WORKSHOP 1RO MEDIO Color Key: Class title and main objectives
Hook and pre-teaching activities
Vocabulary
Teaching
Memorize/Grammar activities
Practice Activities
Reading activity
Formal Evaluation
Conclusion
Unit 1 ●
Objectives: ● Present simple: be, have. ● Questions in the present tense. ● Adjectives describing feelings. ● Personal possessions. ● (P) The alphabet.
Workshop 1. March Week 1 Workshop 1 Rules, Expectations, Rewards, Consequences, Procedures. Material: Refer Classroom Language and Sentence Stem activity in Student Book 1. Enganche (in Spanish) (15 minutes) Do an activity which catches their attention. It should be something EXCITING that marks the difference between YOU and other teachers. It could be a: -Game with Movement -Short 15 minute constructing activity (making something) -A challenge or competition. It doesn’t need to have a direct tie with English, as song as you relate English in some small way.
1. Motivation (in Spanish) (5 minutes) Speak about why English is important. Give real life examples of how English is necessary in Chile for all professions. Tell them that because of that your goal as a teacher is to assure they leave this school being able to speak English. 1. Rules (in Spanish) (10 minutes) Explain your A- three rules B-why you chose them C- how the rules will help them learn. Other rule activities are fine as well. (Example: they make class rules, or they make rules for you and you make rules them). 1. Consequences and Rewards Explain your consequence and reward system. (Consequence: warning system, staying after class Rewards: wow tickets, prizes for wow tickets etc) 1. Procedures (in Spanish) (10 minutes) A.Student Language: Review each one and have students repeat and model examples. (Material). B: Review Sentence Stems. (in Spanish) (15 minutes) B.1. What they are. (A base phrase they will use to help them speak during group activities) B.2. When they are used (During partner activities: both speaking and in the book) B.3. Why they are used (To help them take advantage of every second of class, speaking as much English as possible. Because the only way to learn to speak is by...SPEAKING!) B.4. Have partners model for the class with the questions in the book. (Material) C: Create internet groups. (10 minutes) C.1 Ask who has internet on their phones. C.2 Create groups of 4-5 people (include at least 2-3 people who have internet on their phones in each group). C.3 Tell them that throughout the year they will be doing activities on the internet, and during these activities (ONLY during these activities) they will be able to use their cell phones in their internet groups. D. Oral Evaluation Tell the students we will have oral evaluations. In the fifth lesson of taller. Students for this will have to ask and answer questions without looking at paper. The only way to prepare for this is by focusing on the speaking and memorization activities in both taller and catedra.
6. Closing activity Workshop 2. March Week 2. Workshop Two: The Alphabet. Grammar: To be. Vocabulary: The alphabet. Material required: English Lab: PowerPoint. 1. Hook (5 minutes) A. Write the Spanish alphabet on the whiteboard. B. Ask how different Spanish is from English. C. As students make suggestions of the differences, make modifications until it is the same as the English alfabet. 2. The alphabet. (10 min) Review the alphabet on the board. A. Write the English alphabet on the board with the pronunciation under each letter as follows.
B. Choral repetition B1. Pronounce them carefully so that students hear every letter. Students just listen, do not repeat. Make emphasis on letters that can be difficult, like vowels and b, v, r, w, y, z. B2. Say the letters again, this time students repeat. C. Students copy the alphabet on their notebooks. Do not give more than 4 minutes to copy. 3. Practice Activity (62 minutes) A. Students go to the English Lab (10 minutes)
B. Tell students that they will create a PowerPoint presentation with 26 slides, one for each letter. They will write the letter and a word that starts with that letter. They can look up the words on the internet. Write on
the whiteboard the following example: “”A” is for apple”. Students have to do the same in their presentation. (52 minutes) C.
Here’s a sample of what they should do. Students can add images only if they have time.
