1 lesson plan clase 7 y 8 03 09 15 version 2

INSTITUTO SUPERIOR DE CURUZÚ CUATIÁ PROFEORADO DE INGLÉS LESSON PLAN # 7 y 8

TRAINEE: ALMEIRA, Marcela.

DATE: 31st August SCHOOL: Colegio Gral. Manuel Belgrano.

C O N T E N T S

CONCEPTUAL: Revision: Vocabulary: Jobs and professions.

Verbs (Live, explore, take, travel, work, is, begin, go, think, do, meet, help, sleep, hunt, find, bring, become, help study, use, understand, respect, need).

PRESENTATION: Vocabulary: Scuba dive, air tank, mask, wet suit, flippers, weight belt, tortoise, turtle, swimmer, underwater, snorkel,

PROCEDURAL:  Clarifying doubts about the exam’s topics.  Picture description.  “You don’t have to be an expert”.  True or false activity.  Matching activity.  Completing the chart with “have/has to”.  Making sentences with have/has to.  Picture description.  Reading about the diver’s routine.  Making sentences about the picture.  Writing sentences using the correct form and tense of “have to”.  Telling the difference between the simple present and the present continuous.

Grammatical Structure: She/he has to/doesn’t have to…

I/you/we/they (don’t) have to…

TIME: 80 minutes. (9.00 - 10.30h) I/ you/we/they/he/she had to…

TYPE OF LESSON: Presentation We work/are working…

Function: Expressing necessary and TOPIC: “YOU DON’T HAVE TO BE AN unnecessary actions.

EXPERT.” ATTITUDINAL: Cooperative work and participation during the lesson.

CHARACTERISTICS OF THE STUDENTS: ASSUMPTIONS: Students are supposed to know the verb to be, simple present, present It’s a group of 22 students: 14 girls and 8 boys. Their relationship is continuous, future “Going to”, past simple (was/were), regular and excellent. They can efficiently work in groups or pairs. They relate to each irregular verbs. other respectfully and friendly. Their relationship with their teacher is as Jobs and professions (Lawyer, warrior, sheriff, leader, drifter, hunter, well based on respect and trust. pizza delivery, supply runner, sergeant, constructor, construction crew, They are eager to participate and to use English as much as possible housewife/homemaker, counselor, cook, farmer, vet, doctor, nurse, during the lessons. The group has already worked with a trainee teacher, architect, mechanic, artist, scientist, shop assistant,). Articles “a/an”. so they are familiar with the situation.

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.

MAIN AIM: express necessary and unnecessary actions.  Individual work SUBSIDIARY AIM: tell the difference between the past and present RESOURCES: tenses and their uses.  Book; PPP; projector, blackboard.

PERSONAL AIM: I will try to motivate students so that they actively participate in class.

CONTENT & LEARNER’S ACTIONS AND STEP TIME TEACHER’S WORDS AND ACTIONS SKILL INTERACTIONS Starting the 5 Speaking: T delivers the exams which are already checked and clarifies any Ss get their exams and ask their COURSE: 5to 3ra HUM

lesson: clarification/ systematization.

Pre-reading

Reading

min.

10 min.

5 min.

Listening and reading: “You don’t have to be an expert”.

5 min.

Writing and Speaking: True or false activity.

Post-reading 5 min.

Presentation

Clarifying doubts about the exam’s topics.

Speaking: Picture description.

5 min.

Writing: Matching activity.

Writing: Completing the

topic that requires so.

She answers any questions Ss may have, and write the points for the teams. (Score rules specified below).

T projects a PPP with the page of the book Ss are going to use.

(PPP attached #1).

T asks Ss to tell her what they see on the page; what the profession of that person is; if they think it is a man or a woman and why, etc. Then T asks them what equipment that person uses. As Ss mention the elements that diver is using, T tells them their names in English. (Air tank, wet suit, and flippers) T then gives Ss a photocopy with a diver and his equipment (Attachment #2). She asks them what they think they have to do.

Once they say that they have to complete the names of the elements, T asks them to complete with the ones they already know. (Air tank, wet suit, and flippers).

Then T projects the same picture Ss have on their photocopies (PPP attached #1).She points to an element and asks them what that is, and after Ss tell her its name (probably in Spanish), she tells and shows its name in English.

As T introduces the element in English, she asks them to copy the name on their photocopies.

Then T goes back to the book’s page and asks them what they call the animal on the image. If they do not know T shows them a picture of a tortoise and one of a turtle (Attachment #3), and asks them which one they think the one on the book is.

