PHASE 1 LESSON PLAN TEMPLATE

A. Students and Setting:

Students: The students’ age is around 11 and 14 years old and most of them are just
acquiring vocabulary and simple structures.

Setting: It’s a public school located in Monteria, Córdoba. There are 32 students in the
classroom. The classroom is organized by rows and there are flashcards around the
classroom that help the students with their vocabulary.

B. Lesson Background:
The students have studied the topic before, they have been related to the vocabulary
and also to simple structures to create sentences. They are going to practice the topic in
order to review it.

C. Learning Objectives/Expected Results:

1. To differentiate irregular and regular nouns.

2. To organize complex and simple sentences.

3. Identify the plural form of irregular nouns.

D. Materials and Sources:

Materials:
Flashcards
 Roulette

Cards

Photocopy

SINGULAR NOUNS PLURAL NOUNS

Board
Markers

E. Procedures / Timing:

Teacher does/says . . . Students do/say . . . Approximate time

needed
 Teacher will stick a set of  Students answer with the name of 8 minutes
10 different cards which the objects that they know.
contain common nous.  Students repeat with the teacher
This will help students to the name of the objects
review and practice  Students participate by answering
vocabulary. the questions that teacher ask
 Teacher will ask students them related with the nouns in the
if they know the name of card.
the object.  Students answer with the plural
 Then teacher says the form of the nouns that the teacher
name of the object stick it ask them.
on the board.
 This is for correct any
pronunciation mistakes.
 Teacher ask students
some sentences about
the noun in the card
 And finally teacher ask
the plural form of the
nouns

 Teacher make a brief  Students pay attention to the 5 minutes

review about the last review about last topic.
topic; irregular nouns

 Teacher gives instruction  Students make groups of 3 5 minutes to make the

to make group of 3 groups
students  Every Student of the group has to
 Teacher gives to every organize 1 of the 3 sentences in 8 minutes
group a pile of cards with the correct order
3 different sentences that
are not in order.

 After all the students  Students finish the activity and

have finished the after that one per group come to 7 minutes
previous activity, teacher the board and write one of the
gives new instruction sentence that they organized
 One person per group
has to come to the board
and write one of the
sentences that they had
organized
 After students have write Students organize the classroom
the sentence on the
board, the teacher says
to them that they have to
organize the classroom in
the way that usually is.

 Teacher is going to Students receive the photocopy in

handout a photocopy which they have to complete a chart.
which has an activity. When the teacher said the word the
 Also the teacher shows students have to complete the chart
them a roulette and start using the word that was shown.
to give instructions; the
activity consists that the Students have to complete the chart
teacher spins the roulette with missing word. For example if the
in order to choose a word that the teacher shows them is
word, with the word singular they have to write the plural
every student has to or the opposite.
complete the chart.
 The word could be in
plural or singular so
students have to write
the correspond that is
missing in the chart

F. Reflection -:
At the beginning we felt a little bit nervous. We wanted everything to work out well but it could
happen that the children got bored or maybe they didn’t understand the activities prepared by
us. As we were developing the class we felt much better. We gave every instruction to the
children and all the three activities were completed successfully. It was a problem with the time
because the students arrived to the classroom late and we had some minutes for every activity,
despite that we could complete the class. We clarified doubts and monitored them while they
were doing the activities. Also, we noticed that most of the students wanted to participate.

The materials were successful because we got students’ attention and some of them said that it
was a different class because it was funny and they did different things in just one class. The
activities helped them to practice the topic that was “Irregular nouns” and also to review
vocabulary and acquire new words.

EVIDENCES
LAURA DURANGO, IVÓN HERNÁNDEZ
AND LEYDIS VIDAL.