D. Tell students that they have two minutes for each letter. Every two minutes tell students the letter where they should be at. E. Circulate to check that everyone is working. Only sign students’ notebooks when they complete everything. F. Tell students that they have to save the presentations on their pendrives or personal email. If the students do not have a personal email, save it to yours so you have it. 4. Conclusion (18 minutes). A. Go back to the classroom. (10 minutes). B. Ask students what their favorite part of the class was and two things they learnt today. C. Review the most difficult letters letters. D. Homework for an extra point (optional): Write three words with every letter. Workshop 3. March Week 3. Workshop 3: Webquest. Grammar: Present Simple. Vocabulary: Daily Activities Materials required: English Lab for the first 45 minutes. *Graded Activity 1. Hook. (5 minutes) A. Ask students who their favorite celebrity is. Ask how much they know about them, e.g. their routines or favorite food and music. B. Review or elicit vocabulary for daily routines as needed. 2. Grammar. (5 minutes) A. Elicit vocabulary for routines and habits. B. Teach grammar (he/she/it add -s) 3. Practice Activities (30 minutes) A. Go to the English Lab, students must take their notebooks with them. (5 minutes) B. Students will do research about a celebrity. C. Students write down a list of 10 routines their celebrity has. D. Go back to the classroom. (5 minutes) 4. Oral Practice. (45 minutes) A. In partners students practice for 5 minutes the routines of their famous people (5 minutes). B. Students present. (40 minutes) C. During the presentations have students write down all the routines they hear their classmates present. D. Add a Twist: Have each student add two lies (routines which are not true) and then have the class guess which ones are lies. E. (Optional) To encourage students’ attention, tell students to have their sentences on the table. While a students is talking, everybody should be listening. If they don’t listen mark their notebooks with a red dot. Each dot will discount points from their grade. 5. Conclusion. (5 minutes) A. Review students’ favorite part of the class. B. Three things students learnt today. C: Remind students to bring a piece of cardboard next class. Workshop 4, March Week 4. Workshop 4: Create your own hero. Grammar: Can/ Be Vocabulary: Abilities/ Physical Features
Materials required: Refer to Student’s Book, colour pencils, markers. 1. Hook. (10 minutes) A. Ask students what characteristics a hero has. Write a list of the characteristics they mention (3 minutes). 2. Vocabulary (10 minutes) A. Eliciting physical characteristics. (5 minutes) A1. Ask students what physical characteristics they remember. A2. Write a list of physical characteristics on the whiteboard. A3. Add any words they might have left out. B. Choral repetition. (5 minutes) B1. Pronounce every word carefully so that students hear them. Students just listen, do not repeat. Make emphasis on sounds that can be difficult, like vowels, and b, v, r, w, y, z. B2. Say the words again, this time students repeat. 3. Teach – Present Simple Can/ Closed Question (10 minutes) A. Write on the board in big letters What languages can you speak? Circle the word can and tell students it is a word used to express ability. For example: I can speak English. Tell them it can also be used for possibility. For example: I work full time from Monday to Friday, so on the weekend I can watch my favorite movies and listen to music. B. Write on the board, for example, Can you play computer games on the weekend? Ask students, they may answer yes or no. Explain that this type of question is a Closed Question because the only possible answers are yes or no. Use the same example to show them the short answers. Can you play computer games on the weekend? Yes, I can. / No, I can’t. *Do not forget to tell students that can remains the same for all pronouns. C. Ask a few more questions to students. D. Make a list of weekend activities. E. In partners have students ask each other three closed questions each and answer. 4. Teach Present Simple Can / Open Questions (10 minutes) A. Ask students again What can you do on the weekend? Elicit answers from students and encourage them to use the Vocabulary taught previously. B. Circle the word What in the question. Tell students that the word What is a Wh-Question. Tell students that Wh-Questions (such as what, who, when, where, which, how*, why) are used for Open Question or Information Question. *Note: how doesn’t start with Wh, but it is considered a Wh question word. C. Have students provide examples of Open Questions with every Wh- Question using Can and the Vocabulary. If possible, have a volunteer student write some of the examples on the board. 5. Practice Activities (40 minutes) A. Have students turn to the page with the material (Material). B. Tell students that they have to create their own superhero and draw it on the piece of cardboard or white paper. Explain students that they have to complete the sentences. (Material)
C. Students work. (30 minutes)
6. Conclusion (10 minutes) A. Choose 1 or 2 students to present their superheroes. B. Remind students the uses of can and can’t. C. Congratulate students because they know an important part of the English language grammar. Workshop 5. April Week 1. Workshop 5: Grammar: Simple Present To Be To Have. Vocabulary: Personal Pronouns, descriptions. Material Needed: Print a picture of a famous person (hook), Names of famous people cut on paper (part 3), Oral Evaluations Materials in Student Book 1. Hook (15 minutes): A. Tell students that you have a picture of a famous person in your hands (do not show the person on the picture). B.
