Lesson Plan-July 27, 2017

Ruthanne Hughes
Level 3

10:30-12:00
Classroom 1
9-11 students

Materials: textbook, listening CD, whiteboard markers, gradebook, quizzes to hand back

● Hand back quizzes (5-10 mins)

○ Go over most missed questions
■ Listening # 1 and 2
■ Grammar section
○ Elicit questions
● Talk about speeches (2 mins)
○ Check that they have started
○ Remind students about the stages of the writing process (emphasize that it
includes revision!)
● Snapshot (5-10 mins)
○ Have a different student read each example of a “silly” law from around the world
○ Discuss why they think that law might have been created (after each one is read)
○ Discuss with a partner which laws they think should be implemented in their
home country (after all are read)
○ Vote on which laws should be implemented
■ Remind students that it is okay to have different opinions and that
different laws work for different cultures
● Vocabulary Match (20 mins)
○ Divide students into three groups
○ Pass out the vocabulary cards
○ Explain that half of the cards contain a vocabulary word and the other half
contain a piece of a conversation that explains that word
○ Students need to match the word to the real-life definition. The group that
finishes first wins
● Perspectives (15-20 mins)
○ Elicit definition of town meeting
○ Explain that we will listen to a town meeting where citizens are discussing
various social problems.
■ This will use the vocabulary from the vocabulary match
○ Students need to listen to each issue and select which proposed solution they
agree with
○ Play the listening CD. The first time, students do not look at the book. Rather,
they listen and take notes on keywords that will help them identify what issue is
being discussed
 ○ Play the CD again. This time, students follow along in the book and check
understanding.
○ Students should select which proposal they think is best
○ Discuss/vote as a class
● Grammar (25-30 mins)
○ Write Passive Modals on the board
○ Elicit what a passive modal is
○ Elicit how we have used modals in the past in this class
○ Have students look back at Perspectives to identify 3 examples of past modals
■ Students write their examples on the board
○ Have the class guess at what the pattern/formula for forming past modals is
■ Students write their guesses on the board
○ Have students complete part A in the book alone
■ Go over the answers as full class
○ Have students complete part B in the book in pairs
● Discussion (5-10 mins)
○ Have students use the sentences from part B as a guide
○ Students should talk about the same problems, but offer other/additional
solutions to each one
○ Model task with one student before they begin
● Assign homework
○ #1 and 2 in the packet
■ Looks like a lot, but only required to write 6 sentences
○ Finish speeches