This lesson plan is for a group of 20 high school students in Argentina. The lesson focuses on finding information about smoking habits from online sources and magazines. Students will be divided into groups to search for statistical, medical, marketing and legal data on smoking. Each group will present their findings to the class. The teacher will evaluate students using rubrics to assess their group work, contributions, and English proficiency. The information collected will then be used in subsequent lessons for analysis and student surveys.

1. This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Lesson Plan Template Week 4 Page 1
PHASE 2 LESSON PLAN TEMPLATE
A. Students and Setting
Students:
A group of 20 students in the third grade level of high school.
They are between 14 and 16 years old.
Some of them (let´s say 50% take private English classes) and the rest only posses the knowledge acquired at high
school, so they have intermediate and low-advanced English proficiency.
All of them have internet connection at home.
Setting:
Location: Arequito, village of 7000 inhabitants in the southwest of the province of Santa Fe - Argentina
Public High School: EESO 219 "Domingo F. Sarmiento"
Degree offered: Bachelors degree specialized in Social Sciences
Bachelors degree specialized in Economics and Management
Secondary duration: 5 years
Class: They have 2 classes/week, one of 80 minutes and the other of 40 minutes. The room is provided with
internet and each student has a notebook (provided by the state through an educational plan called “Conectar
Igualdad”).
The school has a video room provided with a screen and a projector.
B. Lesson Background:
Students were previously working on their receptive skills -listening and reading- about the subject “how to take care
of themselves, their body and health.
Students already know how to work in groups.
This lesson pretends to deal with nasty habits.
They look for videos about smoking habits, look for information in magazines or in the web, data about smoking
addiction: statistical, medical, consumer marketing, legal issues.
In following classes they will discuss the information they have found and make a survey about the subject that later
on will be done to all the students of the school (of course only those who agree to answer it).
C. Learning Objectives/Expected Results:
Learning objectives:
 Find information in a foreign language with the teacher's guidance;
 Started in the critical reading and listening of texts of varied speech genres and discourse markers: comparative
connectors of cause and effect, order, contrast, explanatory, etc;
 Think about some characteristics of the speech genres discovered;
 Explore various written/listening materials related to areas of general, curricular and non-curricular interest in
physical or digital format and in different contexts of reading/listening.
 Develop different comprehension strategies, establishing relationships with words or expressions, deducing and
going back to previous knowledge,
 Start listening with the help of the teacher, texts related areas of general experience or area orientation
(identifying the point of view discriminate between facts and opinions, recognize theme and problematic).
D. Materials and Sources:

2. This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Lesson Plan Template Week 4 Page 2
Materials:
Magazines, newspaper articles, notebooks, paper, pencils.
Videos provided by the teacher.
Video screen and projector.
Sources:
 Web research: https://www.google.com.ar; http://www.bing.com/; https://ar.yahoo.com/
 For a better understanding, they will use On-line dictionaries:
http://www.wordreference.com/es/en/translation.asp?spen;
http://www.collinsdictionary.com/dictionary/english-spanish
 Videos provided by the teacher: http://youtu.be/C74m6aeaGYs?list=FLbzQ-EYL6nx0eYEp6DQzqYw
http://youtu.be/r-m27SZUFj0?list=FLbzQ-EYL6nx0eYEp6DQzqYw
E. Procedures / Timing: 60 minutes
Teacher says/does . . . Students say / do . . .
Approximate
time needed
Teacher post the daily agenda with the activities to be
done this lesson.
Students read altogether the activities
posted.
5 min.
Teacher ask student to organize in group.
Students make all the arrangements
necessaries: move themselves, desks and
chairs.
5 min.
Let´s see the video (short subtitled advertising)
Please take notes of new word.
See the videos (both) and take notes. 10 min.
After dividing students in groups of 4 each –each
group with a colour name-, and defining
roles of members’ group: searcher, writer, speaker,
coordinator.
Please look for this information, the teacher write this
tittle on the whiteboard:
Nasty habits: smoking
Find information in the web/magazines or newspaper
notes about (one issue each group): statistical
(world/own country), medical, consumer marketing,
legal issues.
Take notes of important data found (no more than 6/7
Begin searching the information.
Students can use on-line dictionaries or ask
teacher for specific words
20 min.

