LESSON PLAN

COURSE: Intermediate BOOK: AEF 3 UNIT: 4B PAGES: 38

2

By the end of this lesson Ss will be able to acquired words related to

phone languages and use them in specific situations, also Ss will share
opinions about the article they have read and talk about obligation or
something that is necessary to do and to give advice or an opinion by
GENERAL AIMS: using “modals of obligation” in communicative activities.
Phone language, Debrett’s guide to cell phone etiquette and
Topic: modals of obligations.
To use words related to phone languages on an everyday
conversation, to read the article to get general and specific
information and to use “modals of obligation” to talk about
SPECIFIC FEATURES

obligation and recommendations by using must, have to and

Situation: should.
To learn vocabulary about “phone language” on an everyday
conversation, to understand the main and general idea of the text
and to learn "modals of obligation" by using have to, must, should
Functions: to express obligation and recommendations.

Skills: Vocabulary, Reading, Grammar and Speaking

Disturbing, shout, mealtimes, intimate, doubt, embarrassed, left
Lexical Items: message, disturbing, instant messaging, knowledge, etc.

Interaction Patterns: Whole Class, Group work, Pair work and Individual work.

Materials: Slides, Games

LESSON DEVELOPMENT

Timing Procedures Interaction

Vocabulary

WARM UP

T will have ss discuss the following questions

1. How often do you use your cellphone?

I _____ use my cellphone.
5’
2. Would you like to have a new cell phone? If, so what cell
phone would you like to have? Pair work
Yes, I prefer ______ / No, I wouldn’t.

3. Have you ever lost your cell phone? Where?

Yes, I have, I lose in _____/ No, I haven’t.

T will have ss think about their answers and discuss the questions in the
break out rooms and then T elicits.

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 Schemata
Whole
10’ T will have ss play a game-like activity (Wordwall) and do the first class / Pair
exercise as a modelling work
Ss will be sent to the break out rooms to play the game
When they are back T will elicit Ss’ answers

Presentation

T will have ss take a look at a conversation with highlighted target

language
Ss will be asked to listen and repeat Pair work
7’
T will practice the conversation out loud with one student as a modeling
T will have ss practice the conversation out loud in the break-out rooms
Ss will be asked to role-play the conversation
T will have ss read some questions and answer them in the break-out
rooms
Ss will be asked to ask one another

Practice

Book’s activity (mechanical practice – controlled practice) Whole

T will have ss take a look at the new language to listen and repeat and do class /
the activity as told. Individual
12’ (T does the modeling of the first to activity ensure understanding) work /
Pair /group
Ss will be asked to do the activity on their own for some minutes
work
T will have ss compare their answers in the break out rooms
T will elicit Ss’ answers (correction if necessary)

Answering questions (practice activity)

Ss will be asked to answer some questions (modeling and time will be Pair work
8’
provided)
Ss will be sent to the break out rooms to do the activity as told.
Once they are back ss will ask one another.

Enrichment

T will have ss take a look at some pictures

Whole
Ss will be asked to guess the names of the pictures
8’ Class / Pair
T will show the right name and have ss listen and repeat work
T will have ss take a look at some questions and ss will be sent to the
break-out rooms to answer them
Ss will be asked to ask one another

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 Production
10’ Individual
Ss will be assigned a task to create sentences using the knowledge work
acquired (T provides the modeling first)

READING

Lead- In
Ss will be asked to answer the following questions

1. Do you think it's necessary to put your cell phone on vibrate

when you are watching a movie?
5’
Yes, I do because ___ / No, I because _____.

2. Do you think your ringtone can annoy people? Pair work

Yes, I do because ___ / No, I because _____.

3. Do you think Is it polite to text someone instead of calling

back when you know you're in a quiet zone? Why(not)?

Yes, I do because ___ / No, I because _____.

T will have ss think about their answers and then T elicits.

Artwork Description

Ss will be shown a picture taken from the text and asked to answer the
Whole
following questions class
5’
1. How much do you think the cell phone costs?
2. Where do you think you can buy this old cell phone?
3. Where do you think the boy is?
4. Why do you think the people around him are telling him to be
quiet?

