1 lesson plan clase experimental 1 30 07 15

INSTITUTO SUPERIOR DE CURUZÚ CUATIÁ PROFEORADO DE INGLÉS LESSON PLAN #1 EXPERIMENTAL TRAINEE: ALMEIRA, Marcela.

DATE: 30TH July SCHOOL: Colegio Gral. Manuel Belgrano.

COURSE: 5to 3ra HUM TIME: 40 minutes.

TYPE OF LESSON: Revision TOPIC: What does he do?

CONTEXT:

C O N T E N T S

CONCEPTUAL: REVISION: Vocabulary: Adjectives of personality.

Grammatical Structure: “She/he is…“ PRESENTATION: Vocabulary: Jobs and professions (Lawyer, warrior, sheriff, leader, drifter, hunter, pizza delivery, supply runner, sergeant, constructor, construction crew, housewife/homemaker, counselor, cook, farmer, vet, doctor).

Grammatical Structure: “She/he is…”, Function: Recognizing people‟s jobs or professions and expressing their own.

PROCEDURAL:  Introducing a friend.  Talking about “The Walking Dead”  Reading the Characters‟ data sheet/Resume  Speaking: Telling about the team‟s character.  Brainstorming about jobs.  Grouping words into jobs and professions.  Talking about their jobs and what they want to be.  Making their own Datasheet

ATTITUDINAL: Cooperative work and participation during the lesson.

CHARACTERISTICS OF THE STUDENTS:

ASSUMPTIONS:

It‟s a group of 22 students: 14 girls and 8 boys. Their relationship is Students are supposed to know the verb to be, personality adjectives excellent. They can efficiently work in groups or pairs. They relate to (“Look like vs. be like”), physical description, likes and dislikes (love each other respectfully and friendly. Their relationship with their teacher hate, not mind), simple present, present continuous, future “Going to”, is as well based on respect and trust. past simple (was/were).

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.

AIMS: INTERACTION PATTERNS: By the end of the lesson students should be able to: Whole class; Group work; MAIN AIM: Recognize people‟s jobs or professions Individual work.

SUBSIDIARY AIM: Express their own jobs (in case they have one) and RESOURCES: what they want to be when adults.

Cards; PERSONA AIM: I will try to motivate students to participate and engage Photocopies; them.

Blackboard.

LEARNER’S ACTIONS AND STEP TIME CONTENT & SKILL TEACHER’S WORDS AND ACTIONS INTERACTIONS 5-7 Listening and T introduces herself and asks one of the Ss not to introduce Each S introduces a partner and min. Speaking: Introducing himself but to introduce one of his partners. Then T explains says something positive about him.

Warming up a friend. that the S who is introduced will have to introduce another The rest listens and when they hear one, and so the chain goes on until the last one‟s name is their name, they do the same. said. T explains that addition to his name, the S introducing a

3 min.

Speaking: Talking about “The Walking Dead”

3 min.

Reading: Characters‟ datasheet/Resume

2 min.

Speaking: Telling about the team‟s character.

Speaking: Brainstorming about jobs.

Presentation

5-7 min.

Practice

Production

5 min.

7 min.

Writing: Grouping words into jobs and professions.

Speaking: About their jobs and what they want to be.

Writing: Making their own Datasheet

partner will have to mention one positive aspect of the introduced S. (* From now on T clarifies the meanings of all the words Ss do not understand by using flashcards, mimics, or examples they can understand).

T asks Ss if they know the TV show, “The Walking Dead”. (“Who knows „The Walking dead‟? Who likes it? Do you know the story? What‟s it about? What is the world like? Are there people on the streets? Among others.”)

T divides the class into 6 teams of 3 and 1 of 4 Ss. She tells them that every time they have to work in groups, they will have to do it with the same people they are going to work now. T asks Ss to choose a name for the team. They have to bring the name for the next lesson.

T asks each team to pick a card. Each card has one character of “The Walking Dead”, and on the reverse there are some characteristics of him/her. (Attachment #1) T asks each team to read about the character they have on the card they chose.

T tells Ss that the lessons will be always divided between life before the apocalypse and life after it. And to set the difference, there will be a sign on the blackboard that will be turned accordingly. (Attachment #2) T asks Ss to tell the class a little bit about the character on the card.

T now asks Ss “What are „doctor‟, „delivery’, „lawyer’, „hunter’?”

T now writes “JOBS” on the blackboard, and she asks students to mention the jobs they know/remember.

T now asks Ss the difference between e.g. “doctor” or “lawyer”, and “delivery” or “hunter”. (Attachment #3) T asks them to make a chart on their folders with one column for jobs and another for professions and to group the words on the blackboard into those two categories. (Attachment #4) T asks Ss if any of them works, what they do, if they like it etc.

T then asks each student to tell her what they want to be.

T gives Ss a sheet of paper with an incomplete card, and asks them to make their own datasheet, but completing only some points (name, age, job/profession).

T explains that they will have to complete it pretending that

Ss answer the questions, tell what they know about the TV show, if they like it or not, etc.

Ss make the groups.

They choose a card, and read about the character on it.

Ss ten tell the class about him/her.

Ss answer the question (“Jobs”).

Ss remember and mention jobs.

Ss find the difference between jobs and professions.

Ss tell the class about their jobs and about what they want to be when they are adults.

Ss make their own cards.

ATTACHMENTS:

they are older and they work as whatever they want to be when adult. . (Attachment #5).

T tells Ss to make sure they do not lose the card, because they will go on completing it.

Attachment #3:

Attachment #1:

Attachment #4:

JOBS

PROFESSIONS

Delivery Doctor Hunter Lawyer

(Attachment #2): Side A and side B

Attachment #5: