INSTITUTO SUPERIOR DE CURUZÚ CUATIÁ PROFEORADO DE INGLÉS LESSON PLAN # 2 TRAINEE: ALMEIRA, Marcela. DATE: 13th 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)
Grammatical Structure: I was… They were… Were they…? I arrived…/it began I didn’t… Did you…? Function: Expressing events in the past.
Remembering the previous lesson Checking Ss’ answers and remembering the rules for the past form of the verb “be” Remembering the rules for making the past form of verbs. Completing sentences with the correct form of the verbs in the box. Completing the names of the refuge
ATTITUDINAL: Cooperative work and participation during the lesson. CHARACTERISTICS OF THE STUDENTS: ASSUMPTIONS: Students are supposed to know the verb to be, personality adjectives It’s a group of 22 students: 14 girls and 8 boys. Their relationship is (“Look like vs. be like”), physical description, likes and dislikes (love, excellent. They can efficiently work in groups or pairs. They relate to hate, not mind), simple present, present continuous, future “Going to”, each other respectfully and friendly. Their relationship with their teacher past simple (was/were), regular and irregular verbs. is as well based on respect and trust. Jobs and professions (Lawyer, warrior, sheriff, leader, drifter, hunter, They are eager to participate and to use English as much as possible pizza delivery, supply runner, sergeant, constructor, construction crew, during the lessons. The group has already worked with a trainee teacher, housewife/homemaker, counselor, cook, farmer, vet, doctor, nurse, so they are familiar with the situation. architect, mechanic, artist, scientist, shop assistant,). Articles “a/an”. Regular and irregular verbs (Be, live, is, begin, go, think, do, meet, help, sleep, hunt, find, bring, become). Simple past affirmative, negative, interrogative. AIMS: INTERACTION PATTERNS: By the end of the lesson, students should be able to… Whole class; Group work. MAIN AIM: Recognize the past form of verbs. SUBSIDIARY AIM: Express events in the past. RESOURCES: PERSONAL AIM: I will try to motivate students to participate and engage Blackboard; them. Photocopies. LEARNER’S ACTIONS AND STEP TIME CONTENT & SKILL TEACHER’S WORDS AND ACTIONS INTERACTIONS Warming up 5–10 Speaking: T asks Ss if they remember the comic they’ve read the Ss talk about Daryl. min. Remembering the previous lesson. Who it was about, etc.
10 min.
Presentation
5 min.
Practice
EXTRA
7 min.
3 min.
previous lesson Speaking: Checking Ss’ answers and remembering the rules for the past form of the verb “be”
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.
Writing: Completing the names of the refuge
T reminds Ss that they had to complete a chart at home (Attachment #1) and that the groups whose all members have completed it will win 2 points, and the teams where only some of the members completed it, will win only 1 point. 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 infinitive. And what about when we make the questions. T gives Ss a photocopy (Attachment #2) 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. If there is some time left, T asks Ss to decide the names for the teams (only the ones who has not yet).
Ss read the chart they’ve completed at home. Ss remember the use of
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.
ATTACHMENTS: (Attachment #1)
(Attachment #1)