T will elicit Ss’ answers

Prediction
3’
T will show the title of the text and have ss discuss the following question

1. What do you think the article will be about? (modeling will be Pair work
given)

T will have ss think about their answers and ss will be sent to the break
out room

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 Ss will ask each other once they are back.

Skimming
5’
Ss will be asked to open up their books and take a look at the text.
T will have Ss read the article and answer the following the question. Individual
work
1. What’s the article about?

T will have Ss think about their answers and compare in the break out
rooms and then t elicits.

5’
Pre-teaching

T will have ss take a look at some new words and T will have Ss listen Whole
and repeat them. class
Ss will be asked to read the sentences out loud and explanation of the
highlighted words will be given

7’ Scanning 1

T will have Ss read the article again and say if the sentences are true or
false

1. Debrett is publisher (True)

2. It's acceptable to shout on the phone, especially if you think
reception is poor. (False)
3. It's fine to make (or receive) calls in inappropriate places like
meetings or movies. (False)
4. People with you deserve more attention than those at the end of a Individual
phone. (True) work
5. Intimate conversations are always appropriate in front of others.
7’ (False)
6. You must not use your phone in quiet zones. (True)

T will have Ss think about their answers and compare their answers in
the break out rooms and then t elicits

Scanning 2

Ss will be asked to read the article again and answer the questions from
the book
4
1. Do you agree with what Debrett’s says?
2. Do you ever do any of these things?
3. Are they a problem where you live?
4. Are there any other things people do with their phones that annoy

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 Individual
you? wok

T will have Ss think about their answers

Ss will be sent to the break out rooms to compare their answers
T will elicit Ss’ answers (correction if necessary)

Post-reading activity

T will have Ss discuss the following question

Pair work
1. Have you ever answered a call when you are in a quiet zone?
2. Have you ever felt uncomfortable due to someone else's loud
phone conversation?
3. Have you ever missed an important call because your phone was
5’ on silent or vibrate mode?

T will make ss think about their answers and answer the question in the
break out rooms then call on volunteers.
T will elicit Ss’ answers (correction if necessary)

GRAMMAR

Lead-In:

Ss will be asked to discuss the following questions

5’ 1. Are you busy every day? If so, do you think you have to take
time for yourself? Pair work

Yes, ______ / No, I am not.

2. Do you think you must leave a message if someone doesn't

answer your call? Why(not)?

Yes, because _____ / No, because _____

3. Why should we be careful while texting on our phones while

10’ driving?
Because _____

T will have Ss discuss these questions and then T elicits

Pair work /
SCHEMATA Whole
class
T will have Ss play a game-like activity (Wordwall) in the break-out rooms
(modeling will be given)
T will elicit Ss’ answers later on.
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 Presentation
7’
Ss will be shown a conversation with the highlighted target language.
T will read the conversation and ss will be asked to repeat Pair work
Ss will be sent to the break out rooms to practice the conversation
T will call on some pairs to read the conversation out loud once they are
back
Ss will be provided some questions and be asked to answer them in pairs
(break-out rooms activity)
1.A. T will elicit Ss’ answers once they are back
1.B Ss will ask one other once they are back

15’

Inductive Grammar Chart

T will have ss read some sentences out loud

Individual /
T will have ss take a look at some exercises with specific activities Pair work
related to the grammar rules
T does the modeling of the first activity to ensure understanding
Ss will be provided with some time to answer the questions in pairs /in
groups in the break-out rooms
Then T will elicit Ss’ answer (correction if necessary)
15’

Practice

Ss will be provided with some exercises and asked to do the task Individual
(modeling is given first) work
Ss will be given some time to do the task on their own and then T will
have ss compare their answers in the break out rooms
After that T will elicit Ss’ answers (correction if necessary)

Production
Pair work
Ss will be shown a conversation (T’s modeling)
Ss will be asked to create a conversation (Ss will follow T’s modeling)
Ss will be given some time to prepare their conversation in the break out
room
Ss will be asked to role play their conversation once the time’s up.

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