LCB Teachers Training College Rodrigo Rouco

Taller Didáctico p. la Enseñanza del Inglés en el Nivel Medio

Lesson Plan # 1
Coursebook: ‘Challenges 1’, by Michael Harris & David Mower. Pearson-Longman,
2006
Unit: 10 ‘Free Time’, pp. 42, 43
Course: 1st year secondary school / 8th year EGB Average age: 13 years old
Nº of students: 25 (approx.)
Level: Beginners
Length of lesson: 40 mins.

Topic: Free Time

Vocabulary: free time activities
Grammar: Adverbs of Frequency
Language skills: Reading (a report about teenagers’ leisure pursuits); Listening (to
partners’ sentences in a game).
Assumed knowledge: Grammar: Present Simple (all forms); Voc: some free time
activities, places (shopping centre, cinema, sports centre, etc.)

Lesson Objectives: By the end of this lesson students will be able to identify the most
common adverbs of frequency and recognise their position in the sentence.

1) Warm-up: Brainstorming round a word. (5 mins.)

The teacher writes ‘Free Time’ on the board and asks students (as a whole class)
what they do in their free time. As students call out their answers, the teacher
writes them on the board.
NB: This activity serves to set the students’ minds into the English lesson and as
a lead-in for the topic.

2) Reading (Students’ Book, p. 42) (15 mins.)

a) Pre-task: Teacher tells sts (students) that they are going to read a
newspaper report on the free time activities British teenagers like. With
the aid of the pictures, sts predict which activities they think British kids
like and which they don’t.
b) Global task: Sts skim the text (read through to get a general idea) and
check their predictions (Were the activities the same they predicted?).
c) Specific task: Students read the article for a second time and complete
the text with the verbs in the box (ex. 2).
d) Post-task: Teacher asks students if they do the same activities of British
teenagers or they find any difference.

3) Teaching Point: Adverbs of Frequency (p.43, ex. 4) (10 mins.)

Sts look for the words in the text to complete the sentences. Once they have
done so, answers are checked with the whole class. As sts call out their answers,
the teacher can write down some sentences on the board. Then the teacher
explains that we use adverbs of frequency to say how often we do things and
that the percentages next to the sentences refer to the degree of frequency (from
 more often to less often). Teacher also elicits where we write the adverb in the
sentence (before the verb).
NB: The position of adverbs after verb to be will be introduced in following
lessons.

4) Recognition Practice (p. 43, ex. 4) (5 mins.)

Part A: Individually, sts put the words in order to make sentences. Then the class
as a whole checks the answers.
Part B: Once answers have been checked, sts write T (true) or F (false) in the
boxes next to the sentences. (follow-up in next activity)

5) Guessing Game (5 mins.)

Students get in groups of four or five. Each group will consist of two teams.
Each student from each team takes their turn to read 3 of their own T/F
sentences (from previous exercise) to the other team. The members from the
other team guess whether the sentences are true or false. They get a point for
each correct guess. When they finish, the team with the most points wins.