Review Use of To Be (emotions, professions, describing people).
C.
Review vocabulary of emotions, professions, descriptors.
D.
Review forming questions To Be and To Have.
E.
In partners have them write questions to guess who the celebrity is.
F.
Have partners ask you their questions. Answer them.
1. Vocabulary (10 minutes): A. Elicit professions. A1. Write professions on the board again as students name them. Focus only on professions that were taught the previous class. B. Choral repetition B1. Pronounce every word carefully so that students hear them. Students just listen, do not repeat. Make emphasis on sounds that can be difficult, like vowels, and b, v, r, w, y, z. B2. Say the words again, this time students repeat. 1. Practice Activity: (30 minutes) A. Make groups of three students. They can sit with any classmate they want to create confidence. Give secretly each student the name of a famous person or character in a piece of paper. Here is a list of 45 people that you can write:
Rihanna Benjamín Vicuña Beyonce Steven Spielberg
Alexis Sánchez Leonardo DiCaprio Selena Gomez Pope Benedict XVI
Justin Bieber Lady Gaga Madonna David Guetta Sponge Bob
Barack Obama Shakira Prince Royce Stefan Kramer Hello Kitty
Jim Carrey Michelle Bachellet Miley Cyrus Francisca Valenzuela Coco Legrand Américo Bill Gates Tom Cruise Johnny Depp
Brad Pitt Angelina Jolie Don Francisco Tomás González
David Beckham Usain Bolt Alvaro Salas Kike Morandé
Katy Perry Pitbull Leonel Messi Cristiano Ronaldo Bart Simpson
Sebastian Piñera Homer Simpson Harry Potter Mickey Mouse Lisa Simpson
Students take turns guessing other people’s characters by making questions such as: Are you a singer? No. Are you a man? Am I tall? (20 minutes) A. Have students write a list of questions. Ask and Answer until they guess the correct character. B. When they finish they think of a character themselves and continue playing. C. Check the activity doing the activity yourself with students. Think of a character and students will ask you questions and try to guess it.(10 minutes) 4. Oral Evaluation A. Have students refer to rubric, example questions and study guide. Material B. Give students instructions: C. This oral evaluation will be in partners. D: Refer to instructions. They will have the rest of the class to prepare, and then must continue for homework. Oral evaluations will be done at the beginning of the following class, in a random order (you will pick names out of a hat), so students must prepare for homework. Workshop 6. April Week 2. Workshop 6: Oral Evaluation Material Needed: Rubric, Part 1 questions copied and cut or written on a separate paper. 1. Hook. 1. Remind them that today they have oral evaluations. 2. Review the rubric. 3. Remind Instructions. 4. Have them practice in partners for 10 minutes. 5. After 10 minutes they must be silent or you take off points. They can silently practice their answers during this time (for possible questions they will receive). Call partners up to give the oral exam. Oral Evaluation Teacher Instructions Materials: Part I-The following questions copied, cut, and split into two piles: open and closed. (You may also cut up pieces of paper and copy the questions. Part II-Application questions. Instructions: Part I A: Split the first set of questions into two groups. Open and closed. B: Have Partner A choose one open question and one closed question to ask their partner. C: Partner B answers. D: Switch. E: Grade according to the rubric. Grade vocabulary only in the answer. Grade grammar in both the question and the answer. Count the mistakes throughout all parts of the oral exam. *Do not discount for vocabulary
