Lesson plan (writing lesson plan)

Level: 6th class ( Steps in English 3)

Age:12
No of students: 12
Time: 45 minutes

Main aim:

to develop the ss’ writing skills ( writing a text of 40-60 words about clothes that the ss wear,
informal writing based on a model), focusing on the content and structure (product writing)

Subsidiary aim(s):
to improve the ss’ listening skills ( listening for details, specific information, fill in gaps)
to develop the ss’ reading skills ( reading for details, open-ended questions-scanning)
to master the ss’ speaking skills (talking about the ss’ favourite outfits, describing clothes)
to practise note-taking
to revise/recycle vocabulary related to clothes ( casual, smart clothes, trousers, a shirt, a T-
shirt..)
to revise the use of tenses (Present Simple for describing what I usually wear, Present
Continuous for describing a picture)
to teach the ss how to use punctuation marks

Assumed knowledge:
the ss are acquainted with reading and listening technigues
the ss know how to use Present Simple in the context (writing a text about clothes they wear
most, usually) and Present Continuous for describing what I am wearing now)
the ss know vocabulary related to clothes, appearance and phrases that are used to describe
people ( my favourite outfit is..)

Anticipated problems:
1)The ss may not be interested in the lesson
2) A writing task may be too challenging and difficult for the ss
Solutions:
1) The tacher provides the ss with appealing and engaging warm-up activities to raise
interest and get the ss’ attention ( talking about my favourite outfit, describing pictures
from newspapers, asking the ss questions about what they usually wear to school to
stimulate discussion)
2) The teacher provides the ss with a model (they are to write a short text basing on the
text in the book My clothes by Ryan), the teacher asks the ss to make notes before
writing the exact text to facilitate the task and help the ss organise their work)

Materials:
CD, a textbook, pictures from newspapers, a blackboard
Stage Procedure Aims Time IP
1.Sarting The teacher greets the ss and -to create a friendly 2 T-SS
a lesson/ checks the register.Later on, the atmosphere min. SS-T
assigning teacher explains that today the ss -to reduce the ss’
homewor are supposed to write a text about worries concerning the
k clothes they wear ( the teacher writing task (the teacher
adds that today’s lesson is aimed explains what they are
at preparing the ss to write a text at to do and what is the
home) aim of the lesson)

The teacher asks the ss a couple
2.Warm- of questions (What are you
up wearing today? What do you wear
most? What do you wear to
school/ when you go to the gym or
do hobbies/ when you go to
church? Are these smart or casual
clothes? Later on, the teacher asks
volunteers to describe people in
the pictures (previously cut out
from newspapers) focusing on
their clothes
-to introduce the topic T-SS
and create a context SS-T
-to revise vocabulary
and phrases related to
clothes, appearance that
the ss will come across 7
while listening and min.
reading exercises
-to raise the ss’ interest
in the lesson by
personalising the task
(asking individual ss)

The teacher asks the ss to open -to create expectations 2

3.Pre- their books and describe the concerning the listening min. T-SS
listening( picture that they see in exercise and give the ss a SS-T
Pre- number 1, the teacher asks the ss purpose for listening
reading) about their predictions concerning -to create a context
the listening task and asks the ss to (activaing the ss’
tick which people are in the photos background knowledge)
-to develop the ss’
speaking skills (
describing the pc)
-to develop the ss’
listening skills (
listening for details)

-to revise vocabulary 5

Listening The teacher checks the answers to related to clothes and min. T-SS
(pre- exercise number 1 and asks the ss check the ss’ predictions
reading) to do exercise number 2 (listen -to develop listening SS-T
again) skills (for details)

4.Pre- The teacher asks the ss to look at -to develop the ss’
reading ( exercise nb 6 and describe the speaking skills 2 T-SS
pre- picture next to the text called My (describing) and recycle min. SS-T
writing) clothes by Ryan.The teacher essential vocabulary
explains that the text serves as a -to create expectations
model for the ss. concerning the text and
give the ss a purpose for
reading
Reading The teacher checks the answers to -to check predictions 8
pre- exercise nb 6, later on the teacher -to improve the ss’ min. T-SS
writing) asks the ss to do exercise nb 7 reading skills ( for SS-T
basing on the text,the teacher details, scanning, open-
brings the ss’ attention to the fact ended questions)
that their texts should follow the -to provide the ss with a
pattern from the model and asks model and language
the ss if the vocabulary used is input to facilitate the
familiar. writing task

The teacher explains that while -to facilitate the writing 7

Pre- writing, the ss should use task (making notes that min. T-SS
writing punctuation marks and asks the ss serves as a base for a SS-T
to do exercise nb 8 and 10 text the ss are supposed
to write at home)
The teacher asks the ss to look at -to activate the ss ( pair 10
exercise nb 11 and make notes work) and prevent min. T-SS
before starting the writing task boredom SS-T
(they should fill in the table and SS-SS
decide what they wear most…).
The teacher encourages the ss to
work in pairs.
-to remind the ss what
The teacher once again explains they are supposed to do 2
5.Finishi the ss’ task ( a text of 40-60 words at home min. T-SS
ng the about clothes they wear, the text -to bring in the sense of
lesson from a textbook serves as a closure
model). The teacher says goodbye
and finishes the lesson.

Evaluation:
1.Have all the lesson aims been achieved? To what extent? Why not?
2.Which aspects of planning or conducting the lesson have been satisfactory?
3.How could the lesson (which aspects) be improved?
1.Yes, all the lesson aims were achieved, but not fully ( for instance: listening and reading
exercises that were supposed to provide the ss with language input and prepare the ss for a
writing exercise were time-consuming. Nevertheless, the ss were well-prepared for the task
assigned at the very beginning of the lesson, they had no difficulty producing correct
sentences. One exercise ( find punctuation marks in the text..was omitted) due to the scarcity
of time.

2.The warm-up activities were ssuccessful.By asking volunteers and appointing the ss, the
teacher encouraged engagement even among the silent and passive ss. Warm-up exercises
activated the ss’ background knowledge (revision of vocabulary related to the topic), which
created a link with the following exercises. The pair work while note-taking facilitated the
writing task ( the ss could consult and help each other when some of them had dificulty
recalling certain words). Letting the ss work together encouraged engagement ( the ss could
take advantage of the classmates’ knowledge before asking the teacher).

3.The lesson was full of activities (listening, reading and in the end a writing task). The ss
could be better prepared for the writing task, if some exercises (listening and reading) were
shortened ( 2 instead of 3) because they were time-consuming. Yet, the ss worked quickly and
managed to complete evercise number 11 (note-taking).