Lesson plan to accompany the article 'Information
& Communication Technology' by Darron Board
Lesson plan by Darron Board
Time: 60 minutes
Level: 3 (Pre-Intermediate)
This is a follow-up class on work already done on Egypt and
the Pyramids of Giza. The work done so far has been on the
simple past and past continuous. Todays class will be
skills based and revise the use of the past tenses.
to revise use of past continuous/simple past
to give learners writing sub-skills practice in editing and
to give learners fluency speaking practice
to introduce learners to web-based lessons
to expose learners to cultural information about historical
to teach/extend learners WWW-user knowledge
to plan and execute a successful, integrated web-based lesson
and to learn from the experience with a view to future teaching
The class is a pre-intermediate class that comes once a week
for three hours. In class we have used occasionally a CD-ROM
support course called Network English (produced
in-house) but we have never had a class which used the WWW
as its main resource. I wish to explore this area more and
see how I can integrate the use of computers into my classes.
The centre library has recently had new computers installed.
This means that there is sufficient space for conventional
teaching (i.e. desk space) as well as a computer area. I do
not wish the class to seem like a computer class,
so I will use the library for the class (which can be booked
for individual classes) to give the class the feel
of being different from conventional classes or computer
classes. This means that the whole class will take place
there and some stages of the class will not require the use
The web sites chosen for learners to browse
and search for information have tested to ensure that the
language is simple enough for them to understand without having
to resort to translating the texts word for word. The Encarta
web site begins with simple, basic information before going
into great detail about individual areas such as architecture
or historical background. Since the information the students
will be searching for will be basic information e.g. dates,
places, statistics, etc, then they should be able to understand
the main ideas easily. The on-line dictionaries have also
been tested to ensure that any words the learners may not
understand are given. This ensures that the tasks should be
completed using exclusively the web sites, with no need to
look at paper version dictionaries or books (the class will
be done in the library).
Apart from the web-based part
of the class, I will also be using the computers word
processing software for other stages of the class, for example
brainstorming. This again is a personal wish to try out teaching
a common classroom activity using ICT. I also wish to see
how the students react to the activity. This again is an attempt
to integrate ICT into the class.
I do not feel worried about the learners
having techno-fear since they are young adult
learners who have been brought up with IT. Therefore the lesson
will be fairly ambitious in allowing learners to freely search
on-line encyclopaedias and dictionaries. This I hope will
lead to greater learner autonomy, as they will be deciding
in groups what to look for and to what depth. After the class
I hope to be able to reflect and see how successful I was,
and what I need to do improve the integration of ICT into
The class has 9 members, all of which have been studying
at the centre for 3 years.
Barbara is a 17-year-old attending school.
She has been learning English for 3 years and previously studied
French. She has a good aptitude for languages, helped by the
fact that she has a good level of French (she attends a French/Spanish
school). She is motivated, and seems to enjoy almost all aspects
of the classes.
Rodrigo is a 19-year-old university student.
He has been learning English at the centre for 3 years and
previously learnt English at school. He feels frustrated by
his relatively low level of English, but feels that he has
progressed considerably since studying English out of school.
He is currently not attending many classes due to his forthcoming
Nancy is a 16-year old school student. She
has considerable problems with English and often does not
do any homework, let alone out of class learning. She feels
that she is not learning enough, and I have tried to convince
her that out of class learning strategies are important. It
is unlikely that she will pass the examinations and go
up a level this year. Having said all this, she does
try hard in class, and I feel she would improve her English
if she made more effort outside class.
Eugenio is a 20-year-old Medicine student.
He is hardworking and motivated, but again his attendance
recently has been poor due to examinations. He does not feel
he needs English except for reading scientific journals and
books; he says he comes to class for cultural
Marta is an 18-year-old student at school.
She enjoys activities where she works alone for a period of
time such as reading activities. She also has enjoyed activities
we have done before in the computer room (e.g. using the Network
English CD) and I will be interested to see how she responds
to the activities today.
Leticia is a 17-year old school student.
She attends class with her twin sister Susana. She is shy
and sometimes lacks confidence. This behaviour can be contrasted
to Susana it seems that one twin overshadows the other.
She finds it hard to concentrate sometimes in class and gets
distracted by the smallest of things and initially relied
heavily on Susana for help in class (i.e. asking for translations
of everything). I tried to remedy the situation by splitting
the twins only to find that they only have one book between
Susana is the 17-year-old twin sister of
Leticia. She is dominant and has a relatively good level of
English for this level. She is very keen and likes to help
out other students in class. Her computer skills are perhaps
the weakest in class and I will have to make sure she sits
on a PC with stronger students so that they can help her perform
the tasks today.
Adolfo is a 21-year-old university student.
He used to study German and French at school and apparently
has a good level of German. He is therefore a good language
learner, and this can be seen by the strategies he uses in
class. He has only been learning English for three years and
he is progressing well. He thoroughly enjoys using computers
in class and I know will enjoy todays class. I will
be interested to know what he thinks of the activities we
Claudio is an 18-year-old university student
who also works part time as a model. Apart from being somewhat
of a class heart throb, he is also an intelligent and motivated
language learner. He is the only university student in class
who has not missed classes despite the examinations they all
have this month. In class I have noticed he prefers language
skills work to certain freer activities and I do not know
how he react to todays class.
It is assumed that:
· learners will have remembered the work done last
session on the use and formation of past tenses
· they are computer literate to the
extent that they will be able to use Internet Explorer, although
they may need some guidance
· they will find the idea of having
a whole lesson in the library, with the possibility to mix
conventional teaching with ICT, motivating
Anticipated problems and solutions:
· As always, punctuality is a problem, and today since
we will not be in class, this could lead to problems. I have
already tried to avoid problems by telling students that we
will not be in class and that they should make their way immediately
to the library.
· They had a few problems with the
use of the past tenses and so today may still need help or
correction. Since one of the activities will be writing about
historical places, they will get more practice and I can go
around and monitor their work
· The net might be down.
This really puts an end to the class and there is nothing
I can do about it. I have a spare lesson plan
ready, should this be the case. Since the lesson will take
place in an area where conventional teaching can also take
place, I will not have to move the students again
to the usual classroom
The materials for todays class are web-based. Due to
the nature of the class (ICT based) I feel software and hardware
is more an appropriate name rather than materials. For todays
class I will use:
· 4 GTI-approved Pentium III PCs,
connected to a local network
· Each PC has, amongst other software,
Office 2000 and Internet Explorer 5.1
· The network is connected to a laser
printer and has Internet connections.
· I will also be using standard
classroom equipment (e.g. whiteboard)
Main research sites:
the lesson procedure
To the lesson