that has not been taught such as family members. Tell them if they don’t know the word to use the one in Spanish. Part II A: Have each student say a number 1-5. B: Tell each student the application concept which corresponds with that number. C: Have them talk about the concept. Tell them to try to give 7 examples. (The way you choose the application concept can be creative). Part 1 Questions: Copied and Cut, Split into groups (OPEN) What ______your family _____? What ________ your family look ________? What_______ your best friend _______ in _______ room? (CLOSED) ______ your _______a ________? _______your _______ an _______? ______ your mother got _______? _____ your ________ _______ gray hair? ________ your father tall? ______ he/ she _____an ipod? ________ he/she got a ________? Part 2: Application Concepts: 1. Describe your family. Use physical features and emotions. 2. Describe your friends. Use physical features and emotions. 3. Describe the professions of people you know. 4. Describe some personal items you have got, and some personal items you haven’t got. 5. Describe yourself: use some positive and negative examples. Rúbrica de evaluación oral. 1-3
4-5
5-6
6-7
Vocabulario
Usó menos de 3 palabras del vocabulario en respuestas del tema del que habló (Emociones, ocupaciones, posesiones, características físicas).
Usó entre 4 y 5 palabras de vocabulario en respuestas del tema del que habló (Emociones, ocupaciones, posesiones, características físicas).
Usó entre 5 y 7 palabras de vocabulario en respuestas del tema del que habló (Emociones, ocupaciones, posesiones, características físicas).
Usó 7 o más palabras de vocabulario en respuestas del tema del que habló (Emociones, ocupaciones, posesiones, características físicas).
Gramática
El estudiante no fue capaz de producir preguntas. Respuestas con más de 10 errores.
El estudiante fue capaz de producir preguntas. Respuestas con entre 5 y 9 errores en sintaxis o conjugación.
El estudiante fue capaz de producir preguntas. Respuestas con entre 2 y 5 errores en sintaxis o conjugación.
El estudiante fue capaz de producir las preguntas con no más de 2 errores en sintaxis o conjugación.
Fluidez
El estudiante pausó más de 5 veces.
El estudiante pausó 4 veces.
El estudiante pausó 3 veces.
El estudiante habló fluidamente, pausando menos de 3 veces.
Ejemplos
El estudiante usó ejemplos mínimos en sus respuestas, mostrando menos de 3 palabras del vocabulario de cada tema.
El estudiante usó suficientes ejemplos en sus respuestas, mostrando entre 4 y 5 palabras del vocabulario de cada tema.
El estudiante usó suficientes ejemplos en sus respuestas, mostrando entre 5 y 7 palabras del vocabulario de cada tema. El estudiante usó ejemplos positivos y negativos.
El estudiantes usó suficientes ejemplos en sus respuestas, mostrando 7 o más palabras del vocabulario de cada tema. El estudiante usó ejemplos positivos y negativos.
Unit 2 ●
Objectives: ● Countable/uncountable. ● There is/are. ● How much/how many. ● Some/any. ● Plurals. ● Ordering food. ● Shopping.
