LESSON PLAN

Date: 4th May 2010

Form: 7th grade
Level: intermediate
Textbook: Highflyer-intermediate
Unit21: It takes all sorts
Aims: - to introduce new vocabulary (concepts of beauty);
- to get the students interested in the matters concerning ones own difference
from others or tolerating someone elses peculiarity;
- to get the students express thoughts and exchange personal opinions in
English;
Skills: speaking, reading, listening, writing
Classroom interactions: class work, individual and pair-work
Bibliography: - TextbookHighflyer-intermediate by Ana Acevedo & Marisol Gower
- Strategies of Teaching and Testing English as a Foreign Language by
Adriana Vizental, Ed.Polirom, 2007
Materials:- blackboard
-computer-www.YouTube.com
AIMS/TIMING
- To create a relaxed
and
pleasant
atmosphere;
- To involve and
motivate students
to participate in the
activity;
- To activate the
studentspersonal
experience;
5 min
- To activate students
knowledge of the
language;
- To personalize the
topic;
- To make students
interact and share
thoughts
and
feelings;
- To introduce topic
and
raise

TECHNIQUES & INTERACTIONS

WARM-UP
the teacher tells the students that they are going to
listen to a song and see images from the fourth The
Land Before Time movie:Journey through the
Mists. The song is entitled It Takes All Sorts and
it is about how variation amongst people adds
flavour to life on earth.
The teacher also gives each student a handout with
the lyrics of the song;

PRE-READING
Conversation-whole class
- T asks students if they know who the people in the
pictures are
Do you think the people are good-looking?
(Note: the people in the pictures are:
Keanu Reeves-Hollywood actor,star of
Speed, Matrix etc;
Claudia Schiffer- German supermodel
Andre Agassi-tennis player
Gloria Estefan-singer of Cuban origin, she

expectations;
sings in English and Spanish, popular worldwide)
To
facilitate - T reads out the opening questions about the ideal boy
reading;
or girl. T elicits one or two answers quickly as
20 min
examples.
- T reads through the words in the boxes and checks
that students understand (ex.1.a/86);
- T gives students time to think of their ideal
person(from their point of view of physical
appearance) and choose words from the boxes;
- T reads out the instructions from ex.1.b/86; T
explains the structure to have the same taste(as
someone)= to consider/to believe the same thing
about something or somebody;
- T asks one or more students to read out the example
sentences; T points out the two main patterns:
He /She would be
He/She would have
- students describe their ideal person to their partner;
- T asks students if there are any
actors/actresses/singers that they all agree about, in
terms of the most handsome(men) or the most
beautiful(women);
To develop fast,
WHILE-READING
oral reading skills;
- T explains to students that when they are reading a
To promote global text and they find a new word, they must check to see if
reading
for there is an explanation in the text because writers often
meaning;
include explanations when they think the readers might
To introduce new not understand a word:
vocabulary;
Eg.Some young people have a stud-a small piece
To
encourage
of metal in their nose.
students to find the
explanations
of
Sentence-level reading-whole class
new words in the The students take turns and read the text aloud;
text;
15 min
Scanning-individual work
The students scan the text and write the
explanations of the words from ex.3/87 (the answers are
also written on the board);
To get feedback on
POST-READING
the comprehension Multiple choice exercise: 4/87
of the text;
Students show comprehension of the text by
To foster pair work; choosing the best alternative.
8 min
2 min
ASSESMENT & HOMEWORK
T appreciates studentswork verbally offering them

marks for the best performances;

T asks students to do ex.9/88 for the next class.