Lesson Plan 2

Teaching of Writing

Trainee Teachers’ Name: Sandra Almazán Guerrero              Date: April 19^th 2016     Time: 10 – 11:15 a.m.

Students’ Level: A2                  Number of Students: 20                                      Students’ Age: 18-20

Topic of the Lesson: Historical figures or events

Objectives After the presentation of the parts of an essay, and the explanation of the rubric, students will choose a historical figure or event in their major to write about, and will be able to fill out an outline of an essay.  Working in pairs, students will distinguish all of the parts of the essay that were explained, and will complete an activity.

Previous Work: Choosing a historical figure or event in their majors to write an essay about, and being familiar with the parts of an essay.

STAGE	ACTIVITY	MATERIALS	INTERACTION	TIME
Warm-up	Questions about historical figures or events of the students’ majors.	None	T-Ss Ss-T	10 min.
Presentation	With the essay about why History should be taught as a guide, the parts of an essay will be identified and explained using the white board to present a model of an essay that includes the aspects of the rubric that they will be evaluated with. Students will help build the model of the essay by reading the rubric aloud and identifying the parts of the essay in their books.	Unlock Reading and Writing Skills 3, page 58 White board and markers	T-Ss Ss-T	30 min.
Practice	In pairs, students will start to make an outline of an essay assisted by the teacher.	Unlock Listening and Speaking Skills 3, page 65	Ss-T	15 min.
Production	Students will continue to make the outline of their essay independently.	Unlock Listening and Speaking Skills 3, page 65	Ss	10 min.
Closure	Motivate the students to finish their outlines. Remind students that they will have an exam next class and that there is a practice exam available in the portfolio.	None	T-Ss	5 min.

ANTICIPATED PROBLEMS	SOLUTIONS
I might speak too fast and the students will be too shy to let me know. Lack of attention from the students. Not being able to control my times.	Be aware of my speed, slow down, and ask questions to see if the students are following me. Use gestures, changes of voice tone, smile and show that I enjoy to be there with them. Check the time regularly and discretely.