1 lesson plan clase 3 24 08 15

INSTITUTO SUPERIOR DE CURUZÚ CUATIÁ PROFEORADO DE INGLÉS LESSON PLANS # 3 y 4 TRAINEE: ALMEIRA, Marcela.

DATE: 24th August SCHOOL: Colegio Gral. Manuel Belgrano.

COURSE: 5to 3ra HUM TIME: 80 minutes. (10.40 -12 h.)

TYPE OF LESSON: Revision.

TOPIC: Yesterday is history (Simple Past) CONTEXT:

CHARACTERISTICS OF THE STUDENTS:

C O N T E N T S

CONCEPTUAL: REVISION: Vocabulary: Jobs and professions.

Regular and irregular verbs (Live, is, begin, go, think, do, meet, help, sleep, hunt, find, bring, become) Grammatical Structure: e.g.: She/he is was/wasn’t You/we/they were/weren’t She lived/went, etc.

She/he didn’t live/go…

Did she/he live/go…?

PROCEDURAL:  Checking HW.  Talking about the test.  Making sentences.  Reading and writing about famous people.  Writing sentences.  Completing the verbs table.  Completing the sentences.  Transforming sentences into questions and negatives.

Function: Expressing events in the past.

ATTITUDINAL: Cooperative work and participation during the lesson.

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”, past simple (was/were), regular and irregular verbs. each other respectfully and friendly. Their relationship with their teacher 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”.

On the other hand, they are very talkative, so it takes some minutes for Regular and irregular verbs (Be, live, is, begin, go, think, do, meet, help, them to focus on a task. sleep, hunt, find, bring, become). Simple past affirmative, negative, interrogative.

AIMS: INTERACTION PATTERNS: By the end of the lesson, students should be able to…

MAIN AIM: … express events in the past.

SUBSIDIARY AIM: recognize the difference between regular and RESOURCES: irregular verbs.

PERSONAL AIM: I will try to engage students and make them participate.

LEARNER’S ACTIONS AND STEP TIME CONTENT & SKILL TEACHER’S WORDS AND ACTIONS INTERACTIONS T asks Ss whether they have done their homework. The teams Ss show T their HW, and then they Starting the 10 Speaking: Checking whose every member have done it will get 2 points. The teams check it orally. lesson. min. HW. where only some of the members did it will get 1 point.

5 min.

5 min.

Talking about the test.

Writing: Making sentences.

5 min.

Practice

15 min.

10 min.

Reading and writing: about famous people.

Reading and writing: Writing sentences.

T checks HW orally with Ss. T tells Ss that they will have a test on Thursday 27th. The test will include jobs and professions and the Simple past.

T explains that the current lesson is for them to practice and to clarify their doubts.

T asks Ss to open their workbooks on page 69 (If they do not have their books with them, T provides them with a photocopy with the activities of the book.) (See attachment ).

Then T asks them to look at exercise 2. She asks them what they can see there. (Jobs/professions and work places).

She asks one of the Ss to read the example, and then she reads the other professions to make sure everyone recognizes them.

T helps Ss make the first sentence, and then she asks them to complete the rest.

Then they check aloud.

T tells Ss that they have to complete the sentence about famous people. (See attachment) If every team has a cellphone with access to internet, T asks them to google these people in order to know their professions to complete the sentence.

In case not all the teams can count on a cellphone with internet, T provides them with a list of professions. (See attachment bellow)Ss would have to use their general knowledge or to guess which those people’s professions are and then complete the sentences.

The teams will get as many points as correct answers they have.

T asks them why they think one of the sentences say “is” (present) while all the others say “was” (past).

If they do not know the teacher tells them that that one is in the present because Gaudio is the only one in the list who is alive, and still plays tennis.

T asks Ss to go to exercise #4 on the same page. (See attachment ) She asks Ss what they see. (Objects people use at work: Blackboard, telescope, wrench, bus, cooking pot, and microphone).

T tells them that those images refer to jobs, and that below they have to write sentences with the names below each picture. E.g. “Ángela is a teacher”.

T tells them that the first 2 teams whose every member finishes the sentences CORRECTLY win one point.

Then, T asks them to read aloud and asks a volunteer to write the professions on the board to check that everyone has written

Ss ask any questions they have.

Ss open their books on page 69, and they comment on what they see there.

Ss complete the first sentence with T and then they complete the rest on their own.

Ss complete the sentences either by using internet or by using the professions on the list provided by the teacher.

Ss answer the question.

Ss complete the sentences.

A volunteer goes to the front and writes the words as the whole class reads the sentences.

5 min.

10 min.

10 min.

Writing: Completing the verbs table.

Writing: Completing the sentences.

Writing: transforming sentences into questions and negatives.

the words correctly.

T asks Ss to complete the table together.

She reads the verb that is written and asks them what is the missing word (be it either the verb in the past form or the infinitive, respectively).

T then explains to Ss that they have to use some of the verbs on that table in order to complete the sentences in the exercise #2.

(Photocopy: On the right. Workbook: Below Ex. 1). (See attachment ) Then, T asks them to read aloud in order to check.

T shows Ss the last exercise where they have to transform the affirmative sentences into questions and negatives. (See attachment ) T first reads the examples and asks Ss what they think they have to do.

Once Ss understand the task T helps them to do the first two sentences orally, while she writes what Ss say on the board.

Then, she asks them to do the other two sentences in pairs/groups.

The first 2 teams to get the sentences done correctly win 1 point.

If they cannot finish the task in class, T asks them to do it as HW. Then, the following lesson, the ones who have done their HW get one point.

*Workbook pages and exercises photocopy attached.

(Attachment ex. 3)

.

Ss say the words aloud and then they write them on the table.

Ss complete the sentences with some of the verbs on the table and then they read aloud in order to check.

Ss transform the sentences into questions or negative sentences.