Workshop 7. April Week 3. Unit 2 - Class 1: Country Interview Objective: Students will be able to use there is /are to describe a picture. Students will be able to ask for items. Materials: 1-Each student will need a piece of paper and pen. 2-Dictionaries. 1. Hook. (15 minutes) Ask students what would it be like to have their own country. What would they do? How would they run it? Would they have special rules? A. Go over the sentence stems. In my country I would + verb In my country my rules would be B. Go over the examples. C. Brainstorm vocabulary students might use. D. For the rest of the vocabulary they can use dictionaries, or their phones. E. They have 10 minutes. 2. Teach/ Review. (10 minutes) Review There is/There are and How Many. A. Write “There is” and “There are” on the whiteboard. B. Teach There is, There are= Hay C. Refer to the examples in the student book. Ask what the difference is. (There is-Singular, There are-
Plural). D. Review formula. Singular: There is + a/an + noun Plural: There are + noun + s Uncountable: There is + noun. (If students have not learned countable v. uncountable then review the difference. B. Ask students to write four sentences with a real situation inside the classroom. Ex. There are twenty students in the classroom. There is one teacher inside the classroom.
Teach/ Review How much, How many (10 minutes) A, Write How much, How many. B. Explain How much=uncountable, How many= countable. Review examples. *Have students notice that in the question is there is used. It is switched because it is a question. Again solicit countable and uncountable nouns. C.Write down nouns on the board and have students sit if How much is used, and stand if How many is used. D. Randomly call on students to say the corresponding question. (How many + noun is there?) 3. Practice Part I (15 minutes) A. Ask students what there is in a country. Students should tell you words such as: river, mountain, city, cars, etc. B. Make a list of at least 20 items on the board. C. Tell students that they are going to create their own country. They have to choose 8 items from the whiteboard and write a complete sentence using there is/are. Ex: There is a river. There are many cities. D. Then, students quickly draw their country in a piece of paper. Part II (25 minutes) A. Then, tell students that they have been banished from their country. B. They have to find another country to live in. C. They will interview their classmates to find the best country for them. D. Students should produce questions such as “Is there a river?” “How many cities do you have?” Have them circulate and ask their questions. E. Students share their experience with the class. Give positive reinforcement for those who are able to name three things that are in another person’s country. 4. Reading (10 minutes) A. Review the underlined vocabulary words. Have students copy. B. Tell students to read the questions. Have them tell you what they mean. C. Have them silently read and answer the questions (Independently). D. Review the answers.
1. The Blue House I live in a blue house. It is nice and clean. It is close to the lake. I live with my family. We like living in our house.
1) What adjectives are used 2) Who does the writer live to describe the house? with? A. nice and green. B. clean and blue. C. dirty and nice.
A. his friends. B. his pet. C. his family.
3) Does the author like his house? A. yes. B. no. C. no information.
5. Conclusion (2 minutes) Ask students what they learnt today. Was the activity fun?
6. Exit ticket: (2 minutes) Before leaving the classroom, every student must give a sentence using “There is” or “There are.” Workshop 8. April Week 4. Unit 2 - Class 2: Secret Products. Objective: Students will be able to describe personal possessions and wants. Materials: Cards found on http://www.anglomaniacy.pl/verbs2g3b.pdf (Activity 3). You will have to cut and laminate this cards with adhesive tape if you want to use them in every class. 1. Hook. (10 mintues) A. Tell students to imagine that they are going to be alone on a desert island. Ask them what products they would NEED to take with them. Countable Singular: I would need a/an Countable Plural: I would need noun+s Uncountable: I would need my……. B. Review the objective with them making emphasis on personal possessions. 2. Vocabulary. (15 minutes) A. Pass a card to every person. B. The student with the “start” card reads the question and the student who has the corresponding answer reads the answer. That student then reads the follow up question on the same card. This should be a chain, and done quickly. The points is to develop automaticity in comprehension as well as speaking. C. Continue until all students have read their card. D. You can continue shuffling and passing cards around if you consider it necessary. 3. Practice: Brainstorming. (10 minutes) A. Students will be divided into three groups. B. Each group will be assigned countable singular, countable plural, or uncountable. C. Each group will form a line in front of the board and write in turns a noun from the category that was assigned. D. Demand clear handwriting. When the teacher decides everybody stops writing and the group with the most nouns wins. 4. Practice: Secret Products (30 minutes) A. Have groups create names. Then tell each group will pick 3 nouns from each category on the board (countable singular, countable plural,
uncountable) in secret. (9 nouns in total) B. They write them down and create a shop that sells those products (in secret). C. Then each group comes up in front of the class and acts out what each product is. (Example: If they have a toothbrush they might act out brushing their teeth). D. The other two groups guess the products. E. Every time someone guesses the correct product their group gets a point. However they can only get a point if they: -Use is there/ are there correctly (review sentence stems) -Guessed by raising their hand, and waiting for the group (or you) to call on them.
