1. LESSON PLAN OUTLINE
Jenny Chamorro
Advanced Conversation 3
Class Description: Level: Advanced
The students are between 20 to 26 years old. There are approximately 10 women and 5
men. They belonged to the English and French program 9th semester. Classes take place on
Monday and Wednesday from 4: 00 to 6:00 P.M
Recent work: The students are able to discuss about any topic. I consider it is an interesting
topic for putting in practice all English skills. The learners have been discussing different
topics and reviewing some grammar aspects they have known before. They have practiced
the target language making use of macro and sub-skills of the language emphasizing the oral
production.
Objectives:
Discuss about the topic of the unit: the art of complaining; analyzing the different
problems that make people have complains, in order to suggest solutions for those
problems.
To learn and apply the grammar of the unit: Noun clauses containing relative clauses
and Noun clauses beginning with question words.
Assessment: Since it is an ongoing process, everything in the class will be taken into
account, considering the students’ participation, interaction, involvement and engagement in
each activity.
Resources: video, slides, pictures, sheets of paper, CDs, carton.
Language: Vocabulary related with the art of complaining using expression such as:
One thing that annoys me is
Something that really bothers me is
What I can’t understand about others/people is
I can’t afford something
That is what gets me on my nerves.
1st Activity
Specific Objective: to identify the topic and contextualize the class
Estimated time: 5 minutes
Context: Situations that bugs you.

2. Activity Organization: The learners will be organized in lines; they will fill the quiz
individually. So, they are going to share the answers and justify them to know the most
common situations that annoy them.
Quiz
Situation1: your neighbors have loud parties late at nigh, they don’t matter if you want to
sleep or not.
How do you react?
Situation2: You are in the cinema, you want to see the film which is really interesting but
there are people who talk loudly and laugh a lot during the whole movie.
Do you want to continue watching the film?
What would you do in this situation?
Situation 3: You are quiet, reading a book or taking a rest, but there is a dog who is barking
all the night?
What would you do?
Is it annoying for you?
Situation 4: You go to an office or a supermarket the clerk doesn’t matter that there are
people waiting, she or he decides to take a rest?
How would you react?
Would you talk to this person?
Would you stay calmed?
2nd activity
Specific Objective: The students are going to listen to a dialogue, paying attention to details
about complaints, so they are going to express the agreement or disagreement with what the
characters say about irritating situations.
Estimated time: 10 minutes
Context: Recording about irritating situations
Activity class organization: The students will be organized in two lines in a comfortable
way to listen the recording. Then, they will form groups of 3 to discuss if they agree or
disagree with Jane and Bob (participants of the recording) then, they will interchange their
opinions with the whole group.

3. 3rd activity
Estimated time 10 minutes
Specific Objective: To comprehend and apply the use of noun clauses containing relative
clauses and clauses beginning with questions words, whether and if.
Context: Grammar Explanation about the topic
Activity class organization: The students will be organized in lines while they are listening
and paying attention to the explanation, after that they can do an exercise in groups which
consists in completing sentences to apply what they have learnt. After that, we can make a
little discussion to share their opinions.
4th Activity
Specific objective: Apply the grammar and language of the unit by giving examples taking
specific roles.
Estimated time: 15 minutes
Context: Stressing situations
Activity organization: Form groups to discuss different situations and the role the learners
would take in front of these situations giving examples. Then, they will play a game. It is a
game in which the students will take a paper, it has a situation and they need to say what the
role they would take is and give examples.
Note: this activity is based on situations in page 88 and additional ones.
For example: your neighbors are having a loud argument, and you can’t get to sleep.
Student: In that situation I would be a silent sufferer. For example, I could try to sleep or
spent the time reading something until my neighbors stop their argument.
5th activity
Specific Objective: To apply conversational skills making use of the grammar and language
of the unit, and develop problem solving competences.
Estimated time 15 minutes
Context: problems where I live
Activity class organization: The students will work in pair’s. They will be given a specific
situation, and then they are going to take the role of complainer and manager of the
complaints’ office. One will complain, the other will answer suggesting a solution. Also, if time
is enough they will change the roles.
Note: Activity based on page 90

4. 6th activity:
Specific Objective: listen to the video related with complains to talk about the topic and
understand the video.
Estimated time: 7 minutes
Context: Making a complaint.
Activity class organization: The students will listen to a video about complains, and then
they will answer some questions about the video.
Questions:
What have you understood from this video?
Do you share the opinion of the participants?
Are those situations irritating for you?
Do you know another way of making complains?
7th activity
Specific Objective: Read the article on page 93: Getting what you’re entitled to, read the
consumer problems and discuss the questions.
Estimated time 10 minutes
Context: article: Getting what you’re entitled to
Activity class organization: Read the article on page 93: Getting what you’re entitled to,
read the consumer problems and discuss the questions.