………….?” Target vocab: smartphone
Look at the video again. What is the video about?
Answer: smartphone
Show "Smartphone" and tell Sts they will listen to
the sound about it.
Students will be
engaged by
relevant content
that they have
found in real-life
situations so it will
provide more
meaningful
learning for them;
continue to build
T/Sts relationship
with interaction by
using question to
make Sts more
enthusiastic
Computer/projector
with PPT
Real smartphone

4. 25
min.
DURING
-Listening for
main idea, gist
-Listening for
details
-Making
inferences
Listen for gist: Listen to two women talking about
smartphones. Lets students divides students into 6
groups then stay in their homegroup. Each group
Create a title for audio conversation that tells
people what it is about. Compare titles as a class
and decide on one together.
Listen to answer Billionaire Game: The teacher
divides the students into 6 groups in their home
group.
Each group sends a representatives for each round
to answer the question on the powerpoint.
The group which answers correctly and firstly will
get 2 points, the group who answer correctly will
get 1 point and the group who answer wrong won't
get any points.
Making Sts
practice a lot about
listening in the
various ways.
Challenge them to
find the main point
of the story and
what the situation
is.
Students exchange
the things that they
have understood
about the story.
When they are
work in group they
can share and help
each others.
Students will have
more fun when
they are in a
competition so they
can learn in a more
fun way and
practice a lot of
listening
Computer with
speakers
Answer tags : A, B,
C , D
5 tables

5. 30
min.
POST
-Personalization
-Listening for
acquisition,
restructuring and
noticing: usage,
grammar
Using other
skills: Writing,
Speaking
What do you think about Smartphone? Do you like
smartphone ? Do you want a new smartphone ?
What are the advantages and disadvantages of
using smartphone? Create a list as a class of certain
phrases we could use.
Work in groups to develop a list of advantages and
disadvantages. What would you ask of your guests?
(i.e. Smartphone can help us to remind our
homework. It can damage our eyes because we
look its screen.)
Students act out telling the rules to a Couchsurfer
who has come to stay.
Several groups volunteer to perform dialogues for
the other members of the class
Wrap-up discussion: How does changing the modal
change the meaning of what we say? How are we
implying things through our word choice?
Students need to
personalize the
language in order
to truly learn and
internalize it
Students will be
receptive to this
extension activity
because it is
directly applicable
to interactions they
might have in
English in the
future
Allows students a
chance to practice
not just what to say
but how to say it
(tone of voice,
pragmatic
implications, etc.)
Whiteboard and
markers
Timer for student
skits (computer)
*Pre-During-Post:Presentation, Practice, Use etc.