The group with the most points wins. 5. Reading: 15 minutes A. Review the vocabulary. B. Have students do independently. C. Review Answers 2. The Soccer Game. I like playing soccer. Every Saturday, I play with my friends. We play for two hours. It is a lot of fun. I like scoring goals.
1) How many hours is the soccer game? A. 90 minutes. B. 2 hours. C. 1 hour.
2) Which day of the week does the author play? A. Saturday. B. Sunday. C. Funday.
3) What does the writer enjoy? A. passing. B. scoring. C. shooting.
6. Conclusion (5 minutes) Congratulate the winner group and give prizes (if available). Ask the class what their favourite part of the class was. 7. Exit ticket: (5 minutes) Each student must say a sentence starting with “I have got…” before leaving.
Workshop 9. May Week 1. Unit 2 - Class 3: Tik Tak Toe Objective: Students will be able to create sentences with quantifiers. Materials: Student’s book. 1. Hook. (15 minutes) A. Students sit in a circle. If there isn’t enough space you may make a circle on the patio. B. Remind students to listen to each other very carefully. Tell them that no writing is allowed. C. Choose one student to go first and select a direction. D. The first student completes the sentence “I went to the supermarket and bought a...” with a noun like pear. E. Students continue the sentence adding more items: “I went to the supermarket and bought a pear and an
orange”. F. If the students doesn’t remember the word or repeats a previous word s/he must sit outside the circle. G. The game continues until there is only one student left. 2. Vocabulary Practice. (15 minutes) A. Go to practice activity in Students book. They divide nouns between countable and uncountable. B. Review the sentence stem. C. When they finish. Check as a class. 3. Practice: Tik Tak Toe. (40 minutes) A. Review the grammar, examples and sentence stems in Student’s Book. (20 minutes) B. In pairs, students play tik tak toe using the form in the Student’s book. (20 minutes) C. The model is as follows:
any
many
a little
much
a few
some
a lot of
a little
several
D. Students have 60 seconds to pick one block and write a sentence/question using the words in the space. If they succeed they put an X/O on box. (It is suggested they each rip out pieces of paper and create small game pieces with X and O so they can play repeated times.) Time them and yell SWITCH when time is up. E. If they do not make a sentence in the given time, they lose their turn. F. When a student has achieved three in a row they must yell FINISHED! However they can only get a point/prize if they recite their three sentences to the class, and they are correct. G. Keep playing. 4. Reading. (20 minutes) A .Review vocabulary B. Do independently C. Have them peer correct D. Review correct answers. 3. School I go to school every weekday. It is close to my house. I learn many interesting things. I can also see my friends. I like school.
1) Is my school close to the writer’s house? A. yes. B. no. C. no information.
2) What does the writer do at school?
3) On which of the following days is the writer at school?
A. exercise. B. learn. C. teach.
A. Saturday. B. Wednesday. C. Sunday.
Workshop 10. May Week 2. Unit 2 - Class 4: Plurals Objective: Students will be able to form plural forms. Materials: Student’s book. 1. Objective (5 minutes) Tell students that today they are going to review plurals. 2. Teaching. (15 minutes) Teach plurals. Follow this organization:
-s Most plural English words are made adding an -s. Ex: house → houses; pencil → pencils.