T now asks Ss to open their books on page 22. (Attachment #4).

T tells Ss that they are going to listen to her reading the text, and they have to follow it on their books. T asks them to underline the words they do not understand, so that when she finishes reading, she will clarify the meanings.

T reads the text.

Then, T asks them to look at ex. 1 (True or false). Then T tells them that they are going to do it together, so she reads the first sentence and asks Ss to tell her if it’s true or false, and why.

She does the same with the other sentences.

Once they have finished, T asks Ss to match the questions in ex.

2 with the answers on the right. She helps them with the first one.

Then she asks them to do the rest on their own.

Once they finish, they check together by reading the answers aloud.

Then T asks them to look at the table below, and asks them to complete it, in order to see if they remember the form of the verb

T any question they may have.

Then they get the points according to the team’s marks.

Ss look at the projection and answer the questions.

Ss listen to the scuba diver and follow the text on their books.

Ss make questions, if they have any.

Then, they write true or false and justify their answers.

Ss match the questions to the answers.

Ss look at the table and complete the sentences in it.

chart with “have/has to”.

Speaking and writing: Making sentences with have/has to.

Systematization

7 min.

Speaking: Picture description.

Pre-reading

5 min.

Listening and reading: Reading about the diver’s routine.

Reading

3 min.

Post-reading

5 min.

Writing: Making sentences about the picture.

5 min

Writing: Writing sentences using the correct form and tense of “have to”.

Practice

“have” we use for the 3rd person in the simple present; and the auxiliary we use to make a negative sentence, or a question.

T asks them whether they prefer to complete it as a class or individually (it will be done according to what most of Ss choose).

Then T asks them to tell her when we use the expression “have to”. If SS do not know she tells them that we use it to express a something that is necessary; and “don’t have to”, for something that is not.

Then T projects two sets of personal pronouns + predicates on the board ( we/go to school; she/help at home), and asks Ss to make and tell her sentences that include those words and using the expression “have/has to”.

This is done in order to make sure they remember when to use “have” and when “has”.

T asks them to copy that on their folders.

T shows Ss the pictures on page 23. She points to the diver’s equipment. She asks them what they see. She asks them to tell the names of the elements, which they already know.

Then she points to the other picture and asks them what the name of that animal is, if they like it, if they would like to scuba dive and to touch dolphins, if they think the diver is happy or what they think.

Then she reminds them of what they’ve said before when she asks them whether the dover was a woman or a man, to see if they guessed or not.

Then she tells them that they are going to listen to that text, and again they have to follow it on their books.

And, once more, she asks them to underline the words they do not know or remember, so that she can clarify their meanings after reading.

T asks Ss to look at ex.3 on page 23. She explains that they have to write sentences about divers and fish, according to what they see in the pictures.

T helps them to do the sentences.

T asks Ss to go to page 71 of their workbook.

Then she tells them that in ex. 2, they have to write the sentences using the expression have/ has to, in the positive or negative depending on what they have between brackets (“necessary” = have/has to; “not necessary” = don’t/doesn’t have to; or “necessary?” = do/does … have to?).

She also explains that not only they have to pay attention to the form but also to the tense. If it is in the present, they will have to

Ss tell T when they think we use “have to” and “don’t have to” Ss tell teacher the sentences and then they copy them on their folders.

Ss talk about the pictures on page 23.

They revise the names of some elements of the diver’s equipment.

Ss listen to the text on page 23 while they follow it on their books.

Ss do the sentences as a whole class.

Ss open their books on page 71 and listen to the instructions and the examples.

5 min.

use have/has to, or do/does (not) have to; now if it is in the past, they will have to use had to, or did (not) have to.

T writes some examples on the board and asks Ss to copy them. (“I have to go to PE lessons twice a week”; “I don’t have to eat sweets every day”. Do you have to go to PE lessons twice a week? Did you have to go to PE lessons last week?)

T helps Ss with the first two sentences. And then she asks them to do the other 3 by themselves.

Once they have finished, T asks them to read the sentences in order to check.

Ss make the first two sentences with the teacher, and then the other three on their own.

Attachments: SCORE RULES: Most of the team’s Score for the teams’ members exam’s mark contest 10 5 9 4 8 3 7 2 6 1 5 or less 0 *If there are only two members in the team, the score points will depend on the member with the higher mark in his exam.

(Attachment #2):

(Attachment #3):