LESSON PLAN 2 Rachel Brooks

Class level
Classroom

Intermediate
The room where the
class will be taught.

Progress
expectation
Subject
Topic
Aim

The students should be able to grasp the concept of culture and

what makes up ones own culture, in relation to other cultures.
Vocabulary: culture
Cultural Connection
Students need to able to communicate effectively in the English
language with children from different cultures.
To understand the significance of ones own culture, traditions,
and ways of life.
I believe my students are aware of basic ideas within the English
language, and can typically understand as well as speak, though
with varying levels of difficulty.
Laptop, YouTube, White board, Hand-outs

Objective
Knowledge
assumed
Material &
equipment
Learning
assessment
Post lesson notes

Lesson date
Lesson duration

18/3/16
60 Minutes

They will respond to a few written questions verbally for the

warm-up. They will read a cultural article out loud with a partner
and then take a self-reflective assessment on their level.
The lesson overall went to plan. The warm-up took longer as
several students entered the classroom late and I had to reexplain what we were doing. Although, perhaps I should have
simply carried on. I just didnt want anyone to be completely lost
upon starting the lesson. Everyone behaved well and did their
best to At times some students didnt quite understand what was
being said. I did my best to break concepts down and explain
them in a simpler level. That being said, my speaking time was
probably higher than the students. In general, the students were a
bit shyer, especially the beginner students. Unfortunately, they
tended to get lost while I was explaining certain activities due to a
natural difference in comprehension. Though admittedly, some
instructions were not as clear as they could have been. Using one
similar word over another can really make the difference when
presenting an activity. I did not explain things in their native
language, but for the beginners in the class I told one that she
could explain something to another as he was quite lost. I would
recommend to future teachers that they organize their
instructions well and only have intermediate level students, as
opposed to mixed levels. I suppose what did not work as well was
the post-reading assessment. I think some were confused in
regards to the relation of it to the article itself. The main point was
for students to give themselves feedback. In the future I would
definitely have instructions more clearly outlined in my notes. I
often like to put things in my own words in the moment, so I need
to be better about that.

Tasks
Phas
Duration
e
1
3

Teacher
activity
Introduction Introduces self
to class
verbally and by

Topic

Student
activity
Write their
name on the
attendance

Resources

10

writing name
and the topic of
the day on the
board.
Distributes an
attendance
sheet to the
students. Asks
them to say
their name and
where they are
from and how
long they have
been here.
Warm-Up
Puts on
Happy music
video and tells
everyone to
feel free to sing
along the song.
Pauses song to
make sure they
reflect on
written
questions on
board: 1)
What's special
about what
everyone does
in the video?
2) What does it
make you think
about American
culture? 3) How
is this different
or similar to
your culture?
Presentation Distributes an
of Vocabulary illustrative
vocabulary
PowerPoint and
has students
say the words
and definitions
out loud one by
one. Teacher
aids those who
may
mispronounce a
word. Aids in
understanding
by providing
examples.
Practice
Splits students
Reading
in pairs to read
Activity
the cultural
article out loud
together.
Monitors to see
how they are
doing or have

sheet.
Discloses
where they are
from and how
long they have
been in this
city.

Watch the
https://youtu.be
video, hopefully /y6Sxv-sUYtM
singing and
dancing along White Board
as well.
Participate in a
group
discussion in
response to the
questions.

Read aloud the Printed

terms and
PowerPoint
definitions,
focusing on
pronunciation.

Alternate
reading aloud
with a partner.

http://learnengli
shteens.britishc
ouncil.org/uknow/readuk/easter
(article
Handout)

questions.
Assessment Hands out a
quick
assessment for
students to
reflect on the
article and their
language level.
Review
Asks what they
thought of the
article and how
it relates to
their own
Easter
celebrations.

10

Produce
Activity

Wrap-Up

10

Back-Up I

11

Back-Up II

Practice
Speaking
Activity

Students who attended

Has students
talk in pairs
about Easter
and how their
culture
celebrates it,
i.e. traditions,
celebrations,
etc.
Instructs
students to
write half a
page or create
a mini flag
illustrating their
culture,
traditions,
beliefs, etc.
Asks the
students to
casually
present or talk
about their
culture.
Plays a video
and instructs
students to
absorb the
main message
of the TedxTalk
and distributes
a fill-in
transcript for
students to
follow along.
Plays video a
second time.
Match- up
traditions with
cultures

Does
Handout
assessment,
ranking abilities
on a 1 5
scale.
Open
discussion
about British
Easter and how
it compares to
their own
cultural
celebrations.
Talk in pairs
about their
cultures
celebration of
Easter.

Write half a
Paper, crayons
page or create
a mini flag
representation
of their culture.

Talk about their

culture to the
rest of the
class.
Watch and
https://youtu.be
listen to
/izeiRjUMau4
YouTube video,
paying
1:30
attention to
cultural
concepts.

Students match Handout

the tradition
with the
appropriate
culture.

Name
Luis
Virginia
Alejandra
Aeia
Kroll
Estefania
Edith

Age Level

Notes
Several students entered late. A couple of
students were at a beginner level, making it
harder to maintain fluidity in understanding
activities and/or instructions.