-es Words ending in -sh, -ch, -x, -s, -z, are made plurals adding -es. Ex: box → boxes; dish → dishes.
-es Words ending in -o, also add -es. Ex: potato → potatoes.
-ies Some words ending in -y; drop the -y and add -ies. Ex: baby → babies. *Remind them that only countable nouns can take a plural form. 3. Practice: Crossword (15 minutes) Tell students to go to student’s book and complete the crosswords. Tell students to write the plural form of the words and that there is a secret word that goes down. 4. Practice: Sorting words (15 minutes) Tell students to sort the words in the chart that is given. 5. Practice: Pictionary Pharmacy products. (20 minutes) A. Tell students to get into four groups. B. Give each group will be given 5 products. C. In turns, each team will go to the board and draw the product. D. The rest of the students will have to guess the product in English. They only get a point if they: -Raise their hand and wait to be called on. -Can say the singular and the plural form (if they are countable). 6. Reading (20 minutes) Tell them to translate all the words they know. A-Tell them to go word by word. B-Ask themselves “Do I know this?” C-Write the translation. D-Then tell them to answer the questions the best they can alone. E-Review
4. My Favorite Food My favorite food is pasta. It is delicious. I like both red sauce and white sauce. My mom cooks good pasta. She makes it once a week.
1) Who cooks the pasta? A. mom. B. dad. C. Tayshawn.
2) Who likes pasta?
3) What kinds of sauce do I like?
A. mom. B. the author. C. Tayshawn.
A. red and blue. B. purple and green. C. white and red.
Workshop 11. May Week 3. Unit 2 - Class 5: Indefinite pronouns survey. Objective: Students will be able to use indefinite pronouns. Materials: Student’s book, Dictionaries. 1. Hook. Tell students that today they will review indefinite pronouns (everyone, someone, anyone, no one) and to express likes and dislikes. 2. Teaching (10 minutes) Review the uses of indefinite pronouns.
Positive/Affirmative Statements Indefinite Pronoun
Example
Everyone / Everybody
Everyone plays soccer in my class.
Someone / Somebody
There is somebody in my house.
No one / Nobody
No one has got money for the movies. Negative Statements
Anyone / Anybody
There isn’t anyone on the street.
3. Practice (20 minutes) A. Tell students that they are going to think of a famous story like “The little red riding hood” or “Sleeping beauty”. B. They have to re-write these stories using indefinite pronouns. (Someone + verb, someone + verb). Note: Tell them to use present tense verbs. Tell them to use their dictionaries for vocabulary. C. Then they have to read it in front of the class and classmates have to guess which story it is. *Students can also represent the story with mimics. 4. Survey (10 minutes) Students will go to the student’s book and look at the survey. They have to interview their classmates and ask them about this likes and dislikes. The questions are the following:
1. Do you like using shampoo everyday? 2. Do you like taking medicine? 3. Do you like wearing make up? 4. Do you like wearing band aids when you have an accident? 5. Do you like it when someone uses a lot of perfume? 6. Do you like wearing shoes on summer? 7. Do you like wearing dresses or skirts? 8. Do you like wearing socks with sandals? 9. Do you like wearing t-shirts or shirts? 10. Do you like jeans? When they finish they have to report to the class without using people’s names. They have to use indefinite pronouns. Ex. Someone likes wearing make up. Nobody likes taking medicine. 5. Oral Evaluation (40 minutes) A. Have students refer to rubric, example questions and study guide. B. Give students instructions: C. This oral evaluation will be in partners. D: Refer to instructions. They will have the rest of the class to prepare, and then must continue for homework. Oral evaluations will be done at the beginning of the following class, in a random order (you will pick names out of a hat), so students must prepare for homework. Workshop 12. May Week 4. Unit 2 - Class 6: Objective: Students will be able to Materials: Student’s book. 1. Hook. 1. Remind them that today they have oral evaluations. 2. Review the rubric. 3. Remind Instructions. 4. Have them practice in partners for 10 minutes. 5. After 10 minutes they must be silent or you take off points. They can silently practice their answers during this time (for possible questions they will receive). Call partners up to give the oral exam. Oral Evaluation Teacher Instructions Materials: Part I. The following questions copied, cut, and split into two piles: open and closed. (You may also cut up pieces of paper and copy the questions. Part II. Application questions. Instructions: Part I A. Split the first set of questions into two groups. Open and closed. B. Have Partner A choose one open question and one closed question to ask their partner. C. Partner B answers. D. Switch. E. Grade according to the rubric. Grade vocabulary only in the answer. Grade grammar in both the question and the answer. Count the mistakes throughout all parts of the oral exam. *Do not discount for vocabulary that has not been taught. Tell them if they don’t know the word to use the one in Spanish. If the word has been taught, discount points. Part II A: Have each student say a number 1-5. B: Tell each student the application concept which corresponds with that number. C: Have them talk about the concept. Tell them to try to give 7 examples. (The way you choose the application concept can be creative).
