This document outlines a lesson plan for a 1st year English class at EPIE Almirante Guillermo Brown. The class has 20 students between pre-intermediate and intermediate levels. They will practice speaking skills through an interview project where students develop questions to ask another class and record the conversation. Students will then write a paragraph about the interviewee using the web tool Glogster. The teacher will evaluate students on fluency, pronunciation, involvement and other criteria during both the speaking and writing portions. Students will also keep blogs to self-reflect on their progress, and the teacher will take notes on individual students in a personal journal.

2. Class: 1st year at EPIE “Almirante Guillermo Brown”.
Class profile: 20 students: 9 boys and 11 girls.
Level: Pre-Intermediate.
Length of the lesson: Mondays and Thursdays from 17.50 to 20.30 pm.
Language Functions: asking and talking about hobbies and interests.
Grammar: present simple, expression followed by –ing, “I really like
cooking”. She’s interested in..” She’s into…”
Vocabulary: Hobbies, interests, free time activities.
Materials: Netbooks, Internet connection, Blogs, and Glogster.

3. Aim of the task:
The objective of this task is to tap into the students’ speaking skills by
carrying out an interview to another group from the EPIE.
The task:
The interview project is called “Getting to know other people”. The
students and I will device a set of questions that has to be learnt in order
to avoid reading directly from the sheet of paper. They are also required to
record the conversation take a picture of the interviewee. This information
is supposed to provide the foundations for them to embark on a written
assignment using “Glogster”.

4. 1-What’s your name?
2-How old are you?
3-Do you like going out with your family? Why/Why not?
4-Do you like taking pictures? What kind of pictures?
5-Do you enjoy watching films? What kind of films?
6-Do you like chatting on Facebook? With whom? When?
7-Do you like going out with friends? Where? How often?
8-Do you like cooking? Why/ Why not?
9-Do you like to play any sport? Which sport?
10-Do you like listening to music? What kind of music?

5.  Clustering: whether students are fluent or not. In order to be
fluent, speech must be phrasal and not word by word.
 Reduced forms: whether students use contractions, elisions,
reduced vowels, etc.
 Performance variables: whether students make use of
hesitations, pauses, backtracking, and corrections.
 Fluency: Important to check if their oral production was intelligible
and clear enough.
 Pronunciation, stress, and rhythm: crucially important to check
whether nucleus placement was achieved to place emphasis on
the salient words.
 Involvement: Whether they worked with enthusiasm or not.
 Task: if the purpose of the task has been achieved and students
were able to get the necessary information to continue with the
following stage of the exercise.

6. Micro-skills
 Whether students produce questions in a rhythmic way and with
the appropriate intonation contours. Indispensable to distinguish
questions from statements.
 If they produce fluent speech during the delivery. To avoid “choppy
language”.
 Students’ use of strategic devices such as fillers, self-correction to
make the message clearer.
 Use appropriate word order.
Macro-skills
 The accomplishment of communicative functions. In this case, the
collection of personal information.
 Socio-linguistic features like giving and taking the floor; avoidance
of interruptions will also be assessed.
 Using body language and other non-verbal cues is paramount to
convey meaning and to avoid switching to Spanish if a word is not
familiar.

7.  “Very good job! You have managed to get all the answers and you had a
good predisposition to the task”
 “You have used gestures and body language to convey the message if
you lacked the words”
 “You were really fluent and friendly”.
 “You could have used more gestures instead of switching to Spanish”
 “You needn’t follow the order of the questionnaire; you could have saved
time by asking the questions you remembered instead of staying silent”.

8. Aim of the task:
The aim is to practice writing skills by utilizing the data gathered during the
interview to produce a short paragraph about the interviewee. This will be
done using a web 2 tool called “Glogster”.
The task:
In this writing task, students are expected to create a poster using
“Glogster”.
In this poster students have to write about the interviewee’s likings and
personal information based on the answers obtained. They also have to
attach a picture of that person. They are free to decorate the Glogster and
play a little with the magnificent tools it offers.

10.  Organization: I will see if the paragraph they were supposed to write
in the Glogster is complete in itself. That is to say, if it contains all the
data required by the task
 Grammar: whether the words are written correctly and there are no
spelling mistakes or slips of the finger. I will also check tenses.
 Punctuation and spelling: Are there any spelling mistakes?
Punctuation is also crucial.
 Vocabulary: Students should use vocabulary dealt in class concerning
hobbies and free time activities They should also use coordinating
conjunctions or linkers to make the text coherent and avoid repetition.
 Layout: since they will be making a poster for someone else, I will
revise the layout and attractiveness.
 Responsibility: I will take into account whether students upload their
Glogster within the allotted time.

11. Micro-skills
 Did students produce orthographic patterns of English? If not, formfocused attention to those spelling mistakes is needed to create
awareness of these patterns.
 Acceptable core of words, whether they used the expected set of
vocabulary from the unit and appropriate word order.
 Did students use acceptable grammatical systems? Is tense correct?
 The use of cohesive devices or coordinating conjunctions will also be
evaluated since these are the devises that help achieve a coherent piece
of discourse.
Macro-skills
 Develop and use a battery of writing strategies, such as soliciting peer
and instructor feedback, and using feedback for revising and editing. Did
they ask me any doubt or resorted to a peer for help?
 Is the communicative intention accomplished? Is the overall message
understood? In this case, the paragraph should communicate the
interviewee’s interests and leisure time activities since that piece of
writing will be given to the interviewee it should be intelligible and
coherent.

12.  “You have done a fine job! You have used the information
gathered very appropriately and the poster looks really
beautiful”
 “You had many repeated phrases, remember you can also
use –prefer and enjoy- so as not to repeat –like- so much but
you did good on the layout!.”
 “Your poster is wonderful! Although you need to check
spelling! Get a dictionary and please correct the spelling
mistakes; then send me back your poster”
 “The interviewee’s profile is a bit mixed up, please start the
paragraph with the personal information of the interviewee;
excellent decoration and positive message, please send it
back soon tomorrow”

13. I will encourage learners to create a Blog to be used as a learning
journal, in which they have to write how they felt in the course of the week
related to the topics and activities proposed in class.
A further reason for employing journals is for learners to self-assess their
own progress. This provides the opportunity for them to expand and not
being limited to checklists and questionnaires. For this reason, I will ask
students not only to incorporate what they have felt during the lesson but
also a “self-evaluation section”, where they can assess their own
performance.

14. For every single lesson, I will use a personal journal in which I will take
down notes on each individual student. This will allow me to keep track of
every learner in particular and also to make any necessary observations
that can serve as a guide when it comes to the final mark.
My personal journal will read as follows:
“Joana: She usually does all her homework and is willing to participate,
but during the interview she seemed lost and with a lack of interest in the
task. She was not friendly with the interviewee either.”