3. This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Lesson Plan Template Week 4 Page 3
items)
Use WH questions to collect information: How
much/many…? What…? When ….? Why ….?
Where …? Who …?
Teacher suggest the use of on-line dictionaries (if
necessary)
OK, let’s stop for a moment and share what you have
written. The speaker of each group will read the
information.
Now each group will present orally the information
found (all members are supposed to read)
Encourages them to use English as much as possible
to express themselves instead of reading the
information.
Teacher gives student a rubric to complete (peer
evaluation)
The speaker reads the information to the
rest of the class, the speaker member of
any of the other groups can make
corrections, questions or suggestions.
Students can make a small presentation
(depending on their proficiency level).
All students use the rubric given by the
teacher for peer evaluation of each member
group (see the model bellow).
20 min
Peer Evaluation Form
Name_______________________________________________
Class Period______
Date_________________
Write the names of your group members in the numbered boxes. Then, assign yourself a value for each listed
attribute. Finally, do the same for each of your group members and total all of the values.
Values: 5=Superior
4=Above Average
3=Average
2=Below Average
1=Weak
Attribute Myself 1. 2. 3.
Participated in
group discussions
Contributed useful
ideas
much work was
done
Quality of
completed work
TOTAL

4. This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Lesson Plan Template Week 4 Page 4
F. Alternative Assessment:
The evaluation will not be a single instance or only the resolution of the final task, but will be part of the learning
process so I will consider the following:
 Individual and group performance and commitment (through the students and teachers’ rubric);
 Contributions and use of TIC resources;
 Resolution of the tasks;
 Cooperation and desire to self improvement in each of the tasks;
 Linguistic and cultural reflection.
The teacher will also use a rubric during the whole lesson (observing, listening, rotating attention to different students
and walking from one group to another). See the chart bellow:
Group Self Evaluation
Checklist Values: 5=Superior
4=Above Average
3=Average
2=Below Average
1=Weak
Name_______________________________________________
Class Period______
Date_________________
Topic of Study______________________
Group Members’ Name___________________________________
Yes No
Students finished the task on time.
They encouraged each other and we cooperated with each other.
They shared ideas, then listened and valued each other’s ideas.
They used quiet voices while communicating.
The best was
They could improve at
New Elements in Phase 2
G. Classroom Management:
Classroom management techniques incorporated:
This time I divided the group into four members each; I assigned them a name (colour) and gave each student
different roles. Of course in next lessons roles are supposed to change and also members’ group.
I also reorganized the Procedures/timing and add the agenda for the present lesson.

5. This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Lesson Plan Template Week 4 Page 5
H. Reflection - Phase 2
(a) This lesson has already change in the following items:
 I explained better the background, establishing the previous activities and the following ones;
 I added two rubric, one for peer evaluation and the other for the teacher;
 I incorporated names and roles to each group and divided them into four members;
 I posted the daily agenda for improving the classroom learning system.
(b) The information collected (in video format, written reports, advertising) will be used to set parameters and
comparisons with reality and reflect the similarities and / or differences of this nasty habit. Students use their
receptive and productive skills according to their proficiency level.
Students are part of their peers´ assessment process by using rubrics. Besides, The evaluation process will be
for the students but also to consider my own techniques used -suitability, complexity, usefulness, etc. to check
my teaching practices and modify them or improve them if necessary.
As regards the individual learner differences, I decided to use group work and change roles every time we start a
new lesson. I also offer variety of material and tasks.
Considering the classroom management, I took into account several of the points suggested as regards
pedagogical planning (Ex. Rotate attention to students), classroom learning systems (Ex. clear and brief
explanations, let students move, post daily agenda) and finally students behavior is consider part of this lesson
from the beginning to the end, that´s why I planned all the activities and tried to make them as attractive and
useful for their learning process as possible.