Part 1 Questions: Copied and Cut, Split into groups. (OPEN) ●
__________ is _________ in your freezer?
●
What kind of __________ clothes __________ you got?
●
What is __________ in a pharmacy?
(CLOSED) ●
__________ there medicine in a __________?
●
Can you give me __________ money?
●
__________ there a __________ near here?
●
__________ there clothes in an electronic __________?
●
Have you __________
●
__________ there cameras in a department __________?
__________ magazines?
Part 2: Application Concepts: 1. 2. 3. 4. 5.
Name 4 objects you can find in a supermarket and 3 objects you can’t. Name 4 countable and 3 uncountable items. Create a question asking for the price of a book. Describe what there is in a pharmacy. Use positive and negative examples. Describe your clothes. Use positive and negative examples. Rúbrica de evaluación oral. 1-3
4-5
5-6
6-7
Vocabulario
Usó menos de 3 palabras del vocabulario en respuestas del tema del que habló (Cuidado personal, ropa, comida, tiendas y productos).
Usó entre 4 y 5 palabras de vocabulario en respuestas del tema del que habló (Cuidado personal, ropa, comida, tiendas y productos).
Usó entre 5 y 7 palabras de vocabulario en respuestas del tema del que habló (Cuidado personal, ropa, comida, tiendas y productos).
Usó 7 o más palabras de vocabulario en respuestas del tema del que habló (Cuidado personal, ropa, comida, tiendas y productos).
Gramática
El estudiante no fue capaz de producir preguntas. Respuestas con más de 10 errores.
El estudiante fue capaz de producir preguntas. Respuestas con entre 5 y 9 errores en sintaxis o conjugación.
El estudiante fue capaz de producir preguntas. Respuestas con entre 2 y 5 errores en sintaxis o conjugación.
El estudiante fue capaz de producir las preguntas con no más de 2 errores en sintaxis o conjugación.
Fluidez
El estudiante pausó más de 5 veces.
El estudiante pausó 4 veces.
El estudiante pausó 3 veces.
El estudiante habló fluidamente, pausando menos de 3 veces.
Ejemplos
El estudiante usó ejemplos mínimos en sus respuestas, mostrando menos de 3
El estudiante usó suficientes ejemplos en sus respuestas, mostrando entre 4 y 5 palabras
El estudiante usó suficientes ejemplos en sus respuestas, mostrando entre 5 y 7 palabras
El estudiantes usó suficientes ejemplos en sus respuestas, mostrando 7 o más palabras del
palabras del vocabulario de cada tema.
del vocabulario de cada tema.
del vocabulario de cada tema. El estudiante us贸 ejemplos positivos y negativos.
vocabulario de cada tema. El estudiante us贸 ejemplos positivos y negativos.