English materials for
​Secondary school in México

Second Grade

Unit 5

Lesson plan

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​Exercises for students | ​Project Ideas | Pop Quizzes & Exams
Introduction (10 mins.)
T asks Ss the following questions:
  • Have you ever seen stand-up comedies?
  • What is a monologue?
  • Do you know any stand-up comedian?
  • Is stand-up comedy formal or informal?
  • What are the skills of a professional stand-up comedian?
  • Would you like to be a stand-up comedian? Why or why not?
T tells Ss that this unit is about monologues.
Development (20 mins.)
T hands out a worksheet (introduction of monologue) for each S and asks them to complete the information.
T checks answers with the entire class, explaining where necessary.
Consolidation (10 mins.)
T invites Ss to check the characteristic of monologues. Ss copy this on their notebook.
  1. A monologue is a speech by two persons.
  2. “Mono” means one.
  3. It expresses character’s thoughts.
  4. It can be funny or serious.
  5. Stand-up comedy makes people cry.
  6. There is no dialogue.
Answers:
  1. F
  2. T
  3. T
  4. T
  5. F
  6. T
T checks answers with the entire class, explaining where necessary.
Closure (10 mins.)
T asks Ss what they have learned today.
Then, T reads aloud to the class the achievements for this unit and encourages Ss to share their ideas about the meaning of each achievement. Ss say their expectations they have of the unit.
Introduction (10 mins.)
T sets the lesson context by starting a discussion about the best drama and comedy movies which Ss have watched. Then, Ss rank the list of movies. Finally, T encourages Ss to list the characteristic of each genre.
Development (15 mins.)
Ss identify the characteristics of the following types of monologues: interior, dramatic and comedic.
INTERIOR: The character reveals his/her inner thoughts. It’s about fictional or real stories.
DRAMATIC: This monologue has theatrical qualities. It expresses tragic and painful situations. It’s frequently used in poetry.
COMEDIC: The character recalls stories and events from his life in a funny way. It used to tell jokes.
Ss read excerpts from different monologues and classify them into each type.
Consolidation (20 mins.)
Ss complete the excerpts from different monologues.
Answers: 1. house 2. do 3. like 4. much 5. star 6. foot 7. thinking 8. crazy 9.  nose 10. bad
A. Dramatic B. Interior C. Dramatic D. Dramatic E. Comedic F. Dramatic
Closure (5 mins.)
Ss speak about their favorite monologue from the previous activity and discuss about it.
Introduction (10 mins.)
T elicits from the Ss a list of topics that they like to talk about. Then, T asks Ss to rank them according to their interests.
Here are some interesting topics: family life, free time/hobbies, shopping, travel, parties, fashion, fears, relationships, dreams, friends, movies, music, sports, food, pets, internet, neighborhood, talents and skills, habits, childhood stories, hypothetical situations,  and things that bother you.
Development (20 mins.)
Ss complete some excerpts of monologues and identify the topic of each (parties, relationships, family and things that bother you).
Then, Ss identify the who are involved in each monologue (Christ and her girlfriend, Julie and her friend, Two sisters, and Dad and daughter).
Consolidation (15 mins.)
T invites some Ss to come to the front of the class and read aloud the monologues. T encourages Ss to use their body language (body movement and posture) and facial expressions.
Closure (5 mins.)
T asks Ss which body language and facial expression are used to transmit some emotions: happy, sad, angry, etc.
Time filler: “Topics for monologues 2” - Ss complete some excerpts of monologue and identify the topic of each. 
Introduction (5 mins.)
T asks Ss to recall an example of a monologue they have seen in a theater, film or tv.  
Development (25 mins.)
Ss listen to a monologue and they have to identify the type of monologue (dramatic, interior or comedic) and type of register (formal or informal), the character’s feelings and setting.
Next, Ss listen again and complete the transcript of the monologue.
Then, Ss listen again and answer the following questions:
  1. Is she talking about something that happened to her or someone else?
  2. What doesn’t she like?
  3. Why is she in detention?
  4. What does she want?
Consolidation (15 mins.)
T asks Ss to identify what happened at the beginning, middle and end of the monologue. Ss can illustrate the main events to justify their answers.
Closure (5 mins.)
T asks Ss which phrases make the monologue dramatic. 
Introduction (5 mins.)
Ss play a quick round of hangman to elicit vocabulary about family members.
Development (15 mins.)
T asks Ss to make a family tree on their notebooks.  
Consolidation (20 mins.)
Ss write three types of monologues about their family by completing a fill-in activity.
Closure (10 mins.)
T asks volunteers to come to the front of the class and read their monologues aloud.
Tip: T offers Ss different  topics of monologues (relationships, fears, etc.) to practice. 
Introduction (5 mins.)
T asks Ss some questions about body language and gestures:
  • Do you think that our body language reveals how we feel?
  • Why and how body language is important in public speaking?
  • Do you pay attention or care about body language?
  • Can we use the same gestures in other countries?
Development (15 mins.)
T asks volunteers to come to the front of the class and express feelings with body movements and facial expressions. The others have to guess the feelings.  
Ss draw a chart to list the different ways in which they can feel angry, sad, happy, nervous, excited, etc. Then, Ss brainstorm different gestures and facial expressions associated with each of the emotions.
Consolidation (20 mins.)
T asks Ss to read aloud their monologues in front of classmates, they have to include the body language and gestures they have practiced in class.
Closure (10 mins.)
Each Ss create a catalogue of strategies for using body language in monologues. They also can illustrate their ideas. They have to include emotions, gestures, facial expressions, body movements, and postures. 
Ss choose some topics for monologues. Ss include topics that can be used for narrative, interior, dramatic or comedic monologues.
Ss write expressions and words related to each of the topics.
Ss make a list of the possible body movements and gestures associated with each topic.
Ss practice their monologues in front of a classmate. Ss provides feedback on the fluency of their monologues. Ss make notes on ways they could improve their monologues in the final presentation.
T establishes the rules for the game and time limit for each player to read aloud the monologue.