Escuela Normal Superior “Vicente Fatone”

Course: 2 “B”
Teacher’s name: Eduardo Lamponi
Student’s name: Victoria Soledad Donghi
Date: 01/10/2012
Lesson Plan 2

Description of the class

5th year ESB School
Students are between sixteen and seventeen years old. They are divided according to their level
of English so this group has students from two different courses. They are considered high level
students. There are thirty three students, 11 boys and 12 girls. One of the girls is from Vermont
but she doesn’t share all the lessons with them. 14 out of 23 students are involved in a recent
project with a school from Denmark.
The class takes place from 09:45 a.m to 10:40 a.m on Mondays and from 10:50 a.m to 11:50 a.m
on Wednesdays. On Wednesdays, students are much more talkative and disruptive than on
Mondays. They are used to working in pairs and, from time to time, they do some group activities,
discussions and debates. They follow the activities proposed in the book. All the activities are
corrected with the teacher.
Book: New Headway Pre-Intermediate 3rd edition. Unit 11: “What if…” ( “The Global Village”,
“Supervolcano”, second conditional, might, phrasal verbs, exclamations with such and so)

Recent Work
 Students have been studying the first conditional, time clauses, passive voice,
” discoveries and inventions” and complains. Recently they have written and handed out
a review of a film.
 They are dealing with a project together with a school from Copenhagen, Denmark, “
Bysen Steen Gymnasium “. This school chooses different schools from all over the world
to work together. The project with 2 nd B will last until September of next year when the
Danish students will visit Bahia Blanca but students have to make contact virtually with
the foreign school. The idea of the project is to associate both schools to learn about each
other’s culture, history, language, and the like. This project forms part of a bigger project
proposed by the Copenhagen school that is to reach and experience the concept of
“global citizenship”.
 Students have started working with vocabulary related to technology and globalization.
They have also worked with 2nd conditional structures.

Aims of the class

 To foster interest in the topic of “Global Village” (related to the topic of the project
“global citizenship”
 To elicit previous knowledge about globalization, technology and global issues
 To revise 2nd conditional structure.
 To encourage students to use the target language in a meaningful way
 To recognize and use the unreal conditional to hypothesize about possible but
improvable situations.
  To re- activate and share previous knowledge.
 To be able to report their findings using the Present Simple.

Contents

Task 1: (Estimated time 10 minutes )

a) Students’ Objectives: to be able to talk about different pictures by using and sharing their
previous vocabulary and knowledge about inventions and discoveries.

b) Context: globalization, technology and global issues

c) Activity/ Class Organization: the teacher asks the students to think about their dreams to get
some information about their hopes and ambitions. Then, she asks them what they would do
if they could do anything they want and writes the students’ statements on the board.

d) After that, students have to think about their own reality, choose a statement and discuss with
their partner what they could do to change their reality and get the goal they have stated.

Dreams: to travel around the world reality: no money

To buy my parents a house no scholarship

To study at an international school not enough tools

To have a rock band no talent

To become a famous writer no time

e.g: my reality is that I have neither talent nor time to have a rock band. In order to change
this I could…

The teacher asks them to change their partner. They now have to ask their new partner what
their dream is and what would they do if they got it.

Students are asked to open the activity book on page 61 and read about Alfie’s reality.

e) the teacher divides the class in two halves. One half would represent the people from Bahia
Blanca and the other half the people from Vermont. The two halves have to think about what
they would like to know about the other half and set a list of questions or topics to be
developed.

f) Aids: pictures and board.

g) Language: globalization, technology and global issues. Passive voice and past and present
tenses.

h) Possible problems: the students may not understand some of the pictures. In that case, the
teacher can make some questions to help them and encourage them to convey the correct
meaning. Also, she can write certain words they need or they do not know on the board to
speak properly about the picture.
Task 2: (Estimated time 10 minutes )

a) Students’ Objectives: to be able to debate and order the data they have been discussing about
and sort it according to personal values.

b) Context: ranking

c) Activity/ Class Organization: the teacher sticks the pictures on the board and asks each group
to rank these items in order of interest and usefulness. Then, the groups present their rankings
for the class to reach a consensus through discussion and debate.

d) Aids: board and pictures

e) Language: globalization, technology, giving opinion. Useful phrases: we think… we believe… I

see your point but… I’m afraid I disagree… I agree… that’s not the way I see it… I’m not sure
about that…

f) Possible problems: students may not know how to express their agreement or disagreement
during the debate so the teacher may write useful phrases on the board to assist them
through the discussion.

Task 3: (Estimated time 10 minutes )

b) Students’ Objectives: imagine a hypothetical world and talk about it given their own opinion.

d) Context: hypothetical world

f) Activity/ Class Organization: The teacher asks the students to imagine a world without the
concepts of globalization and technology. The teacher writes on the board “What would you
do if there weren’t…
*computers in the world?”
*Mc Donald’s shops?
*TVs?
*cell phones?
*cars?
Ideal answer: If there weren’t computers, we would send letters to our friends.

h) Aids: -

j) Language: globalization and technology, second conditional sentences

l) Possible problems: students may not understand how to deal with the questions so the
teacher can give them one example about her own opinion: “if there weren’t cars in the
 world, I would walk more and be fitter!”

Task 4 (estimated time 10 minutes)

a) Students’ Objectives: to be able to define the concept of “global village”

b) Context: global village, globalization

c) Activity/Class Organization: the teacher writes “global village” on the board and asks the
students to think what this concept can be related to. After this brainstorming activity, students
write around the word all the relations they could think about. Then, each group tries to define
the concept and after that, the whole classroom tries to reach a consensus on a definition.

d) Aids: board

e) Language: globalization and global village

f) Possible problems: students may not know how to define the concept. In this case, they teacher
can ask them to search the web and read where this concept comes from.

Task 5: (Estimated time 15 minutes )

m) Students’ Objectives: to be able to imagine they live in a global village and hypothesize about
it.

n) Context: hypothetical global village

o) Activity/ Class Organization: The teacher asks the students to read the text on page 86 from
the student’s book (New Headway pre-intermediate 3 rd edition) and to imagine we live in a
real global village. Then, she asks them to imagine what it would be like and complete
exercise 1 from that same page. After checking the exercise they are asked to ask and answer
the questions of exercise 2 in pairs.

p) Aids: student’s book

q) Language: globalization and technology

r) Possible problems: students may not understand how to do exercise 1 or 2. In any case, the
teacher may assist them.

Homework
Students have to imagine hypothetical situations and write about them.
What would you do if…
 You were the leader of this country?
 You won the lottery?
 You were Bill Gates?
 You were a famous scientist?
 You lived in Japan?

 Homework n°1:

Course:

Name:

1) What would you do if…

 You were the leader of this country?

__________________________________________________________________________
__________________________________________________________________________

 You won the lottery?

__________________________________________________________________________
__________________________________________________________________________

 You were Bill Gates?

__________________________________________________________________________
__________________________________________________________________________
  You were a famous scientist?
__________________________________________________________________________
__________________________________________________________________________

 You lived in Japan?

__________________________________________________________________________
__________________________________________________________________________

2) Think about your dreams…

What would you do if you could do anything you want?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________