INSTITUTO SUPERIOR DE CURUZÚ CUATIÁ PROFEORADO DE INGLÉS LESSON PLAN # 1 TRAINEE: ALMEIRA, Marcela. DATE: 6th August SCHOOL: Colegio Gral. Manuel Belgrano. COURSE: 5to 3ra HUM TIME: 40 minutes. TYPE OF LESSON: Revision TOPIC: Yesterday is history. CONTEXT:
C O N T E N T S
CONCEPTUAL:
PROCEDURAL:
REVISION: Vocabulary: Jobs and professions. Regular and irregular verbs (Live, is, begin, go, think, do, meet, help, sleep, hunt, find, bring, become)
A-Z Jobs Reading a Comic. Talking about Daryl. Remembering the uses of was/were. Remembering the rules for making the past form of verbs. Completing sentences with the correct form of the verbs in the box.
Grammatical Structure: I was… They were… Were they…? I arrived…/it began I didn’t… Did you…? Function: Recognizing and expressing past events. ATTITUDINAL: Cooperative work and participation during the lesson.
CHARACTERISTICS OF THE STUDENTS: It’s a group of 22 students: 14 girls and 8 boys. Their relationship is excellent. They can efficiently work in groups or pairs. They relate to each other respectfully and friendly. Their relationship with their teacher is as well based on respect and trust. They are eager to participate and to use English as much as possible during the lessons. The group has already worked with a trainee teacher, so they are familiar with the situation.
ASSUMPTIONS:
Students are supposed to know the verb to be, personality adjectives (“Look like vs. be like”), physical description, likes and dislikes (love hate, not mind), simple present, present continuous, future “Going to”, past simple (was/were), regular and irregular verbs. Jobs and professions (Lawyer, warrior, sheriff, leader, drifter, hunter, pizza delivery, supply runner, sergeant, constructor, construction crew, housewife/homemaker, counselor, cook, farmer, vet, doctor, nurse, architect, mechanic, artist, scientist, shop assistant,). Articles “a/an” AIMS: INTERACTION PATTERNS: By the end of the lessons students should be able to… Group work; MAIN AIM: Recognize the past form of verbs. Whole class; SUBSIDIARY AIM: Express events in the past. Individual work. PERSONAL AIM: I will try to motivate students to participate and engage RESOURCES: them. Cards, photocopies, blackboard. CONTENT & LEARNER’S ACTIONS AND STEP TIME TEACHER’S WORDS AND ACTIONS SKILL INTERACTIONS 2 A-Z Jobs T shows students some cards with pictures representing jobs and Ss say the names of the min. asks the class to say the jobs/professions. (Attachment #1) jobs/professions. Warming up 5 Then T gives each S a photocopy (Attachment #2) with the same Ss order the pictures min. pictures, but these contain a circle above. alphabetically.
5 min.
Reading: Reading a Comic. Presentation
5 min.
Post-Reading.
3 min.
5 min.
Systematization
5 min.
Practice
7 min.
Speaking: Talking about Daryl. Writing and speaking: Remembering the uses of was/were.
Writing and speaking: Remembering the rules for making the past form of verbs.
Writing: completing sentences with the correct form of the verbs in the box.
T tells Ss that they have to rearrange the jobs/professions according to the alphabet. In order to do so, they have to write numbers in the circles (according to the order). The team whose members have the right answers gets 1 point. T asks the class to tell her what the first word is, then the second, and so on. And she sticks on the board flashcards with the names of the jobs/professions. Then she asks Ss to count how many corrects they have and to tell the class as to see who gets the points. T asks Ss to copy all the words in alphabetical order on their folders below the photocopy with the pictures. T shows Ss a comic about one of the characters they have talked about during the first lesson: Daryl Dixon. T provides Ss with some copies of the comic. (Attachment #3) Then she asks them what it is. Who they think it is about, if they remember Daryl, what’s his job, etc. T asks them to read. (One S starts and then the one next to him follows, and so on). T asks Ss some general questions about what they have just read. Teacher asks them if there is something they do not understand (and if so, she explains it to them). T gives Ss a chart to complete according to what they have on the comic. (Attachment #4) T asks them to complete only the first part (Past Simple verb to be). Then T asks Ss if they remember when we use “Was” and when “Were”, how we make the negatives, etc., and to give some examples. Then, she asks Ss to underline al the verbs/actions in the comic. T helps Ss complete the second part of the chart. Then T asks them what the difference between “lived” and “went”. What we call the verbs that only need to add “ed” to make the past form, and how the others that change. What happens when we make the negatives, if they change or are spelled like in the infinitve. And what about when we make the questions. T gives Ss a photocopy (Attachment #5) with some sentences about some of the characters of The Walking Dead. There is a box with the infinitive form of the verbs and Ss have to choose one to complete the sentence and put it in the past form. T does the first with them, as an example. Once they finished, T asks them to read the sentences to check.
The whole class checks the answers. Then each team counts their correct answers. Ss copy the word s on their folders Ss look at the comic and make predictions. Ss listen to the dialogues and follow it on the photocopy.
Ss Answer the questions. Ss clear their doubts. Ss look at the
Ss underline al the verbs/actions in the comic and complete the chart.
Ss choose one to complete the sentence and put it in the past form. Ss read the sentences in order to check.
ATTACHMENT SHEET: (Attachment #1)
(Attachment #4)
(Attachment #2)
(Attachment #5)