Table III Lesson plan – second cycle... | Emerald Publishing

Table III

Lesson plan – second cycle

	Time	Topic	Method	Expected student answers	Competence
Beginning	5 min	Revision of already learned vocabulary	The teacher shows pictures with different clothes; the students say the correct English word	Trousers, T-shirt, pullover, skirt, etc.
Main part	10 min	Structure for a good personal description	Students prepare colours; the teacher reads out three different personal descriptions; the students draw the person; discussion about what makes a good personal description	The students recognise that a detailed description is necessary to find a person again; they recognise that in a good description details follow general information	Listening
	10 min 7 min	Task criteria speaking (using a photo)	The teacher shows the task on the board: You are in London with your mother/father. Suddenly you can’t see your mother/father anymore. You ask people. Describe what your mother/father looks like the criteria for a good personal description are discussed and written down on the board (fluency, detailed description, organisation/structure) The students describe their mother/father to the person sitting next to them with the help of the photo they have brought with them	The students listen and read the task on the active board the criteria are clear to all students the students describe their mother/father	Speaking + listening
	20 min	Presentations	Some students present their description to all of their classmates and the teacher; the other students give a short feedback	The students describe their mother/father or they listen and give feedback	Speaking + listening
Ending	5 min	Feedback	The students write down what they have learned in this lesson

	Time	Topic	Method	Expected student answers	Competence
Beginning	5 min	Revision of already learned vocabulary	The teacher shows pictures with different clothes; the students say the correct English word	Trousers, T-shirt, pullover, skirt, etc.
Main part	10 min	Structure for a good personal description	Students prepare colours; the teacher reads out three different personal descriptions; the students draw the person; discussion about what makes a good personal description	The students recognise that a detailed description is necessary to find a person again; they recognise that in a good description details follow general information	Listening
	10 min7 min	Taskcriteriaspeaking (using a photo)	The teacher shows the task on the board:You are in London with your mother/father. Suddenly you can’t see your mother/father anymore. You ask people. Describe what your mother/father looks likethe criteria for a good personal description are discussed and written down on the board (fluency, detailed description, organisation/structure)The students describe their mother/father to the person sitting next to them with the help of the photo they have brought with them	The students listen and read the task on the active boardthe criteria are clear to all studentsthe students describe their mother/father	Speaking + listening
	20 min	Presentations	Some students present their description to all of their classmates and the teacher; the other students give a short feedback	The students describe their mother/father or they listen and give feedback	Speaking + listening
Ending	5 min	Feedback	The students write down what they have learned in this lesson